The Work-Oriented
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The Work-Oriented Training Path. Geared to Success. Knowing. Understanding. Committing. Proposed process for adapting to this change. Applying. Day 1. Day 2. General education programs Main orientations Broad areas of learning and cross-curricular competencies

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The Work-Oriented Training Path

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The work oriented training path

The Work-Oriented

Training Path

Geared to Success


Proposed process for adapting to this change

Knowing

Understanding

Committing

Proposed process for adapting to this change

Applying


The work oriented training path

Day 1

Day 2

General education programs

  • Main orientations

  • Broad areas of learning and cross-curricular competencies

  • Programs of study in general education: concepts that seem abstract but that lead to concrete learning

    Illustration of a learning and evaluation situation

Principles and orientations of the two training options in the Work-Oriented Training Path: Prework Training (PT) and Training for a Semi-skilled Trade (TST)

Practical training programs

Work-studyprograms


The work oriented training path

Content presented in terms of

a pyramid of learning

5%

Lectures

10%

Reading

Average percentage of retention after 24 hours, by teaching method

Source: National Training Laboratories of Bethel (Maine, USA), based on research results from 1960

Passive

20%

Audiovisual

30%

Demonstration

50%

Group discussion

75%

Practical exercises

Active

90%

Teaching others or immediate use of learning


Work oriented training path

WORK-ORIENTED TRAINING PATH

  • Replaces the existing Life Skills and Work Skills Education (LSWSE) program

  • Is designed to correct certain identified weaknesses through:

    • broadened general education, more rigorous evaluation, more uniform certification

    • possible access to more advanced training

    • availability of TST in all school boards

  • Maintains the work-study approach, an acknowledged strength of the LSWSE and AVE programs

  • Provides redesigned practical training


The work oriented training path

CHARACTERISTICS OF THIS TRAINING PATH

Value added

  • Is an integral part of the Québec Education Program

  • Is explicitly included in the Basic school regulation

  • Leads to an initial official qualification

  • May under certain conditions lead to vocational training

  • Addresses the range of students' interests, aptitudes and learning styles

  • Includes high but realistic expectations for every student (individualized education plan)

  • Includes aims with regard to citizenship education and increased cultural content

  • Enables students to concretely explore their occupational interests


The work oriented training path

Une organisation

scolaire repensée

L'engagement de

l'équipe-école

La mise en place

d'une culture

d'accompagnement

Des pratiques pédagogiques

centrées sur le développement

de compétences

Des conditions

gagnantes pour la mise

en place du parcours de

formation axée sur

l'emploi...


Practical training programs

PRACTICAL TRAINING PROGRAMS

  • Programs:

    • Preparation for the Job Market (PT and TST)

    • Introduction to the World of Work (PT, year 1)

    • Work Skills (PT, years 2 and 3)

    • Preparation for a Semiskilled Trade (TST)


Structure of the programs of study

STRUCTURE OF THEPROGRAMS OF STUDY

Introduction to the program

Pedagogical context

Competencies and focuses of the competencies

Learning targets

Evaluation criteria

Program content


Directory of semiskilled trades a resource

DIRECTORY OF SEMISKILLED TRADES:a resource

• Is applicable to both options in this training path

• Includes semiskilled trades in different sectors

• Presents the specific competencies and tasks associated with each semiskilled trade

• Is a useful resource for developing the competencies in practical training

• Allows students to receive guidance in choosing a practicum suited to their capabilities


The work oriented training path

PT

3 years

Preparation for the Job Market

TST

1 year

Competency 1

Establishes his/her personal and occupational profile

Competency 3

Implements a sociovocational integration plan

Competency 2

Gains an understanding of the job market

  • Aim:

  • Continuation of the career development process started in previous cycles in the spirit of the guidance-oriented approach

  • Reflection supplemented by experience in various contexts

  • Three themes

  • Personal and occupational identity

  • The job market

  • Sociovocational integration plan


The work oriented training path

Introduction to the World of Work

PT

year 1

Competency 1

Understands the requirements specific to different work situations

Competency 2

Performs tasks associated with different work situations

Competency 3

Adopts attitudes and behaviours appropriate to different work situations

Directory of Semiskilled Trades

An essential resource for structuring workshops and defining tasks

Aim:

To develop students' competencies as workers in a workshop class that reproduces some of the characteristics and requirements of the world of work


The work oriented training path

Preparation for a Semiskilled Trade

Work Skills

PT

TST

years 2 and 3

Acquires thespecific competencies and practices associated with a semiskilled trade

1 year

Acquires certainspecific competencies and practices associated with one or more semiskilled trades

Adopts attitudes and behaviours required in the workplace

Adopts attitudes and behaviours required in the workplace

To develop the specific competencies associated with a semiskilled trade

To increase students' employability


The work oriented training path

Examples of competencies related to a semiskilled trade

Sector 03 - Food Services and Tourism

Butcher’s helper

42 – Receive and store dry and perishable goods۞2

50– Handle dry and perishable goods1

811301 – Prepare meat and other products for sale2

Preparation for a Semiskilled Trade

Work Skills

Acquires certainspecific competencies and practices associated with one or more semiskilled trades

Acquires thespecific competencies and practices associated with a semiskilled trade

DIRECTORY OF SEMISKILLED TRADES


The training plan

THE TRAINING PLAN

  • personalizes the training provided to students in the Work Skills and Preparation for a Semiskilled Trade programs

  • defines the specific competencies students are to develop during practicums

  • allows students and their supervisors in the school and the workplace to agree on the conditions and nature of the learning to be acquired in the workplace practicum


The work oriented training path

Individualized Education Plans: Helping Students Achieve SuccessReminder

  • The Work-Oriented Training Path is chosen on the basis of a student's progress report or individualized education plan (IEP) when it appears to be the best way to help the student to achieve success.

  • The IEP brings together information that is useful for helping the student make progress.

  • The IEP is used to plan and coordinate actions to help the student, in particular those involving his or her training plan.


The work oriented training path

Work-Study ProgramProcedure for the Activities

The learning process proposed in the Work Skills program (PT) and the Preparation for a Semiskilled Trade program (TST) makes the procedure for the activities clear.


The work oriented training path

Illustration of a sequence of learning

in a course in Work Skills or Preparation for a Semiskilled Trade

Preparation is the phase in which students:

- recall their knowledge (connection with the Preparation for the Job Market program)

- are presented with the competencies to be developed during the workplacepracticum

- are taught concepts and strategies they will use during their practicum

Performance is the phase of development of the specific competencies, attitudes and behaviours expected in the practicum workplace.

Reflection is the phase in which students become aware of what they have learned and of the degree of development of their knowledge.

New sequence of learning

Evaluation of the sequence by the teacher. Planning of a new sequence of learning


Summary of key elements

SUMMARY OF KEY ELEMENTS

  • Involvement of the school team and partners

  • Concern for complementarity between general education and practical education programs in planning learning

  • Quest for the best possible match between the student's capacities and needs, the aims of the QEP and the possiblities offered in the workplace


For further information section for the school system and universities

For further information(section for the school system and universities)

Work-Oriented Training Path:

Prework Training and Training for a Semiskilled Trade

http://documents.educationquebec.qc.ca/das/

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    http://documents.educationquebec.qc.ca/programmes/

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