CEGEP INTERNATIONAL EURASHE 23rd Annual Conference May 9-10, 2013 - Split (Croatia)
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CEGEP
INTERNATIONAL
EURASHE 23rd Annual Conference
May 9-10, 2013 – Split (Croatia)
Professionally-oriented
Programs in Canada
The Knowledge Triangle
Why and How it Works
Mr. Hervé Pilon
President, Cégep international
Director General, Cégep André-Laurendeau
Main topics 1. Introduction: Looking at the future 2. Canadian context: Need for workers and for competencies 3. The education system in Canada and Quebec 4. A competency-based approach to technical training 5. A close relationship with the workplace 6. Applied research and innovation : A new tool 7. Challenges we face 3 EURASHE May 9-10, 2013
Education and innovation
Although education has
deep roots in the past, its
main focus should always
be on preparing people for
the future and on
improving society.
That is why innovation
is the key to a better
education strategy
4 EURASHE May 9-10, 2013
Innovation is human
Man did not leave the
Stone Age because of a
shortage of stone.
He advanced because he
wanted to innovate so as
to improve his security
and quality of life.
5 EURASHE May 9-10, 2013
What lies ahead: Challenges and Skills
©2011 Institute for the Future for University of Phoenix Research Institute.
6 EURASHE May 9-10, 2013
Ten skills for the future workforce
©2011 Institute for the Future for University of Phoenix Research Institute.
7 EURASHE May 9-10, 2013
Ten skills for the future workforce
©2011 Institute for the Future for University of Phoenix Research Institute.
8 EURASHE May 9-10, 2013
Their conclusion
©2011 Institute for the Future for University of Phoenix Research Institute.
©2011 Institute for the Future for University of Phoenix Research Institute.
9 EURASHE May 9-10, 2013
Canadian Context: Need for workers and for competencies
Unemployment rate in Canada
Employment
Unemployment
7,2 % March 2013
11 EURASHE May 9-10, 2013Worker and skills shortage
The Canadian Chamber of
Commerce says the country
is developing a “desperate”
labour shortage and it is
the number one threat to
+30%
competitiveness.
Federal government
officials and others
maintain Canada has a
“skills and labour
shortage.”
12 EURASHE May 9-10, 2013Unemployment Rates Across Canada 13 EURASHE May 9-10, 2013
Long term perspectives (2012-2021)
1,4 million jobs (in Quebec only)
264 000 new jobs
2/3 between 2012 and 2016
1,1 million jobs because of retirement
Expected unemployment rate: Less than 5 % (Source: Emploi-Québec 2012)
We do not graduate enough students
(technicians) to fill theses jobs!
14 EURASHE May 9-10, 2013Jobs to be filled (Canada)
Job growth for graduates continues in a tough economy
From July 2008 to July 2012
700 000 net new jobs were created for university graduates
320 000 net new jobs for college and trades graduates
640 000 jobs for high school grads were lost.
Statistics Canada, Labour Force Survey
Many of the most in-demand occupations today did not
exist 10 or 20 years ago.
According to Human Resources and Skills Development
Canada estimates, 70% of new jobs in the coming decade
will require postsecondary education. Human Resources and Skills Development Canada
15 EURASHE May 9-10, 2013Employer satisfaction (Survey of the Fédération des cégeps)
Placement rate of graduates in the technological sector
surpasses 90%.
A number of economic sectors require more graduates in
technical sectors
Health (nurses), aeronautics, information technologies, mining, etc.
Overall employer satisfaction in regard to technical training
86.3% satisfied or very satisfied
Is the training of graduates in technical education adapted to
practices in your sector of activity?
78 % totally agree and somewhat agree
16 EURASHE May 9-10, 2013Need for temporary foreign workers
In December 2012 (Globe and Mail, April 12, 2013)
338 189 temporary foreign workers in Canada compared to
140 668 in 2005
Two thirds of these (202 000) according to Human Resources and
Skills Development Canada, “positive labour market opinions,”
because there is a shortage of skilled labour in Canada.
“Reverse brain drain”
More international students:
Federal strategy to double the number of international student in the
next ten years (250 000 to 500 000)
17 EURASHE May 9-10, 2013The education system in Canada and Quebec
How many education ministries in Canada?
10
13
15
18
20
23
25
30
19 EURASHE May 9-10, 2013Canada’s Education Systems
5
P-U
11
20 EURASHE May 9-10, 2013Colleges in Canada
There is no national system of education.
In Canada, education is the responsibility of provincial and territorial
governments. (1867 - Constitution)
Each jurisdiction has its own quality assurance mechanisms.
More than 150 colleges and 1000 campuses
Urban, rural, and remote communities
To educate people of all ages and from all socio-economic levels
32 colleges offer baccalaureate degrees (February, 2011)
Movement that began in the early 1990s (BC)
141 baccalaureate programs available in 5 provinces (BC, AL, On, Ma, PEI)
Not in Québec
21 EURASHE May 9-10, 2013Students demographics in Canada
More than one million students were enrolled in universities
in Canada.
781 300 full time
266 400 part-time students
Public colleges and institutes
More than 514 266 full time students
200 000 part-time students
Training for the trades, technical areas, and upper-level
professions
In Quebec, trades are in High schools
22 EURASHE May 9-10, 2013Cégeps in Quebec
STUDENTS (Cégeps)
174 000 at the DEC level (diploma of college studies)
54 % (pre-university + A/i)
46% (careers – technical training)
58 % girls
65 % Working while studying
Access to college studies (or equivalent)
2012: 60.9%
23 EURASHE May 9-10, 2013Public colleges (Quebec)
48 public colleges (+/- 90% students)
50 others colleges institutions (mostly private, +/- 10% students)
43 francophone cegeps
5 anglophone cegeps (about 15% of students)
5 Quebec provincial schools
Aircraft maintenance, Aeronautics, Fishing and aquaculture
Navigation, Furniture and cabinet making
Institut de tourisme et d’hôtellerie du Québec (ITHQ)
Training institution in the tourism hotel and restaurant services
Institut de technologie agroalimentaire
Agriculture and food industry
24 EURASHE May 9-10, 2013Creation of the college-level
Major reform of education in 1967 (Quebec)
Democratization and accessibility (Presence in all Quebec regions)
Integration of pre-university and career/technical streams
Pre-university: mandatory path to university
Career/Technical: access to the labour market
Now more than 30 % continue to university
1993 renewal
Competency-based approach
Quality insurance system (CÉEC – Evaluation commission of
college education)
25 EURASHE May 9-10, 2013Variety of programs
In all major branches of science, social studies, arts and
letters
132 higher technical programs - in all main sectors of the job
market
Main fields of specialization
Agri-food Technology and Biological Technology
Physical Sciences Technology
Community Affairs Technology
Business Administration Technologies
Applied Arts
26 EURASHE May 9-10, 2013Main fields of specialization
Agri-food Technology and Biological Technology
Management of Farming Enterprises, Bio-ecology, Environment, Dental
Hygiene, Radiation Oncology, Nursing, etc.
Physical Sciences Technology
Space Technology and Aeronautics, Forest Management, Architectural
Technology, Mining of Minerals, Civil Engineering Technology, etc.
Community Affairs Technology
Social Service, Early Childhood Education, Correctional Intervention,
Special Care Counselling, etc.
Business Administration Technologies
Accounting and Management Technology, Tourism, Hotel Management,
Computer Science Technology, etc.
Applied Arts
Graphic Design, Professional Theatre/Acting, Industrial Design
Techniques, 3-D Animation and Image Synthesis, Illustration and
Design, etc.
27 EURASHE May 9-10, 2013A competency-based approach to technical training
Degree of autonomy and responsibility
The degree of autonomy and responsibility of public colleges and
institutes varies considerably across the country.
In some jurisdictions, colleges and institutes are largely autonomous,
with the government determining which credentials they can grant
and/or approving their mandates, while the college boards of governors
manage their programs and quality assurance.
In others, ministers or appointed external councils have responsibility
for establishing guidelines for program evaluation and appointing
review teams or for approving all programs and authorizing their
delivery (Quebec).
http://www.cicic.ca/695/quality-assurance-an-overview.canada
29 EURASHE May 9-10, 2013Characteristics of the Quebec model
CÉGEP (colleges) integral part of “professional” higher education
Linkage between CÉGEP and university programs
Bridges between Technical DEC (3 years) and BAC (2 years)
Agreement between colleges and universities (U. Laval 50 %)
Nursing: national program
Program-based approach
Each course contributes to program goals
Competency-based approach
Knowledge, skills and aptitudes are taught in a concrete manner
Objective, standard, performance criteria, master plan for each course
30 EURASHE May 9-10, 2013The general goals of technical training
To help students acquire the competencies required to practise a trade or
occupation (Ability to carry out a task in its entirety).
To help students integrate into the work force (entry level).
To foster student personal development and acquisition of occupational
knowledge, skills, perceptions and attitudes.
To promote job mobility (Transversal competencies like communication)
Generally speaking, programs are based on an analysis of training needs,
the purpose of which is:
To ensure consistency within and between the levels of instruction
To establish the need to develop or revise a program using preliminary
studies or, if necessary, other types of needs analysis.
To determine the competencies to be acquired in the program,
especially on the basis of job analysis.
Québec, Ministère de l’Éducation, Vocational and Technical Education in Québec: A System Integrating Educational and Management Engineering
31 EURASHE May 9-10, 2013Competency-based approach
1. Programs are broken down into competencies
formulated as objectives
2. Programs are grouped together and managed by the
vocational and technical education sector (21)
Health, administration/commerce, computer science, food and
tourism, arts, communications, etc.
3. Programs are offered according to demand
Sector profile, preliminary study, job analyses for each occupation
4. The evaluation of learning is based on a “criterion-
referenced” approach
Learning context should be as close as possible to the situation in
which the occupation is carried out
Practical training in labs and partnership with employers
32 EURASHE May 9-10, 2013Engineering process
Manage by the Ministry of Higher Education
Job
Sector
Prelimi- analyses
profile Informa-
for each nary Compe-
tion
vocational study tencies
directly
and for each
from
technical occupation
labour
sector
market
Information and validation from the labour market
33 EURASHE May 9-10, 2013Program development process 34 EURASHE May 9-10, 2013
Grid of competencies 35 EURASHE May 9-10, 2013
A close relation with the workplace
Work-study programs in technical training
The majority of the 132 technical programs (100) are available in a work-
study format (co-op).
The work-study approach is both an educational strategy and a means of
organization that integrates periods of school training and internships in
the workplace.
The work-study approach is an educational strategy that:
places the student at the centre of the educational process
combines periods of training in school and internships in the workplace
fosters the application of competencies acquired in school and validated
in the workplace
requires a partnership based on the complementarity of schools and
businesses, as well as on mutual respect.
37 EURASHE May 9-10, 2013Work-study programs in technical training
Taken by full-time students
Begin with a period of school training
End with a period of school training involving:
a minimum of 45 hours of instruction
Include a number of hours in the workplace equivalent to at least 20%
of the total duration of the program.
Include at least two alternating periods .
In general, students are not paid during their training.
Colleges receive some funding in support of this activity and
businesses receive a tax credit for accepting students.
38 EURASHE May 9-10, 2013College Co-op Satisfaction for students 39 EURASHE May 9-10, 2013
Co-op motivations for students Ontario Work Integrated Learning (WIL) 40 EURASHE May 9-10, 2013
School clinics in colleges
A number of colleges have developed school clinics to meet
the needs of the population and to enable students to
practice their occupation in a realistic clinical environment.
Early childhood education
Physical re-adaptation, physiotherapy
Dental hygiene
Nursing
Eyewear
Acupuncture…
41 EURASHE May 9-10, 2013Applied research and innovation : a new tool
College Centers for Technology Transfer (CCTT)
Since 1983
They are recognized by the Ministry of Higher Education,
Research, Science and Technology (MESRST) in accordance
with the Quebec General and Vocational Colleges Act.
Work as a network…”Réseau Trans-tech” http://reseautranstech.qc.ca/
Their mission: Provide assistance to small and medium
enterprises in regard to innovation by:
Technical assistance
Applied research
Technical information and adapted training
43 EURASHE May 9-10, 2013Location and area of expertise
Aeronautics
Biotechnology
Forestry and wood
transformation
Material science
Transport
Environment
Chemistry
Manufacturing technologies
Wind Power
Communication
Bioproducts
Photonics
Social innovation
etc.
44 EURASHE May 9-10, 2013Trans-tech: the CCTT network
46 CCTTs in 32 cegeps and colleges (6 created in 2010)
40 CCTTs in technology
6 CCTTs involved in Innovative Social Practices (since 2009)
1044 expert technicians (36%),
+engineers+ PhDs+ scientists…
Business relations with more
than 3400 companies ( 2/3 SME)
186 teachers with partial release
time from colleges
5 000 students in internship
45 EURASHE May 9-10, 2013A sample of factors that shape SERC’s applied research (Innovative Social Practices ) 46 EURASHE May 9-10, 2013
Conclusion
Good quality training
Strengths
Competency-based approach
Work/study alternation, internships, co-operative programs that meet
labour market needs
Quality assurance (college evaluation commission) (CÉEC)
Applied research and technology transfer (CCTT)
Weakness
Lack of flexibility in institutions (in Quebec) in regard to program
development and program updating
48 EURASHE May 9-10, 2013Improving the college system
In a context of increasing demand for technical
occupations:
Provide colleges with margins of maneuver so as to refresh,
loosen and adapt their training offer with minimal delay
Enable the offer of differentiated and more flexible training paths, in
terms of format and orientation
Enable colleges to adapt some of the program competencies
so as to respond effectively to changes in occupations in
specific regions
49 EURASHE May 9-10, 2013You can also read
