Pathways to Apprenticeship for Secondary School Students

1. A Beginner's Guide to Pathways to Apprenticeship: Options for Secondary School Students May 2019

2. Goals of the session • Increase understanding of the: • pathways to becoming a journey person • opportunities for elementary and secondary students to get exposure to the trades through the School-College-Work Initiative • secondary school options leading to becoming a journey person • importance of connecting with the community • Highlight useful resources SCWI/IJECT

3. SCWI Goals SCWI/IJECT

4. School College Work Initiative (SCWI) • * managed by Council of Ontario Directors of Education (CODE) • * funded by EDU and TCU RPT 4 Monitoring Report Go to College Grade 10 Activity SCWI/IJECT

5. SCWI/IJECT

6. Challenges: What have we learned? • The apprenticeship pathway is still not as well known or understood • “First you just need to find an employer” is not the first step, and likely isn’t helpful advice • Apprenticeship is not college • It is not easy to identify academic requirements for apprenticeship • Different from other post-secondary options (college or university) in terms of application processes, and how and where learning takes place • Experience Ontario: a high number of secondary school graduates interested in apprenticeship but unsure of how to get on this path SCWI/IJECT

7. Challenges: What have we learned? • How do we/can we support students to take the first post-secondary step towards becoming a journey person? SCWI/IJECT

8. Possible Solution: Individual Pathways Plan(IPP) • Opportunity for students to capture their interests in their IPP along with documenting their experiences • Identifying students interested in trades • Identifying students with no plan SCWI/IJECT

9. Possible Solutions: What have we learned? • Students will need to be involved in ongoing conversations around the steps involved – few online or print resources that will help • Students will have varying levels of understanding/misunderstanding • Who can you connect with in your school? Board? Community? SCWI/IJECT

10. Possible Solutions • No deadline to start an apprenticeship; makes it easier to put off and not move forward • Students may benefit from identifying a concrete next step, may help reduce anxiety around transitions • Schools could create deadlines in their schools for apprenticeship-bound students • There is a deadline for applying for entry into dual credits – typically, part of the course selection process • For potential grads – establish deadlines to sign up for a session on Apprenticeship, or for grads to register with Employment Ontario SCWI/IJECT

11. Increase understanding of the journey person pathway • Becoming a journey person • Most learning takes place on the job • Alternating periods of on-the-job (~90%) and in-school training (~10%). • Lots of opportunities in secondary school to prepare for and to begin an apprenticeship • Two groups of students • Ones who already know who they want to become • Ones who have no plan but might be interested in learning about this option SCWI/IJECT

12. The journey person pathway Alternating periods of learning on-the-job (~90%) and in-school training (~10%). Work Graduate from Secondary School Pre-apprenticeship program (TCU Funded) Co-op Apprenticeship Diploma Program Work and get a Registered Training Agreement (RTA) Signed College College Technician or Technologist Diploma Program Become a qualified journey person University SCWI/IJECT

13. The journey person pathway Alternating periods of learning on-the-job (~90%) and in-school training (~10%). Co-operative Education OYAP Work Graduate from Secondary School Pre-apprenticeship program (TCU Funded) Co-op Apprenticeship Diploma Program Work and get a Registered Training Agreement (RTA) Signed College Registered Training Agreement College Technician or Technologist Diploma Program Tech Dual Credit Become a qualified journey person University Level 1 In-school Apprenticeship SCWI/IJECT

14. SCWI Approved Elementary Activities and Forums, 2018-19 • Connecting Science/Technology and College Pathway (Cambrian) • Exploring Technology for Gr 7-8 w multi boards (George Brown) • Trades and Technology (Sheridan) • PSTT (Promoting Skilled Trades & Techs) (York Region DSB and GTA colleges) • Careers in Transportation w multi boards Gr. 7&8+ (Centennial) • Grade 7 & 8 Science, Technology and Trades Day (Northern) • Fleming Access Skilled Trades Camp Grades 7/8 (Fleming and Kawartha Pine Ridge DSB) • TNT Workshops for Young Women Grade 8 – 10 (Conestoga) • Mobile Technology Trailer (Lambton) • Trades and Technology Day (Fanshawe) • Access to Trade and Technology Pathways (Confederation) • Activité 7e et 8e - Métiers - Projet pilote – ACCESS (La Cité) • SCWI Provincially Approved 2018 - 2019 Activities and Forums (http://www.scwi.ca/tools.php ) SCWI/IJECT

15. Pathways to Apprenticeship • “Matching students with the appropriate opportunity, one student at a time.” • Adds clarity to a number of policy documents • (http://www.edu.gov.on.ca/eng/teachers/studentsuccess/oyap.html ) SCWI/IJECT

16. Secondary school opportunities leading to becoming a journey person Pathways to Apprenticeship, 2017. P. 8 http://www.edu.gov.on.ca/eng/teachers/studentsuccess/PathwayApprentice.pdf SCWI/IJECT

17. Continuum of Students Student with the goal of becoming a journey person, having taken appropriate secondary school courses (including co-op), possibly in an SHSM, having out-of-school experience Disengaged student with no future career goals SCWI/IJECT

18. Dual Credits: Eligible Participants SCWI/IJECT

19. Dual Credit Options • Tech and trades dual credits • Level 1 Apprenticeship In-School Training • with MTCU seat purchase for OYAP students with a Registered Training Agreement • For primary target group students. Seat purchase is paid by SCWI. • Level 1 Apprenticeship In-School Training delivered in secondary school • Team-taught • College Delivered • Delivered by secondary school teacher with college Oversight • SCWI newsletters include many of the options by RPT (http://www.scwi.ca/newsletters.php) SCWI/IJECT

20. Questions to consider? • What courses are available to students in your school? • What advantage does this type of opportunity provide and to whom? • What does a good candidate for each of the options look like? SCWI/IJECT

21. Technology and trades dual credits • Students in the primary target group are eligible • Wide variety of dual credit courses • Construction Technology • Metal Trades Practices • Autobody • Introduction to Video • Baking and Pastry Arts Skills 1 • Introduction to Gerontology • Sustainable Horticulture Practices • Cosmetic Applications • Team-taught and college delivered • Congregated and integrated SCWI/IJECT

22. Level 1 Apprenticeship In-School Training • Delivered at a college, congregated and integrated A Registered Training Agreement is a contract for training between an employer and an apprentice, and is registered with the Ministry of Training, Colleges and Universities SCWI/IJECT

23. Level 1 Apprenticeship In-School Training delivered in secondary school • Team-taught • College Delivered • Delivered by secondary school teacher with college Oversight • SCWI funds these programs which are not eligible for seat purchase • Level 1s include: • Truck and Coach Level 1 OYAP • Cook • Industrial Mechanical Millwright • General Carpentry • Automotive Service Technician SCWI/IJECT

24. Connecting with the Community SCWI/IJECT

25. http://www2.edu.gov.on.ca/eng/policyfunding/memos/oct2014/posterChildPractitioner.pdfhttp://www2.edu.gov.on.ca/eng/policyfunding/memos/oct2014/posterChildPractitioner.pdf http://www2.edu.gov.on.ca/eng/policyfunding/memos/oct2014/Automotive.pdf http://www2.edu.gov.on.ca/eng/policyfunding/memos/oct2014/Chef.pdf SCWI/IJECT

26. https://oyap.com/documents/assets/uploads/files/en/oyap_poster_2016_update2.pdfhttps://oyap.com/documents/assets/uploads/files/en/oyap_poster_2016_update2.pdf SCWI/IJECT

27. http://www.earnwhileyoulearn.ca/ SCWI/IJECT

28. Case Studies Nathan Marco Stefan Mallory Mohammed Evie

29. Case Studies: Nathan • Decided in grade 7 that he wants to be an Industrial Millwright/Mechanic • Works with his father on the weekends in a family-operated small business • Previously, his mother has been unwell; he has had poor attendance in grades 9-11 as a result • Has not completed a cooperative education placement • Needs 4 compulsory credits to graduate, including grade 11 math • Identify 1-2 experience(s) that will allow Nathan to further explore his career of choice Nathan

30. Case Studies: Marco • Skilled working with his hands • Competed in local Skills Canada competition and placed second • Has taken U type courses • Parents have plans for him to be an Engineer, but he’s not sure • Identify an experience that will help him make an informed post-secondary choice Nathan

31. Case Studies: Stefan • Stefan is in grade 8 • Last summer, he volunteered in his community to build an addition to the animal shelter • Likes to watch home reno programs on TV • Parents want him to go into Business • Identify 1-2 experiential learning activities that will help him see the possibilities of connecting his interests and his parents goal for him. Nathan

32. Case Studies: Mallory • Mallory has always wanted to work as a plumber, but is worried about the math requirements • Has taken a course in grade 9 Technological Education and was very successful • Has an IEP that provides accommodations for reading • Identify 1-2 experiential learning opportunities that will help Mallory understand the math in plumbing Nathan

33. Case Studies: Mohammed • Mohammed plans to be a welder • Has completed grades 10 and 11 Manufacturing Technology courses and has a definite aptitude in the field • Will do two more years of secondary school and needs a plan • Has an IEP and an IPRC (hearing impaired) • Identify 1-2 experiential learning experiences in his field of interest that will help him understand the supports that he will need to be successful Nathan

34. Applying the Experiential Learning Cycle Applying the Experiential Learning Cycle “three necessary phases, where students: • participate in a learning experience connected to a community; • reflect on the experience in order to derive meaning from it; • apply their learning to influence their decisions and actions in various aspects of their lives.” http://www.edu.gov.on.ca/eng/curriculum/secondary/cooperative-education-2018.pdf , p.23 RPT 4 gr. 10 Go to College SCWI/IJECT

35. Your OYAP Coordinator • https://oyap.com/en/about_oyap/district_school_board_contacts/ SCWI/IJECT

36. Resources for Schools • Pathways to Apprenticeship: Options for Secondary School Students (http://www.edu.gov.on.ca/eng/teachers/studentsuccess/oyap.html ) • Level 1 Apprenticeship In-School Options (http://www.scwi.ca/tools.php) • Apprenticeship: What Parents Need to Know (http://www.edu.gov.on.ca/eng/teachers/studentsuccess/PathwayApprenticeFS.pdf ) • OYAP website (https://oyap.com ) • Posters (see slide 25) • Dual Credit Programs: Policy and Program Requirements http://www.edu.gov.on.ca/eng/teachers/studentsuccess/dual.html • Dual Credit Parent Fact Sheet (http://www.edu.gov.on.ca/morestudentsuccess/DualCreditFS.pdf ) SCWI/IJECT

37. Contact Us Phil Hedges PhilHedges@kwic.com Sonja Vandermeer svandermeer@ontariodirectors.ca SCWI/IJECT