ITA Pilot Project Strategic Review: Final Report · identifying common core competencies. • Host...

ITA Pilot Projects Strategic Review Final Report

October 2004

Submitted to

Sandy Steward

Director, Client Interests, Industry Training Authority

Prepared by

Fulford Harbour Consulting, Ltd. 250.653.9883

www.fulfordharbour.ca


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Table of Contents

A. Executive Summary ...................................................................1 1. Lessons learned by themes.................................................... 1 2. On-going issues ....................................................................... 2 3. Recommendations .................................................................. 2

i. Curriculum, Competence and Assessment: An Opportunity for Change ............................. 3

ii. Secondary School Transition ......................................... 4 iii. Credentials for Non-Certified Workers .......................... 5 iv. Flexible Delivery & Individual Responsibility................. 5 v. Industry Involvement...................................................... 6 vi. Image & Communications ............................................. 7

B. Introduction................................................................................8 1. The Strategic Review............................................................... 8 2. Timelines ................................................................................. 9

i. The Industry Training Authority...................................... 9 ii. The Pilot Projects.......................................................... 10

C. Methodology ............................................................................12 1. The approach in detail ..........................................................13

i. Document review.......................................................... 13 ii. Develop and use standard evaluation criteria ........... 13 iii. Develop Standardised Interview Questionnaires ....... 13 iv. Conduct in person interviews with key respondents.. 14 v. Conduct telephone interviews with other respondents

.................................................................. 14 vi. Report results in a comprehensive manner ............... 14

2. Summary ...............................................................................14 D. Lessons Learned: Major Themes............................................15

1. Curriculum, Competence and Assessment ..........................15 i. Learning plans: What are we teaching at work and

school? ..................................................... 18 ii. Competency: What does someone who is good at the

job do?...................................................... 21 iii. Assessment: How do we tell if someone has learned

what they need to do the job well? ......... 25


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2. Industry Involvement.............................................................27 i. Industry Driven Projects ............................................... 27 ii. Industry Funded............................................................ 30 iii. Industry Responsibility ................................................. 31

3. Partnerships ..........................................................................32 4. Image & Communications.....................................................34

i. The Industry Training Authority Mandate.................... 35 ii. Information Sharing ..................................................... 36 iii. The Image of the Trades as Careers ........................... 36

5. Access....................................................................................37 i. Support for Youth ......................................................... 38 ii. Overcoming Time & Space........................................... 40 iii. Credit Where Credit is Due .......................................... 42

6. Individual Responsibility .......................................................42 E. Recommendations...................................................................45

1. Curriculum, Competence and Assessment: An Opportunity for Change ...................................................................45

i. Link assessment to competency................................. 46 ii. Use competency areas to create learning modules... 47 iii. Make learning module links between trades ............. 47 iv. Support development of practical competency

assessments ............................................ 48 v. Implement a Knowledge Management System ......... 49

2. Secondary School Transitions...............................................50 i. Promote secondary school transition programs......... 51 ii. Reinstate accelerated teacher certification for

journeypersons ........................................ 51 iii. Address capacity issue for colleges to deliver training

from L2 to L5............................................ 52 3. Credentials for Non-certified Workers ..................................52

i. Adopt and promote assessment and certification process for experienced workers............ 53

ii. Link assessment with Modular Training ..................... 53 iii. Include assessment of practical skills ........................ 53

4. Flexible Delivery and Individual Responsibility.....................53 i. Address time and distance barriers to training .......... 54 ii. “Steal my training reform” forum ................................ 54


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iii. Keep spreading the word to the people...................... 54 5. Industry Involvement.............................................................54

i. Industry to provide financial contribution to projects 55 ii. Industry associations to educate membership .......... 55 iii. Consider short and long term needs........................... 55 iv. Clear definition of the problem.................................... 55 v. Focused solutions ........................................................ 55 vi. Industry to provide access to equipment.................... 56 vii. Local employers to steer training projects.................. 56

6. Image & Communications.....................................................56 i. Promote the ITA mandate and new direction ............. 56 ii. Develop models............................................................ 56 iii. Promote trades information ........................................ 57 iv. The ITA to act as an information clearinghouse......... 57

7. Things to Avoid ......................................................................57 Appendix A: Project Summaries ......................................................59

1. Project Summaries................................................................60 Appendix B: Examples of Competency Profiles & Curricula.........75

1. Apprenticeship Competency Profile Chart Marine Repair Technician ...................................................................76

2. An example of a competency drawn from the competency profile As developed by Quadrant Marine Training Institute. ......................................................................81

3. Detail of a competency drawn from the competency profile for Marine Repair Technician as developed by Quadrant Marine Institute ..........................................82

4. National Occupational Analysis: Residential Electrician 2003: Excerpt.........................................................................84

i. Task 1 Interprets occupational documentation. ........ 84 ii. Task 2 Organizes work. ................................................ 86 iii. Task 3 Communicates in the workplace..................... 88 iv. Task 4 Uses and maintains tools and equipment...... 89

5. Example of Practical competency assessment standards Developed by Quadrant Marine Institute. ..................94


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A. Executive Summary

The Industry Training Authority (ITA) contracted Fulford Harbour Consulting Ltd. to conduct a strategic review of 39 industry training pilot projects initiated under the Ministry of Advanced Education to determine if any of the lessons learned from these projects could assist the ITA in its introduction of alternate delivery approaches in BC’s industry training system. The process of conducting the review included analyses of the documentation from the projects and over 100 structured interviews with project proponents, industry partners, trainees, Ministry staff and ITA staff. The report is organized into three main sections:

1. Lessons learned from the projects by major themes; 2. On-going issues; and 3. Recommendations.

1. Lessons learned by themes

In our review of the pilot projects we identified six major themes that ran across the various projects:

1. Curriculum, competence and assessment

2. Industry involvement

3. Partnerships

4. Image and communications

5. Access

6. Individual responsibility

Generally speaking, we found that the more these six theme issues were addressed by the projects, the more successful they were in delivering alternate training programs. Detailed explanations of success factors under each of the themes and pilot project examples are included in the main report.

The industry training system in BC is shifting to incorporate more industry led training initiatives. Currently, training is largely led by institutions, so the shift to provide more opportunities for industry leadership presents an excellent opportunity to respond to the lessons learned in this report in a way that builds the capacity of industry to assume a leadership role in training provision. This report presents some concrete ways in which the ITA can facilitate this process.



2. On-going issues

Nine out-standing or on-going issues were uncovered in the course of the review that will need to be addressed over the short to medium term:

1. Dealing with pilot projects in limbo

2. Support for individuals trying to effect change

3. Introducing more hands-on training

4. Industry awareness of new and existing initiatives

5. Vehicles to involve smaller employers

6. Secondary school shop infrastructure disappearance

7. A perceived misalignment of check list curriculum and competency based assessment

8. That “competency based assessment” is a trigger phrase

9. Different learning resources are needed for competency based assessment

Details on these issues and some suggested solutions are included in the main report.

3. Recommendations

In our review of the pilot projects we found two major areas that underlie all our recommendations:

1. Many of the pieces and practices for alternate delivery are in place and are being used but they are fragmented and isolated from each other. In the absence of a unifying standard, consistency becomes an issue. We believe that the unifying standard is a focus on industry identified competencies as the foundation for industry training.

2. Training providers and industry are generally ready for change but they need some central guiding principles to orient flexible delivery models toward. Again, focusing on training to competencies will permit a wide variation in the types of training available to learners as well as in the offerings of training institutions. The guiding principle here and foundation for assessment standards will be industry identified competencies.

Our recommendations speak to this central need in the Industry Training System, i.e. flexible approaches to training which fit the context of each



industry's particular training needs yet which are delivered, assessed and certified to a consistent standard developed and administered by the ITA.

In essence, the ITA becomes the facilitator and certifier of competency profiles and assessment standards in the Province using the approach we recommend.

We have developed recommendations that can act as guiding principles in attaining a flexible training system that is internally coherent. These recommendations reinforce each other and are designed for implementation in a broad based way leveraging the strengths of the training system. Within this framework, industry and training organizations are able to step forward and propose solutions that can be facilitated by the ITA to common standards rather than led or mandated from above by the Authority.

Detailed comments on how to facilitate opportunities described in these recommendations are included in the main report.

Recommendations:

i. Curriculum, Competence and Assessment: An Opportunity for Change

1. Link assessment to competency Link paper and pen tests to the theoretical or knowledge components of the competencies profiled in each occupation’s competency profile. Facilitate the development of practical assessments based upon competencies’ profiles for the occupation by a broad spectrum of industry stakeholders.

2. Use competency profiles to define learning outcomes in industry training. Competencies can be clearly linked with learning outcomes. These are the standard which the ITA supports leaving open the precise organisation of learning to schools and individuals. Support the development of curriculum organised into learning modules. Make these available on-line and publicize them to self-directed learners in addition to the relevant training institutions.

3. Strengthen the development of common core training by organising learning around common core competencies.

Expose students in high school and in college programs to different trades as part of their entry level/ dual credit training to lower drop-out rates from the apprenticeship system and create more skilled people graduating faster from the system thereby creating a broader spectrum of trades people.

4. Support development of practical competency assessments There are two avenues to take on the development of practical competency assessments:



• Develop stand-alone demonstration projects which also function as Prior Learning Assessments.

• Integrate assessment into the workplace in a structured way.

5. Implement a knowledge management system We recommend the ITA research the feasibility of using a Knowledge Management System to facilitate the profiling of competencies for each occupation under ITA jurisdiction. The KMS system will:

• Identify competence to common standards.

• Link competence to learning outcomes to allow the ITA to better manage the industry training system.

• Permit the design and production of on-line and print based instructional resources where appropriate.

• Track certification and link common competencies across trade certifications permitting the development of common core training.

• Track individual learning and create individual learning plans. In this capacity the KMS system could provide a cost effective replacement for the AIMS database currently in use to track apprentices.

ii. Secondary School Transition

6. Promote secondary school transition programs Promote the continuation of existing secondary school transition projects and their extension to other schools based on the following guidelines for success:

• Promote active participation from industry, college and high school partners from project inception to delivery.

• Formalise the relationship between high schools and colleges that allow secondary school shop curriculum to be aligned with college standards for dual credit towards recognised credentials.

• Harness existing programs such as SSA, work experience and ELTT but in an integrated way with linkages to dual credit training and supportive career pathfinding. Build linkages by identifying common core competencies.

• Host information sessions with students and parents at the beginning of the project

• Offer orientation tours to employers

7. Reinstate accelerated teacher certification for journey persons The cancellation of the accelerated teacher certification program for journey persons at BCIT/UBC has effectively stopped the flow of



experienced trades people to secondary schools. It is recommended that the ITA explore any options for reinstating the accelerated teacher certification program.

8. Address potential capacity issue for college to deliver L2 to L5 training Assuming that secondary school transition programs are continued or expanded, there may be a capacity problem when this expanded student population returns for subsequent training. There are two options that could be considered either separately or together. The first would be to reallocate some of the funding “saved” by the colleges from the shortened ELTT/L1 delivery to the L2 training and subsequent years. The other option would be to utilise some of the alternate delivery options developed in other pilot projects such as evening, weekend or on-line delivery of training to increase capacity.

iii. Credentials for Non-Certified Workers

9. Adopt and promote competency based certification processes for experienced workers Adopt and promote a clear certification process to experienced workers who can receive a credential or partial completion of one based on their existing knowledge and skills. Link prior learning assessment with competency profiles for the occupation in question.

10. Link assessment with modular training Adopt an assessment system that assesses both the knowledge and practical skills of the worker but also incorporates a modular curriculum so workers can fill-in any gaps revealed during the assessment

11. Include assessment of practical skills Do assessments of practical skills on the job using trained employer evaluators or “travelling evaluators” for the various trades. Where expensive machinery and set-up is not required, timed demonstration projects can also be used.

iv. Flexible Delivery & Individual Responsibility

12. Address time and distance barriers to training Promote alternate delivery approaches that address barriers of time away from work and home such as delivery of training on evenings, weekends and on-line delivery. However, it should be noted that a number of projects were developing on-line resources independently. There are opportunities to coordinate a collective strategy that could include purchase and more efficient development of on-line training modules. The Cool School consortium of on-line learning in BC’s K-12 system and the BC



Campus on-line course development fund offer models for colleges and private trainers to coordinate their development of on-line course content.

13. Share successes at “steal my training reform” forum Organise a forum where industry, college and high school partners in successful pilot projects can showcase their projects with the condition that they include sessions on how others could adopt their model for little or no cost. Many of the projects can operate with either little or no additional on-going cost once the initial development costs have been covered. The forum could be called “Steal my training reform.”

14. Keep spreading the word to the people Continue to communicate information on the industry training system to the general public including information on trades careers and how to get certified – including new alternate approaches.

v. Industry Involvement

15. Industry should provide financial contribution to the projects Industry to provide a direct financial or significant in-kind contribution to confirm their commitment to the project; this ensures that industry participants are providing the direction for the project. The direct financial support of industry expands the capacity of the system to institute reforms and training and allows industry to put money towards their needs. The financial contribution brings an element of fiscal equivalence as industry is a direct beneficiary of the project.

16. Industry associations should educate their members Industry associations are in a good position to educate members as to the benefits of having their employees complete apprenticeship training, even beyond the specific needs of individual companies.

17. Consider short and long term needs The project proponents must consider short and long term needs. Industry associations are often better suited to provide a longer term view than individual companies. This long term view should be supported by labour market information or similar research.

18. Clear definition of the problem Ensure there is a clear definition of the industry’s needs or a definition of the problem through research or other methods. This may sound simple but the projects that identified clear problems, whether through prior research, surveys or the analysis of labour market information, were best able to identify clear challenges and develop clear solutions.

19. Focused solutions Work towards focused solutions and be willing to consider both large and small reforms. Project successes ranged from altering all



industry certifications to making small minor adjustments to the training time. Both large and small solutions can address problems.

20. Industry to provide access to equipment Where appropriate, industry could provide access to equipment. Sharing equipment is particularly important for new, specialised and often expensive equipment that has become the norm in many industries.

21. Local employers should steer training projects The participation of local employers as partners or on steering committees is important for matching the trainees with employers at early stages of the project.

vi. Image & Communications

22. Promote the ITA mandate and new direction The ITA to promote its mandate and guidelines for alternate approaches to stakeholders. Many stakeholders are uncertain about the direction of the ITA and their own roles and responsibilities. They look towards government and the ITA for that direction.

23. Develop models Develop the successful pilot projects as models to guide other industries in developing their own needed reforms. While the reforms are to be directed by each industry, examples and models are useful to guide industries towards their own success and to spark new and creative ideas. Sharing models also allows the entire industry training sector to benefit from each others’ research, successes and failures. These models could include descriptions of:

• Industry identified problem

• The process undertaken to research and develop a solution

• The solution

• Implementation issues

• Feedback from stakeholders on the solution

• Tips for similar projects

24. Promote trades information Assist school, industry, trainers and other related organisations to present clear and accurate information about trades related career opportunities.

The ITA acts as an information clearinghouse The ITA to act as an information clearinghouse through the website and other media and to provide the information necessary for individuals, apprentices, project managers and other stakeholders to make informed decisions. Providing good information is necessary for people to make good decisions.



B. Introduction

1. The Strategic Review

The Industry Training Authority (ITA) contracted Fulford Harbour Consulting Ltd. to conduct a Strategic Review of the 39 “Industry Training Pilot Projects” commissioned by the British Columbia Ministry of Advanced Education (AVED). This document is the Final Report of the Strategic Review.

The “Industry Training Pilot Projects” were divided into three streams based upon AVED’s proposal request groupings. Section 2 below describes the timelines of these streams. The three streams are: New Model, Secondary School Transition and Competency Based Assessment. The New Model category was solicited first and the proposals submitted helped to create and focus the other two streams. As a result, the New Model projects tend to cover a broader range of activities that include secondary school and competency based assessment projects.

The 39 projects were a response to AVED’s request for proposals to develop pilot projects that would address needed reforms within the industry training system. Most of the pilot project proponents were industry associations, colleges, private trainers or school districts and often involved a partnership of two or more of these types of organisations. One of the project proponents was a First Nation and one was the training arm of an industrial union.

For the most part, these projects met their deliverables as per their contracts with several projects still to be completed at the time of the review. As this is a strategic review and not an evaluation of each project, this report does not comment on the success of each project but, rather, identifies the themes and issues raised by this collection of projects to develop comprehensive and useful recommendations for the ITA for future program and policy development.

This report and the recommendations are organised around the themes and issues that emerged based upon similarities in projects rather than in keeping with the three streams of projects. The report has an outcomes based focus rather than an input based focus.

Section C of this report outlines the methodology used to conduct the research. This methodology is based upon the research model outlined in the initial proposal with the additions of further direction received from the ITA staff. The research model was an amalgamation of document and file review and of interviews with project proponents and participants and key ITA and AVED staff members. The methodology and research allowed for the amalgamation of sufficient and relevant information to complete the review.

Section D presents the major themes or lessons learned that emerged from the research and Section E identifies current and on-going issues with the pilot projects. Section F contains the analyses and



recommendations. Eight broad areas and 26 recommendations are identified.

The appendices include summaries of the projects, lists of people interviewed and a summary of those interviews and the questionnaires used.

2. Timelines

This strategic review examines projects for a new organisation that inherited the projects from the previous interim structure. As well, these projects were solicited and conceived during the time the government was developing the mandate and priorities for the ITA. Therefore, these projects do not have the benefit of being created with the new model in mind but, rather, were solicited to help identify issues and possibilities for the new approach.

Below is a timeline of the development of the ITA and the process for the pilot projects.

i. The Industry Training Authority

The responsibility for industry training and apprenticeships lies with the provincial government through AVED. From 1997 to 2002, the Industry Training and Apprenticeship Commission (ITAC) regulated and granted apprenticeships and certification and directed and funded provincial industry training dollars on behalf of AVED.

As a result of the B.C. Government’s Core Services Review in 2001, ITAC was disbanded in March 2002 as the old model was not deemed to be responding to existing and future industry training needs. From March to May 2002, 10 ITAC field offices were closed with their functions and responsibilities transferred to the five regional offices and headquarters.

In April 2002, the administrative functions of ITAC were assumed by the staff at the Industry Training Branch at AVED, while the policy direction was determined with the guidance of an interim Industry Transition Advisory Committee from March 2002 until March 2003. This arrangement was in place as AVED investigated options to develop policies and structures that best suited the new direction.

On March 31, 2003, the five regional offices and ITAC headquarters were closed. The administrative functions of these offices, particularly the responsibility for registering and recording apprentices, were transferred to the new Industry Training Centre in Metrotown, Burnaby. The regional administrative functions, such as exam invigilation are now conducted by the network of BC Government Agents.

In May 2003, the Industry Training Authority Act was given Royal Assent creating the mechanisms for the new organisation to oversee the province’s apprenticeship system. On August 12, 2003, the Board of



Directors of the new Industry Training Authority was appointed. In January 2004, the ITA was launched, becoming operational in March. As of April 1, 2004, the ITA took on all associated responsibility for the industry training and apprenticeship system in British Columbia, except for the administrative functions relating to the pilot projects which are to be transferred over in August.

ii. The Pilot Projects

In the summer of 2002, AVED planned the development of new industry driven pilot projects that reflected the new model under development. These “New Model” pilot projects were solicited through a Requests for Proposals (RFP) process on August 9, 2002, with proposals submitted by September 20, 2002.

AVED originally budgeted $500,000 for 10 pilot projects. Due to the overwhelming demand, 57 proposals were submitted and the high quality of the projects outlined; a total of 16 projects were approved worth $840,000. Ten of the projects were approved in December 2002 with an additional six approved in January 2003 due to an extension of the budget.

In December 2002, the Discussion Paper, “A New Model for Industry Training in British Columbia,” was released by AVED, which outlined the government’s direction on the new model of industry training. A province-wide consultation process of industry training stakeholders was conducted around the Discussion Paper with the results released in May 2003.

As a result of the high demand and quality of project proposals under the “New Model” process, a subsequent round of RFPs were issued based upon the themes that emerged out of the “New Model” proposals: “Competency Based Assessment” and “Secondary School Transitions.” This second round of RFPs was issued on March 24, 2003, with the proposals sent to AVED by April.

AVED budgeted $750,000 for 10 projects under the “Secondary School transition” stream, but approved 15 projects with a budget of $1,386,000, again due to the high demand and quality of projects. AVED budgeted $750,000 for 15 “Competency Based Assessment” projects, but approved 10 projects worth $858,000.

Most of the projects were announced September 29, 2003, with one additional project approved and announced in December. All of the projects had various timelines but with most to be completed in 2004.

In May 2004, the ITA hired Fulford Harbour Consulting Ltd. to conduct a strategic review of the pilot projects to provide information towards future policy development.



Figure 1 - Timeline of the ITA and Pilot Projects



C. Methodology

The focus of our approach in reviewing the three funding categories of pilot projects was to talk with the people involved. We conducted over 100 interviews with contractors, employer partners and students as well as with government and ITA. About half of these interviews were conducted in person. A list of the interviews we conducted is included in Appendix B and the methodology we used is summarised in Figure 2 below:

Figure2 - Pilot Project Strategic Review Methodology Flow Chart

KEY VALIDATION POINTS REVIEW

DOCUMENTS

EVALUATION MATRIX

INTERVIEWS

REVIEW OUTCOMES

SYNTHESIS

ANALYSIS

DETAILED REPORT

FINAL REPORT

KEY OUTPUTS

BEST PRACTICES

COMMUNICATION OPPORTUNITIES



1. The approach in detail

To achieve the goals of the evaluation and provide a comprehensive strategic analysis of the pilot projects, we used the following research tools and methods.

i. Document review

We reviewed relevant documents from both the Ministry of Advanced Education and ITA. We reviewed the project files and background documentation as well as extensive material provided us by the project proponents.

ii. Develop and use standard evaluation criteria

Drawing on the document review we drew up a matrix of evaluation issues and indicators relevant to pilot project evaluation. Because of the context within which the pilot projects’ RFPs were first written, we balanced the requirements of the RFP and the goals of each project with the Service Plan of the ITA in order to generate a balanced framework for our evaluation which was relevant to the current needs of the ITA yet which did not penalise projects that began before the ITA was formed.

Pilots funded before the ITA was formed as an agency, accountable to the Minister under targets laid out in its Service Plan, were targeted to an emerging alternate delivery framework under the Industry Training Branch of the Ministry of Advanced Education. The Service Plan is an evolution of the Industry Training Plan's alternate delivery discussion paper which guided the early pilot projects as they prepared their responses to the three RFPs. Thus, the anticipated outcomes of each RFP predate the ITA's Service Plan. Our evaluation matrix compensates for this difference by applying the Service Plan standards reasonably and in a way that casts the best light on the learning and innovation pioneered by each pilot project.

iii. Develop Standardised Interview Questionnaires

In collaboration with ITA staff, we developed interview questionnaires with each question keyed to the evaluation matrix described above. We drew up separate questionnaires for contractors, employers and students – each touching on questions of relevance to that group.



iv. Conduct in person interviews with key respondents

Our goal was to visit and interview on the site of each pilot project where possible. We were successful in this and visited the site of each pilot project where we were able to conduct interviews with stakeholders individually and in groups.

v. Conduct telephone interviews with other respondents

In consideration of budget and respondent time issues, we conducted telephone interviews with respondents identified in the evaluation matrix who were not directly involved in the management of the pilot project. Industry partners and students largely made up this category.

vi. Report results in a comprehensive manner

Use of standard questionnaires ensured data was collected in a consistent manner. Each interview was used to generate a qualitative and quantitative data set for inclusion in the analytical phase of the evaluation. The final evaluation report has an empirical basis although what gives the report good validity is the wide variety of education and industry representatives we talked to and the resulting wide perspective on industry training in BC we were able to incorporate into the report.

2. Summary

In making our recommendations to the ITA as to how best to incorporate the lessons learned from the pilot projects into promotion of alternate delivery models, we tried to draw as many commonalities between the lessons learned by each project as we could. Inevitably we may have missed out some relevant details by doing this but feel that, overall, in our review of each pilot project we engaged in a discussion that, interview by interview, ultimately culminated in the recommendations in Section F of this report.



D. Lessons Learned: Major Themes

In reviewing the pilot projects by the three areas of activity – secondary school transition, competency based assessment and new model – we found that many projects contained elements of the other categories and that the projects did not fall into three tidy groups as defined. However, what did emerge in our review of the projects were a number of issue themes that ran through their activities:

1. Curriculum, Competence & Assessment 2. Industry responsibility 3. Partnerships 4. Image & Communications 5. Access 6. Individual responsibility

Given that these issue themes are more aligned to the Industry Training Authority’s Service Plan, we have organized our analysis and reporting in this way.

1. Curriculum, Competence and Assessment

In our interviews with over 100 people involved in the industry training pilot projects, we heard that an ideal industry training system in BC would be set up like this:

• A well defined description of what the learner needs to be able to do well on the job is put to paper and agreed upon by a wide spectrum of industry stakeholders. A competency profile created by the marine industry for Marine Repair Technician is included as an example in Appendix D1.

• This description is articulated through further occupational analysis into a body of knowledge which can be broken down into components, competencies or skill sets which are the foundation of learning outcomes in curriculum or training design. The National Occupational Analyses are a good example of well articulated competency descriptions. Hereafter we will refer to the documentation surrounding an occupation as a competency profile. Appendix D 2 contains an example of an occupational analysis for a Crane Operator performed by the Interprovincial Standards (Red Seal) program. National standards for occupations are defined through National Occupational Analyses (NOA) just like the example in the appendix.



• The competency profile is, in essence, a curriculum outline that describes which competencies need to be taught through institutional training, on the job learning or guided self study. The curriculum outline is a way of organising the learning that needs to take place to allow a learner to cover all the required competencies they need to demonstrate to do the job well.

• The most workable and useful curriculum outlines permit flexible study to allow the learner to become competent in those areas that make most sense when and where possible. The flexible curriculum allows learners to ladder from one area of competence into the next as their work requires or opportunities for learning become available. Laddering of competencies in the curriculum outline works for learners who can demonstrate prior learning and knowledge such that they can then study or train to the areas of competence they do not have.

• A flexible learning program that allows people to learn competence in an order that suits them and in areas where they presently lack knowledge needs three things in order to function: Firstly the certification process, in learning institutes or as administered by the ITA, needs assessments that link theoretical knowledge with practical demonstration of skills to certify learning. Secondly, these assessments need to be linked to competencies the apprentice is required to demonstrate on the job. And, thirdly, learning resources need to be up to date and linked closely with the competency areas in the competency profile. Alberta Learning's modules were widely recognised as excellent in this regard.

• Examples of assessment tools and standards for Marine Repair Technician linked to competency areas identified by industry in a competency profile are included in Appendix D3.

An overview of this ideal training system is found in Figure 3 below.



Figure 3 – An Ideal Model



To summarise, then, the ideal training model has these five elements:

1. A competency profile of the job.

2. Learning outcomes linked to competencies in the profile.

3. A learning plan or curriculum outline that flexibly accommodates the needs of the learner in acquiring the competencies they need to do the job.

4. A modular lesson format that permits learners to acquire the right competencies as they need them.

5. A set of assessment tools that are linked to the competencies in the occupational profile which are used to certify learners, provide recognition for their prior experience and test the accuracy of their learning.

This model relies upon a strong link between industry identified competencies and the educational system, be that on the job or in the classroom, as well as assessment tools that evaluate a learner's theoretical and practical competence.

There are three areas that are key in streamlining and strengthening the linkages between industries’ occupational expectations and the training system’s ability to meet these expectations with the learner:

i. Learning Plans: What are we teaching at work and school?

ii. Competency: What does someone who is good at the job do?

iii. Assessment: How do we tell if someone has learned what they need to do the job well?

Each of these three key areas are summarised below together with examples of what was learned through the pilot projects

i. Learning plans: What are we teaching at work and school?

The pilot projects focused on the following “five Cs” that were identified as weaknesses or inconsistencies in learning plans or curriculum generally:

• Connectivity: Curriculum outlines, in some cases, do not link well with the competency profiles defined in the National Occupational Analyses. An example of this is the theoretical knowledge components for carpentry as well as cabinetmaking.

When we looked at using standard BC training program curriculum materials to identify common training materials we found that the material was in an unusable format and very outdated.

We ended up building back a provincial curriculum from the Red Seal NOA which was then consistent with the Red Seal and in a language consistent with that used by employers.

John Geisbrecht, Diesel Mechanic Program - VCC



• Currency: Curriculum outlines are sometimes not current with what actually goes on in industry. In short, some learning plans are not linked to industry identified competencies.

• Consistency: Different interpretations of an occupation’s required competencies result in inconsistent learning for students between institutions and provinces.

• Constrained: Curriculum is sometimes tied too tightly to learning resources which may not be relevant to the industry any longer. The learning resources may focus on irrelevant or old technology. This becomes a problem when learning is not rooted in competencies identified by a broad spectrum of industry. When this is so, learning resources tend to define the learning plan – this teaches people how to use the tool but nothing about the context within which that tool is productive.

• Clunky: Set up and design of learning plans, using rigid block release and a snakes and ladders structure, make it difficult to achieve the right learning outcomes on the job or outside the classroom.

The pilot projects have shown that there are powerful effects on the relevancy and quality of training when the link between curriculum and industry is strengthened. To put this simply: when learning outcomes directly match the competency profile better training happens, training that is more easily integrated into on the job experience and assessed using practical assessment tools.

Pilot projects that met with success in strengthening the link between industry and learning plans had these characteristics:

• Use of a dedicated industry team to articulate the competencies required of the worker. The team was most successful when comprised of management and front line workers.

• Use of learning resources that emphasised the “learning by doing” approach to achieve competence.

• Theoretical components of the education were linked as much as possible to the practical acquisition of skills.

• Learning outcomes were fixed and clearly linked to applicable national standards. The learning outcomes were arrived at through a documented learning plan or curriculum outline.

• The learning plan or outline was not so rigid as to prohibit a modular organisation of the learning

Figure 4 below describes the process of linking competencies with learning outcomes and teaching these in the classroom and on the job.



Figure 4 – Competencies into Learning Outcomes



Criticism of competence as a set of practical skills

A common criticism of describing work and learning outcomes in terms of specific competencies which can be demonstrated and evaluated in a practical way is that practical competencies do not encompass essential or higher level competencies such as teamwork or problem solving.

We have observed that this isn’t the case. A learning process that does not exhaustively articulate all of its desired outcomes still teaches team work and problem solving. We saw that students engaged in “learning by doing” clearly developed higher level skills as demonstrated by their enthusiasm and professionalism and we think that a practical approach to learning by doing puts learning in the hands of the learner. By so doing such a learning process appears to be a fertile ground for essential skills development.

Here are some examples of pilot projects that demonstrate an approach to learning that consciously links educational outcomes with industry identified competencies:

The College of New Caledonia's ELT for Residential Electricians project used a modular, hands-on approach to teach entry level learners the necessary hands-on skills and practical knowledge to be hired as a residential electrician apprentice. Learners worked on a full size demonstration project and were assessed on required areas of competence linked to the provincial curriculum outline and using Alberta Learning's modules.

School District 20’s Common Core trades program was a secondary school transition project where students concentrated on a common core of competencies drawn from the provincial TRAC model that linked secondary school instruction with the college level ELTT section of the project. Thus, the college project was able to build upon learning that had already been targeted to common core apprenticeship training in high school.

The Canadian Home Builders Association – BC’s (CHBA-BC) new training model took the four year curriculum, identified core competencies and then created four modularized complementary specialties: framing, forming, interior finishing, and exterior finishing. Students can assemble these skill sets as their career development needs unfold. This revised curriculum reflects the needs of today’s small scale and specialized employers.

ii. Competency: What does someone who is good at the job do?

The concept of competency allows industry, teachers and learners to group what a person needs to know into areas of common skill and practical knowledge. The concept of competence is widely accepted in industry and education, usually in differing forms but still recognisable as the same concept. On a related front, the International Standards Organisation is working toward incorporating Human Competencies as the foundation of its ISO quality certification programs used in manufacturing, process and service industries throughout North America and Europe.

The concept of competency as a means of describing work was widely seen as a powerful, flexible tool to strengthen trade and technical education in BC by the majority of interview respondents in our research. Some confusion exists over the meanings and uses of the terms competence and competency. Because competency has demonstrated potential in clearly describing what a learner is expected to know as they take on a new job - and therefore what those responsible for training the new worker must teach – we feel it is important to discuss the differences we encountered in understanding the term competence.



We then follow by describing how successful pilot projects took competence and used it to articulate a stronger linkage between industry and learner.

Competence confusions and curriculum

Over the course of our interviews we encountered four distinct interpretations of the concept of competency:

• Competence is widely used to refer to the process of 'really making sure a learner knows how to do the job'. This is more an approach to quality control than a linkage to required competencies.

• Competence is seen as shorthand for modular learning. Modular learning can be a feature of a competency based curriculum but, again, describing competence this way does not include a linkage to industry identified areas of competence.

• Competence as a set of skill areas that cannot be defined as precise tasks or behaviours. Personal responsibility is pointed out as one of these skill areas as are other skills and attitudes captured by the Federal Government's Essential Skills Initiatives. As the Conference Board of Canada points out, it can be taken as a given that all employers want these skills and so, again, this concept of competence as a set of foundational generic skills does not link with or articulate the technical competencies required by industry of the learner.

• Competence as a set of technical skill sets which the learner needs to perform to succeed on the job. This concept of competence only functions when a process is in place that involves industry and front line workers to articulate and define the competencies required of the learner.

This last definition seems most clearly suited to the context of industry training. Going back to our ideal training model on page 22, we see that competence plays a binding role in industry training by:

• articulating the needs of industry,

• informing the learning plan or curriculum outline in terms of defining learning outcomes,

• structuring learning into a modular, flexible pathway,

• building learning resources in the form of modules, and

• assessing knowledge and skill learning after each module has been studied.



This process in whole or in part is what the successful pilot projects did to build competency standards into their curriculum or instructional process. They further:

• Used representatives from industry in a hands-on design capacity rather than only as reviewers of completed course designs.

• Had some means of graphically illustrating the competency profile of an occupation, be that a DACUM chart or, better yet, the product of a customised Knowledge Management System. Knowledge Management Systems and their utility for industry training in BC are described in this report under our recommendations.

• Did not get bogged down in complex articulations and descriptions of competence. Those projects that asked, "What do we need to see students learn and how do we most simply describe that learning?" worked most smoothly with the concept of competence.

• Tightly linked competence areas with learning materials.

• Taught competence in a hands-on a way as possible using a real “learning by doing” approach.

Figure 5 provides an example of how a competency profile is created using a spectrum of industry representatives. The diagram does not show that some form of initial facilitation may be required to bring industry partners together in order to define competencies for occupations they employ. Likely the ITA is best positioned to provide this facilitation.



Figure 5 – How a competency profile is created



Trainers can often teach to the exams rather than to competencies.

Dr. Jeff Skosnik, former Dean, School of Electrical and Electronic Technology, BCIT

Here are some examples of pilot projects that demonstrated this approach:

In Malaspina's Technical Training for Pulp and Paper project, a consortium of major employers and the college got together to design a technical training program for operators. They designed the competency profile to create the curriculum from the ground up using the facilitated input of front line workers, supervisors and managers.

Quantum Marine's Marine Repair Technician Distance Delivery pilot project used a distance delivery model to train 11 students across the province in the theoretical component of the Marine Repair Technician curriculum. The competency profile of the occupation, developed by industry, meshed on the job very well with the theoretical training allowing theory to reinforce practice in a positive and ongoing manner.

Metro College developed a competency based assessment for the technical component for automotive technicians. The assessment includes modules on skills evaluations, sites tests, reading and field demos. The test could eliminate training time if a trainee passed the module and could then move on to the next level.

iii. Assessment: How do we tell if someone has learned what they need to do the job well?

Our interviews showed us that assessment is a two part issue. Firstly, it is a means of taking the strengths of a curriculum built around industry defined competencies into hands-on assessment or testing. Secondly, it is a means of testing a person's prior learning from on the job experience, from a different country or from self study and using that assessment as a means of assigning advanced standing or certification – all without damaging the integrity of the certification process.

Going back to our ideal industry training outline at the start of this section, we see that a curriculum linked through clearly identified competencies to the needs of industry can be the foundation for assessments both in an ongoing way during the learning process and also as stand alone assessments similar to the function of challenge exams and prior learning assessment. When competencies are clearly articulated and associated assessments are rigorously based on permitting the learner to demonstrate these same competencies, the validity and reliability of testing and assessment is significantly strengthened.

Competency Based Assessment was the area of pilot project activity that showed the least apparent progress. The reason for this is simple and compelling:

Competencies cannot be assessed if they are not already documented in a competency profile developed with meaningful participation from industry. The competency profile needs to link clearly with learning

It just isn't possible to give students a comprehensive appreciation of a boat's many integrated systems in a laboratory setting. It's too costly and it’s not real.

The best way to train shipwrights and, indeed, any technically oriented worker, I believe, is by providing learning opportunities on the job and assessing learning on the job.

Peter Dahl, Quadrant Marine Training Institute.



outcomes which can be assessed using practical assessment tools developed to a consistent standard.

Another important limiting factor that the projects ran into was that the competency assessments developed as part of the pilot projects were operating in somewhat of a vacuum. Though a learner may have been able to demonstrate competence through a Competency Based Assessment, they could not receive the formal recognition of their competence until they wrote the provincial pencil and paper exam. However, the questions in this exam are not necessarily linked to industry identified competencies thus a learner could demonstrate full competence as far as the industry was concerned and yet still fail the theoretical exam administered by the Industry Training Centre.

Taking a second look at the pilot projects shows that, in the absence of being able to clearly define an assessment process, they went back and began to articulate the competencies that are naturally the foundation of any competency based assessment.

Those projects that were most successful in developing competency assessments shared some of the following characteristics:

• Integration of testing with competencies outlined in a curriculum.

• Integration of assessment into the workplace.

• Where assessment took place in the workplace, supervisors received training in carrying out accurate assessments

• Theoretical understanding and practical skill demonstration, while assessed separately, were linked to the same learning module

• Learning modules based on specific competency areas were used and assessments were conducted as these modules were completed.

Here are some examples of pilot projects which demonstrated some of these factors in their approach to assessment:

North Island College: Service Rig Training. The oil and gas industry uses a competency assessment model integrated into the workplace. The service rig training program takes advantage of this and fully trains entry level floor hands on the training rig. Phil Chatters, the employer partner in this project, says that learners spend only three hours in the classroom during seven days of training.

Food Service Resource Group – Chef and Cook Training. While this project is still overcoming some challenges with on-line delivery of its program, all of the key elements are in place including a revised curriculum that blends the NOA and the provincial learning guides, a practical competency outline that is assessed by employers who have been trained to do so and on-line assessment tests that are linked to the curriculum such that any weak areas can be addressed.



Pacific Vocational College developed a modular training process with video training tools for the piping industry. Students could challenge sections and move on without working through knowledge areas they already knew simply because it was in the curriculum.

BCIT’s School of Electrical and Electronic Technology developed an on-line key skills in math and science assessment to identify weak areas in the foundation math and science requirements for the electronic sector. The assessment is to be administered at the beginning of the training to allow students to build those necessary foundation skills early.

2. Industry Involvement

One of the most significant new directions set by the ITA and the pilot projects is the increased and focused role industry is to play in setting training for its sector. The new ITA mandate requires industry to define, direct and implement the changes necessary to make the training and certification responsive to its needs.

In practice, this means that industry must spend the time to examine the current process, identify needed changes, conduct the required research and implement a reformed curriculum and training model. These pilot projects have provided numerous examples of industry associations designing and developing training curriculum and formats that address many longstanding barriers identified by both industry and trainees.

The projects have also provided examples of industry providing direct advice, time, and supplies for secondary school projects. This allowed the schools to learn the intricacies of the industry more quickly and more accurately. This relationship was essential in addressing unexpected problems and issues. This relationship was also essential in securing work placements and jobs for students. The direct contact with employers is key in sparking the students’ interest and building the understanding of parents and community members.

Industry can take responsibility for the direction of the training through a variety of different methods and amounts. Three areas of industry involvement have been identified in the pilot projects.

i. Industry driven projects

ii. Industry funded training

iii. Industry responsibility

i. Industry Driven Projects

The pilot projects were partially motivated by the idea of providing an opportunity for industry-driven initiatives to address the training and certification requirements of their sectors. As well, one of the Performance Measures identified in the ITA’s Service Plan is that the ITA



will provide an “effective response to industry demands for new training.” These pilot projects were designed to allow industry to explore their needs.

Seven of the pilot project proponents were an industry group and 10 had industry partners. Twenty others had significant industry involvement either as a partner or as part of an advisory council or steering committee. Only two projects had no industry involvement. In particular, industry associations played a large role in driving reforms. In most cases, these reforms were meeting long-standing concerns and imminent future needs.

The pilot projects that were successful in reflecting industry driven concerns included the following factors:

• The Industry Association played a role in directing competency definitions and associated curriculum reforms.

• Industry was involved in steering training projects.

• There was a clear definition of the industry needs or a definition of the problem.

• There was a focused solution.

• Willingness to examine large and small reforms.

One of the best examples of industry driven reforms is the construction industry. Currently, the BC construction industry is experiencing a skilled labour shortage in the Lower Mainland, especially for residential construction. As well, many companies are small independent contractors that specialise in a single area of the construction field. This specialisation and small firm size make employers reluctant to take on apprentices as the training is only partially focused on their specialty and the apprentice would have to rotate between specialist employers.

The industry association, the Canadian Home Builders Association of British Columbia (CHBA-BC), spearheaded the development of the curriculum to meet the needs of small, specialised firms. The CHBA-BC redesigned the curriculum into core competencies and the four specialties:

• framing,

• forming,

• interior finishing and

• exterior finishing.



The CHBA-BC then delivered this revised curriculum in a series of projects with school systems and other trainers. The result is the introduction of larger numbers of trained specialists into an open job market.

Several companies, particularly in smaller communities, formed direct partnerships to revise curriculum to meet specific needs. For example, WoodLINKS and the secondary school in Fort Nelson established a curriculum to suit Slocan’s local panel board manufacturing plant.

Other projects responded to the particular needs of specific and expensive equipment. Northern Lights College in partnership with Nabors Production Services set up a Service Rig training program to train workers to entry level standard of competence in this high demand occupation. The project was driven by Nabors Production's field superintendent who wanted a training course in BC and was made possible by the donation of a $300,000 service rig to the college to conduct the hands-on training courses.

The Operating Engineers in Vancouver revised the curriculum to train Mobile Crane Operators on the up-dated types of equipment the industry has moved to. This revised modular training made the program more relevant and convenient for both employers and trainees.

Other industries experimented with timing issues to address the inconvenience of losing their employees for up to six straight weeks of training and for employees losing the wages. The cooking industry, the power line contractors and the auto mechanics all initiated changes to the delivery of their Level 1 training to the pleasure of employers and employees. The projects that instituted weekly training over a number of months discovered the bonus of integrating on-the job duties with training to increase the learning experience of the trainee.

For the projects that developed a revised curriculum for modular delivery or competency based assessment, industry most often played the role of providing the practical advice to direct the changes and of ensuring that the changes fit the problems in practical useable terms for the industry.

Many of the secondary school based projects involved industry to provide parts of the training, advice on steering committees, as well as local industry provided safety equipment, lumber and other raw materials and access to needed specialty equipment. These relationships with local businesses were also called upon to help place students in practicums and work placements, both during and after the training. Many of these relationships have and are expected to grow into more permanent working relationships and formal apprenticeships.

Camosun College’s secondary school transition projects had industry involvement through the South Island Construction Skills Council. Industry members were involved in the curriculum design, profiling the types of employees they were looking for and providing orientation tours, work experience and summer employment and feedback on the project's operation.



ii. Industry Funded

The pilot projects required some form of financial partnership or in-kind contribution from either the proponent or other partner. However, they did not require a direct financial contribution from industry.

Several projects were only possible as a result of industry funding and direction. For example, Norske Canada and Pope and Talbot Ltd. partnered with Malaspina University College to design and deliver an Entry Level Machine Operator's Technical Training program. Industry contributed significant funding through release of a wide selection of staff to participate in the competency profiling required to set-up the program. This funding not only allowed the project to proceed but ensured the training designed was an exact fit with the industry’s needs.

As the projects progressed from the pilot phase to regular implementation, proponents were tasked with identifying the requisite sources of funding. Most project proponents, be they industry or training institutions, identified government or ITA funds as the main source for future operations. For the most part, industry did not offer to provide a significant level of funding, whether as an association or as individual businesses. Training institutions did not look to industry as a potential significant source of funding either.

Certainly the industry organisation proponents put significant time and financial resources towards the projects and will continue to do so. In particular, the CHBA-BC, the Line Contractors’ Association, the BC Salmon Farmers Association and the BC Landscaping and Nursery Association were fully committed to their projects.

These industry led projects shared some significant characteristics:

1. They were operating in an environment that required the development of qualified labour to meet immediate needs.

2. They invested significant resources planning these projects independent of the pilot project process.

3. Their commitment seemed to be reinforced by the freedom to drive their industry changes.

Overall, there did not seem to be a consensus of industry’s role in the training process. While industry associations involved as project proponents are definitely not a representative sample of all industry associations, they are good examples of associations driving for training reforms. These industry associations all seemed to be willing to provide some type of support for future and similar projects.

While willing to provide support by way of time, the industry associations or individual businesses as partners were less likely to be forthcoming with offers of financial participation, preferring to let the proponent organisation – the college, school district or private trainer – to bear the financial responsibility.



It is expected in any business environment that organisations or businesses will not to make an offer of a significant financial contribution in the context of this type of project as there is a perceived concern that such an offer would result in a reduction of potential government money. This is natural in any type of negotiation involving multiple funding partners, particularly when one partner is government, or a government agency, that has historically provided the bulk of the funds.

The pilot projects that successfully involved industry funding required:

• Industry to provide a direct financial or significant in-kind contribution.

• Industry to provide access to specialized equipment where appropriate.

If the ITA desires industry to take on a significant funding role, this message must be made consistently and frequently in order to initiate and sustain such a change.

Examples of successful industry led and funded reforms are essential to guide other industries toward initiating and funding their reforms. In particular, emphasis should be placed on models that industry had the freedom to design and implement its own reforms.

This model of industry funded reforms is new and requires a large shift in mind-set and established business patterns. In BC, and most other Canadian and North American jurisdictions, governments have primarily funded and regulated training initiatives. As well, governments have also proven vulnerable to lobbying efforts of individual industries and prone to shifting funding policies from time to time. As well, industry could be reluctant to fund projects if it believes that government will restrict or water down some reforms.

This combines to shape an environment where industry may not fully appreciate its new roles and responsibilities to identify, initiate, design, implement and fund the reforms to training.

iii. Industry Responsibility

While the industry associations, for the most part, have the resources and mandate to think and act strategically on behalf of their industry, individual businesses quite often can act in only their short-term interest.

For industry to really take responsibility for directing training, industry must act from an informed and long-term point of view. Industry responsibility issues that have arisen included:

• Individual employers can still be reluctant to take on apprentices, preferring to “poach” from other employers.



• While employers may encourage employees to take the training for a specific module, they may also discourage that employee from continuing with the modules that do not specifically relate to that business.

• The demand for specific skills and certifications can fluctuate dramatically between regions of the province, particularly the demand for construction workers in the Lower Mainland compared to other parts of the province.

• The demand for workers from a particular employer can often fluctuate rapidly over time, needing large numbers today while laying off workers tomorrow.

For example, the new panel board manufacturing competency profile developed by WoodLINKS was well received by the industry. However, when looking at the need to develop the associated training program it was found that only the Slocan mill was experiencing high turn over levels. As a result of this difference between Slocan and the rest of the industry, the external training program was dropped and Slocan used the WoodLINKS work to modify their internal hiring and training programs.

Most projects, especially those with industry associations as proponents, were able to steer their reforms in a more strategic manner to reflect the current and expected future demands of that industry. The inclusion of industry surveys, numerous industry partners on steering committees and labour market information all help to ensure that reforms are of long term and wide ranging benefit.

The pilot projects that were successful in reflecting industry responsibility included the following factors:

• Industry to understand short and long term needs.

• Industry associations to provide the long term vision for reforms.

• Projects to include labour market projections.

• Industry to understand the benefits of workers trained in more than just a specific module.

• An Industry Association to educate members.

3. Partnerships

Much of the success in the pilot projects was the result of effective partnerships between companies, industry associations, high schools, colleges and private trainers. As a general rule of thumb, the more complete the partnership the stronger the project and the greater the level of success. As the saying goes, “In a bacon and egg breakfast, the



The ITA’s New Model needs to find ways to support this type of industry/ college/ school district partnership .Some partnerships do exist but mostly silos persist. Promoting partnerships makes the system more efficient. We need to find creative ways to encourage regional partners to work together.

Kelly Knister, Camosun College

chicken is involved but the pig is fully committed.” So, successful pilot projects tended to have more pigs than chickens.

The pilot projects that were successful in utilising effective partnerships included the following factors:

• There was industry involvement.

• Potential and current employers were included.

• There were financial and in-kind contribution from partners.

• The proponents knew how to form appropriate partnerships.

The College of the Rockies formed a unique partnership with Elk Valley Mines to deliver a mining apprenticeship program. In this program, the College will indenture the apprentices who will work across the company’s seven facilities in a mixed trades training program of Heavy Duty Mechanics, Millwright and Instrumentation Mechanic curricula developed in close consultation with the employer. This unique partnership arrangement satisfied collective agreement concerns and employer concerns that they hire an employee only after they have demonstrated a commitment to the work and demonstrate they are suited to the work environment.

Secondary schools in particular benefited from partnerships with the colleges and with industry. However, while the secondary schools could see the rewards of working in such partnerships, they often raised the issue of the difficulty of forming these relationships as they lacked a blueprint to do so. Seabird Island changed their training partner part way through the project with much difficulty, and did not have industry partners to guide the process.

The school districts are looking to establish new and successful apprenticeship programs, primarily to reach out to at-risk and vocational oriented students. The drive behind the establishment of a new program is generally the result of an internal champion to move the project forward.

While these people have access to various resources, they often do not have the contacts with the colleges or industry and, most often, lack the ideal partnership model. As a result, the school district project managers are looking for models, motivated contacts and advice to build successful projects.

In one case, AVED required Capilano College and the North Vancouver School District to form a partnership as they had submitted separate but similar proposals. This partnership worked out very well for both parties who now plan to explore and enter into similar partnerships together. However, they both expressed the idea of needing that help in identifying their partnership needs and possibilities.

In the case of Camosun College’s secondary school transition projects, they were very effective in forming partnerships by breaking down the



“silos” between the college, school districts and construction industry. The results from this partnership addressed long-standing problems and impressed all of the organisations involved. Formalising the relationships that were already partially in place through things like joint committees with industry and educators, duel credit for high school courses and structured feedback processes appeared to be key elements as they provided a clear process and safeguards so that everyone knew what was expected of them, what the outcomes would be and that there was a system for providing input and feedback.

Since many of the projects operated most effectively when a full partnership was formed, other industry training stakeholders could benefit from being shown how these successful partnerships were structured and operated to guide partnership formation in other regions.

4. Image & Communications

As the ITA is a new entity replacing a system that has been in flux for two years, there is considerable and understandable confusion amongst stakeholders, especially as the ITA is in the process of implementing alternative approaches for industry training. Naturally communications issues arise.

The communications issues fell into three categories:

i. The Industry Training Authority’s Mandate

ii. Information Sharing

iii. The Image of Trades as Careers

While there did not seem to be a clear and detailed understanding of the ITA’s new mandate, there did seem to be a broad consensus on the ITA’s direction. For the most part, proponents that had had interactions with the ITA saw the new direction as more industry lead and that they had the control over the direction of the reforms. However, they were also hesitant in offering complete support of the new direction, pending the approval or the implementation of their project. None of the proponents expressed an opinion or interest in the ITA or its new mandate beyond the scope of their particular or immediate interest.

It should be noted, however, that these project proponents are likely more informed about the ITA and its new mandate than typical stakeholders, as these industry associations and trainers have been developing these pilot projects with a view towards their future industry training direction.

The strategic review of the pilot projects across project type, sector and geography allowed for a unique view of the particular problems identified and solutions tried by the project proponents. The issue of public perception of trades training and careers has been problematic for some



time, in part reflected by the skilled labour shortage presently experienced by some industries. As well, the issue of funding projects, and, in particular, lobbying for funding, is an ongoing issue that only gets more unclear during times of change

i. The Industry Training Authority Mandate

The industry training and apprenticeship process has been under stress across British Columbia, Canada and North America for the past several years as the aging workforce is expected to retire and leave a shortage of skilled workers. In 2002, the BC Government began to reform the process, beginning with the elimination of the existing authority followed by a series of interim measures until the new Industry Training Authority was established and able to carry out its new mandate in 2004.

As a result of a lengthy period of uncertainty, the industry training and apprenticeship community is still unsure about the role and direction of the new ITA. Many proponents had questions about the new direction of the ITA or were sceptical about the effectiveness of the new organization promoting and implementing change. It should be noted that the organizations that had already had significant interactions with the ITA staff were more confident about the ITA’s role and effectiveness.

The expectations of the ITA varied by project. Some were looking for the ITA to approve revised curriculum, while others were looking for the funds to deliver their new models. Private trainers expressed interest in receiving funds similar to the public institutions as well as access to the list of registered apprentices.

The pilot projects were solicited prior to and during the development of the Discussion Paper, A New Model for Industry Training in British Columbia, which began the design process for ITA’s mandate. Therefore, the projects do not necessarily reflect the new model vision as outlined in the discussion paper. However, many of the projects do contain many of the elements and themes.

In particular, these pilot projects reflect the following elements of the New Model described in the Discussion Paper:

• Focus on outcomes.

• Multiple entry and exit points for learners.

• Modular and competency based training.

• Credentials with flexibility to accommodate additional training.

• Emphasis on innovation and new delivery models.

• Focus on attracting secondary school students.

• Local flexibility to develop a variety of transition programs that may include technical training.



12 years ago we wanted to speak at a school about trades as an alternate to university … we weren't even allowed to speak!

It is wonderful that through the pilot project high schools are opening up to promote non-university programs.

Wayne Knight, Knight Construction

• Multiple funding sources.

These projects also encountered challenges of the New Model outlined in the Discussion Paper including:

• Puts additional responsibility on industry and learners.

• Relies extensively on coordination of action being undertaken by main participants.

Overall, the cross section of pilot projects allowed for the development and testing of different curriculum, assessment and delivery methods that reflected often long standing industry concerns.

ii. Information Sharing

As discussed throughout this review, the pilot projects identified solutions and challenges to problems and concerns with the industry training process in particular sectors. Many of these problems and concerns are shared by many different sectors and these projects addressed these problems in ways that could be comparable across industries.

For example, requiring six straight weeks of training is a concern for employers and employees in many different sectors. These projects designed and delivered many different solutions including self-directed training through on-line or video training, adding Saturdays to the training schedule, training once a week or evenings and challenge assessments. The projects included automotive repair, carpentry, power line operators and cooking sectors.

Rather than making each industry discover their own solutions independent of one another, an information sharing process would allow for industries to build upon what others have tried and to learn from the successes and failures. What was not successful in one industry might just be the solution in another.

The potential for this cross-fertilisation of ideas became particularly clear as more and more projects were investigated. Similar problems and a variety of solutions were tried. The ITA is in a unique position to act as the clearinghouse for issues, projects and solutions to share successes and challenges across industries that do not normally connect.

iii. The Image of the Trades as Careers

One of the biggest challenges in helping young people explore and choose the trades as a career is image. Media and the school system tend to highlight academic oriented pursuits and careers as the preferred



The parents were involved, and needed to hear the industry training message.

Surrey School District #36

We need publicity to change attitudes of parents and students about trades’ careers, particularly among ethnic families which make up a large part of Vancouver’s student population.

Lorna Ward, Vancouver Technical Secondary School

option and vocational careers as an afterthought or lesser option. Since most secondary school teachers have gone through the academic process to achieve their position, there is very little first hand knowledge of vocational careers discussed in the school system. The media and many families also reinforce ideas about trades occupations as second class career choices providing limited income and social status.

Many secondary school programs commented that, once the facts about trades careers were understood by students and their families, there is an increased enthusiasm for these programs. The secondary school programs invariably cited the parents sessions as invaluable for building support for the programs and building an understanding of the career implications of the trades training.

Secondary students, teachers and resource staff all identified changing attitudes with increased understanding of trades related training and career opportunities. The more they understood about the trades, the more they supported the projects.

Furthermore, the secondary students themselves became effective trades ambassadors amongst their peer groups as they now had a strong focus as well as a relatively high paying job in some cases. This focus, as well as confidence and money are strong signals that other young people are drawn to. In many cases, schools received a considerable increase in enrolment requests for subsequent trades programs.

The pilot projects that were successful in promoting a positive trades image included the following factors:

• The project leaders understood the potential for trades careers.

• Trades awareness sessions were delivered to new comers and family members for secondary school projects.

• The trainees were made aware of their potential of trades careers.

• Public events for friends, families, industry and trainers help promote successes and understanding.

5. Access

The issue of improving access to industry training underlies many of the pilot projects. The barriers to accessing industry training come in different forms depending of the circumstances of the would-be trainees. Consequently, the projects included a variety of solutions many of which have application outside the specific area of the pilot project.

The related issue of individuals being able to take greater responsibility for their industry training is connected to many of the barrier issues such as dependency on employer sponsorships and inflexible training processes. As a result, many of the initiatives designed to address access issues also impact the ability for individuals to take more control of their industry training.



The access issues addressed by the pilot projects can be grouped into three categories:

i. Support for youth.

ii. Overcoming time and space.

iii. Giving credit where it’s due.

i. Support for Youth

Access to trades careers and industry training programs for secondary school students has traditionally been inhibited due to a lack of awareness of trades careers, an absence of clearly articulated career paths and limited support for students trying to pursue trades careers.

Programs such as Secondary School Apprenticeships (SSA) exist but the utilisation rates have typically been low because students have to develop their own, largely self-directed, programs. Work experience placements at high schools also exist but the placements are not necessarily linked to related training in school or any orientation to the job students do.

As a result, employers sometimes receive students who are not particularly interested in a career related to their work experience and/or do not have the skills or attitude to take advantage of the work experience offered. High school shop programs have also not facilitated transition to work or college as they often use out-dated curriculum that is not aligned with corresponding college programs or industry needs.

The pilot projects that successfully addressed access issues for secondary students had some consistent features, including:

• Active participation from industry, college and secondary school partners from project inception through to delivery.

• Formalised relationships between secondary schools and colleges that allowed secondary school shop curriculum to be aligned with college standards for dual credit towards recognized credentials.

• Formalisation of the process to support SSA also allowed employers and industry groups to develop closer relationships with colleges and secondary schools and provide enhanced coordination for work experience, summer jobs and ultimately apprentice sponsorships.

• All the partners were willing to work outside their regular areas of responsibility and accommodate the needs of fellow partners. Colleges were willing to accept secondary courses for equivalency. Secondary schools realigned curriculum to meet industry and college requirements. Schools were willing to promote trades careers (this has not always been the case in the past). Employers worked to help design effective training programs, provide tours



The last decade hasn't been good for non-residential construction. So, we didn't get new entries for that 10 year period and now we have a big gap in experience.

I have two kids from the Camosun program and they are right into it; other employers are having the same experience.

Wayne Knight, Knight Construction

and orientation sessions and provide high quality work experience opportunities.

• The projects harnessed existing programs such as SSA, work experience and ELTT but to much greater effect by integrating these programs and linking them with dual credit training and supportive career pathfinding.

• Enhancing access worked to everyone’s benefit: Students saw a clear and supportive path to a trades career. Secondary schools were able to make their shop programs more appealing and increase their SSA numbers. Colleges were able to expand their reach and connect motivated secondary students to their trades programs. Employers were connected to motivated students with some basic skills and the ability to be effective workers. The work experience period also provided employers with a low risk opportunity to evaluate students for summer work and apprenticeships.

Examples of pilots that embodied these attributes included the Camosun College secondary school transition projects for carpentry, welding and machining. In these projects, the South Island Construction Skills Council, Camosun and the four lower island School Districts worked collaboratively to create an effective secondary school curriculum that also gave students half of the credits for Camosun’s ELTT/L1 trades credential by the time they graduated. All of the 76 students involved in the pilot found related work experience placements, many of these placements evolved to summer jobs and four students were sponsored for apprenticeships. The project also brought 30 employers into work experience training that had never been involved before.

A similar program at Vancouver Technical School for machinists was done in collaboration with BCIT and Creo Products Inc. The project took BCIT’s machinist curriculum and modified it for use in high school and granted dual credit to the students. All eight of the Van Tech students got high quality work experience/summer employment placements in companies such as Creo Products Inc., TRIUMF and Race Face Technologies.

Another project that had a lot of strengths in attracting students into a clear trades training path, yet which exposed them to a lot of different aspects of the trades, was School District 20's Common Core Trades Transition Pilot Project. This project engaged 66 students in a curriculum that exposed them to carpentry, heavy duty mechanics and millwright training in high school. Once they graduated with their diploma they entered a common core ELTT program at Selkirk College that allowed them to select one of the trades they had been exposed to at the end of ELT and convert it to Level 1 certification. The high school students also received 32 credits toward their high school graduation requirements.

The Capilano College Culinary Arts program in Squamish mixed secondary and non-secondary students. This allowed for the delivery of a program in a small town, which could never develop the capacity for either group



The ESL students and the learning disabled students required flexibility. Teaching assistants were involved to ease the introduction into the trades for those who needed the assistance.

This is something that cannot be offered outside the school system.


We were really pleased with how well the theoretical part of the learning worked for students through the distance model. The assessment results were right in the same percentage range as for our classroom based learning.

One thing to note though: this isn't a cheaper way to deliver training; it's a way to broaden access into geographically fixed training programs and that has to remain the prime concern.

Peter Dahl, Quadrant Marine Institute

independently. This mixing also allowed the pairing of secondary and non-secondary students in the classroom as partners thereby enhancing the learning experience for each partner.

The secondary school projects were also able to provide an introduction to the trades for youth with special needs. Secondary school programs provide special assistance to youth with physical disabilities, learning disabilities, English as a second language assistance as well as access to the trades to youth at-risk of dropping out of school.

At-risk youth are often steered towards the shops and trades classes by the school system with most often positive results. The hands-on learning approach prevalent in most trades training courses is quite different from the more academic approach to the rest of high school. This hands-on approach often ignites the desire and the ability to learn in many youth considered at-risk of dropping out. This assistance to at-risk youth is particularly significant in programs directed to Aboriginal youth who often prefer the hands-on learning style.

The Seabird Island Band and the Riverside Technical Centre both conducted pilot projects targeting at-risk and alternative youth. Both met with success of harnessing the energy and imagination of their trainees towards jobs in the construction trades. Even the students at the Salvations Army’s cooks training program described the personal support they received from this very specific trainer as invaluable as they made their transition back into a learning environment.

The specific assistance provided in these projects allowed greater exposure to the trades and allowed students with special needs to make a more informed and supported choice about pursuing a career in the trades. As well, some of the video training and on-line training development can also be useful to students with special needs as these learning modules can be undertaken at a student’s own pace and supplemented as needed.

ii. Overcoming Time & Space

Two repeatedly cited barriers to accessing industry training were block release for technical training and the related difficulty for students who live outside major urban centres having to relocate to access training. Block release of apprentices for annual technology training creates difficulties for both apprentices and their employer sponsors. Apprentices lose their wages for the period of training and, although they are eligible for Employment Insurance (EI), they don’t usually receive an EI cheque until after their training is complete. This financial hardship is even greater for apprentices who have to relocate to a distant college to complete their training.

Losing a skilled employee for five to six weeks each year also creates hardships for employers as the timing of the departure is not coordinated with their slow periods and can necessitate additional hiring or overtime for remaining workers. These financial hardships create access barriers



Graduates of NWCC's culinary arts program are recognised for their professionalism and hands on ability across North America.

Tony Reddy, program chair, says,

Disney World in Orlando has a standing offer to our graduates. Come and work with us for at least six months and we'll credit the time off the apprenticeship.

for apprentices to continue with their certification process and for employers to create apprenticeship positions.

In trying to address the access hardships associated with block release, pilot projects took a number of different strategies including:

• Modularizing the training so that it can be delivered on a flexible schedule.

• Modifying the release portion of the training to be day release, evenings or weekends year round or more intensive annual release for a shorter period of time.

• Distance, on-line and video based learning delivery often combined with competency assessment by the employer.

Quadrant Marine's Marine Repair Technician pilot project addresses both the block release and distance issues by delivering training on evenings and weekends at their Sydney based facility. However, Quadrant also had students from as far away as Campbell River, Kelowna and Sointula who were, through the use of a distance learning packaged version of the training, able to follow along with the theoretical and technical background modules of the training without travelling to Sydney for classroom instruction.

Although the Fraser Valley doesn’t seem that far from Vancouver, the Salvation Army found that seven out of the 10 cooks they trained had never taken training because of the travel barrier. The Salvation Army’s Entry Level Culinary Arts Program was able to address this barrier and the block release issue by offering local training every Monday, a slow day in the restaurant industry. Similarly, Metro College developed a training plan based on a survey of potential trainees to conduct auto repair training on evenings and weekends to avoid time away from work for its students.

Even small changes made a difference, such as the Line Contractors Association pilot that added Saturdays to the traditional Monday to Friday block release schedule. The students were in town already and just adding an extra day trimmed a week off the release time. Northwest Community College addressed the travel barrier in a different way altogether. Students interested in high level professional chef training delivered in one block of time beyond the existing one year programs offered currently in BC had to move to Alberta where Northern Alberta Institute of Technology offers a well regarded program. The College created a second year program using funding from the pilot project which they aim to support through tuition subscription. The second year is currently at maximum capacity and has a waiting list. Students receive apprenticeship standing for their time in the program reducing their work experience time requirement to one year for Red Seal Journeyperson certification.



We need CBA, people don't want to wait around for 5 years to get their certification. People lose interest in the traditional approach. So much of the current system is just serving time … like jail!

Slyvain Cuerrier, Grouse Mountain Resorts

iii. Credit Where Credit is Due

A significant barrier for non-certified workers looking to obtain accreditation is the recognition of the skills they have acquired through their years of experience on the job. The prospect of having to start at square one and spend time and money to “officially” learn what these experienced workers already know creates a real disincentive. However, just challenging the provincial exams is also problematic because, as experienced as these workers are, they often have gaps in the knowledge and these gaps undermine their success in the challenge process.

A number of pilot projects addressed the issue of recognizing the skills of experienced workers; consistent features of successful projects included:

• Combining an assessment of existing skills and knowledge with supportive training to fill-in any gaps to obtain appropriate certification.

• Involving the employers in the assessment process but also supporting and training the employers on effective assessment procedures.

An example of this is the Food and Service Resource Groups Cook Training project in which experienced cooks took on-line tests to determine which exam level to challenge and to see if they were ready. The project also included curriculum that students used to prepare themselves for the test exams and to do remedial work on weak areas. The project also included an assessment of practical skills, using employers as “practical evaluators.” These Red Seal Chefs wrote a sample refresher exam for the level their employee was challenging and attended an evaluator training session. Although no students have completed the program all the elements look to be in place. An example of a project where the assessment was not integrated with a supporting modular curriculum resulted in a disincentive to being assessed. Metro College developed a competency based assessment to give credit to people in the automotive industry but the cost of delivering the assessment seems to be prohibitive. Marty Wittman of Metro College said, "It is cost prohibitive. Since they may not pass, they think it is better to put the $500 towards taking the course."

6. Individual Responsibility

One of the other recent changes in the provincial industry training model is increased responsibility for individuals. Individuals are more responsible for researching potential careers, finding employment and apprenticeship opportunities, selecting a trainer and training method that suits their needs and paying the associated tuition costs. For the most part, the pilot projects adhered to the old model of apprentices and trainees guided by the training institution.



The demand is contingent on ITA letting students know this training is available. Especially those that failed only portions of other training; they can access only the necessary modules.

Robert Bradbury, Pacific Vocational College

Some projects did address the needs and concerns of trainees, although quite often the project was created to meet a comparable industry need. Trainees identified concerns such as:

• Time off of work.

• The cost issue.

• Repeating only the modules they need.

• Fear of returning to school.

The pilot projects that were successful in meeting the concerns of the trainees included the following factors:

• The training times convenient to the trainees.

• The cost and financial loss issues were addressed.

• There was support for special needs.

• There was hands-on learning.

• The ability to take only the needed modules.

• There was the option to take all of the training.

• Complete information was understood by the trainee.

Perhaps the clearest example of developing a training program to meet the needs of trainees is with First Nations specific programming. Many Aboriginal people, particularly those currently outside the mainstream labour force, most often benefit from Aboriginal specific training programs as a bridge to mainstream training and the labour force. The construction program with the Seabird Island Band, and even training programs developed by the Canadian Home Builders Association – BC with several First Nations communities are excellent examples of meeting the needs of the trainees to access otherwise untapped pools of labour.

While the motivation to seek training varies by individual, there is a significant group of trades workers that need some type of push to seek apprenticeship training. The inconvenience and financial costs are often cited as the reason for not accessing training and many of the new models addressed these issues in various ways. However, upon further questioning, some students identified that fear of returning to school after a lengthy absence as one of the main reasons they had delayed their training for so long. Quite often it is the requirement to have certification that drives many people to finally access the apprenticeship training.



I can't put it too strongly. I wouldn't have finished high school if it weren't for this program. I learned I'm really good at carpentry and I have a job I like.

Student in the Basic Construction Program, Cowichan Campus, Malaspina University College

All of this raises the issue of information. For individuals to take a more pro-active and self-reliant role in their pursuit of industry training and certification there must be three things in place:

i. Clear information on careers and the pathways to certification as a basis for making informed career choices.

ii. The career benefits must be worthwhile when compared to the requirements for certification, i.e. reasonable ROI for the individual.

iii. Need to view the training and certification process to be practical and within their scope of control.

These three elements together create a supportive environment within which individuals are inspired in their industry training actions because they know where they are going, why it’s a good idea and how it’s going to happen. The pilot projects that were successful in addressing the access issues listed above also created the environment that allowed individuals to take responsibility for their industry training whether it was high school students who saw a clear and supported path to a career in a trade or marine repair technicians who saw a practical way to getting certified without leaving home or their jobs. The Malaspina Cowichan Campus Basic Construction Training Program allowed students the freedom to take control of their education and enter a dual credit program with a work experience component allowing them to graduate high school with both their high school diploma and Level 1 carpentry certification. The impact of allowing students to get involved with a career track of their own choosing while still in secondary school was visible in the high level of motivation and after school hours commitment demonstrated by these students as well as in the 95% completion rate.



E. Recommendations

In our review of the pilot projects we found two major areas that underlie all our recommendations:

1. Many of the pieces and practices for alternate delivery are in place and are being used but they are fragmented and isolated from each other. In the absence of a unifying standard, consistency becomes an issue. We believe the unifying standard is a focus on industry identified competencies as the foundation for industry training.

2. Training providers and industry are generally ready for change but they need some central guiding principles to orient flexible delivery models toward. Again, focusing on training to competencies will permit a wide variation in the types of training available to learners as well as in the offerings of training institutions. The guiding principle here and foundation for assessment standards will be industry identified competencies.

Our recommendations speak to this central need in the Industry Training System: flexible approaches to training which fit the context of each industry's particular training needs yet which are delivered, assessed and certified to a consistent standard developed and administered by the ITA. In essence, the ITA becomes the facilitator and certifier of competency profiles and assessment standards in the Province using our approach.

We have developed recommendations that can act as guiding principles in attaining a flexible training system that is internally coherent. Each guiding principle is articulated in some detail as a range of specific recommendations that, in many cases, can be implemented in any order independent of the other recommendations in this review. These recommendations reinforce each other and are designed to be implemented in a broad based way leveraging the strengths of the current training system. Within this framework, industry and training organizations are able to step forward and propose solutions which are facilitated by the ITA to common competency standards rather than led or mandated from above by the Authority.

1. Curriculum, Competence and Assessment: An Opportunity for Change

Competence is a concept widely used in industry to describe occupational proficiency. In education competence is linked to educational outcomes to describe course and program curriculum. Linking educational outcomes and competency profiles is an excellent way to ensure learners get the skills they need to thrive in their career.



Generating competency profiles and learning outcomes are similar processes. Joining and facilitating these processes presents the ITA with an excellent opportunity to create core standards focused on the learner which can guide innovation in the training system. This will, in turn, facilitate the development of Competency Based Assessment tools.

How to facilitate this opportunity?

• Develop a standard or process for working with industry to identify competency profiles for each occupation under the ITA mandate.

• Competency profiles define learning outcomes. The learning plan or curriculum outline is open to be organised however training institutions feel is best, potentially guided by articulation committees in order to maintain transferability between colleges.

• Where National Occupational Analyses exist, link them to competency profiles or, in cases where a representative group of employers agree, use the NOA as the competency profile.

• Develop assessment standards for each competency which link precisely to the competency profile for each occupation but which can be used across occupations where there are common competencies. Competence in use and tuning of oscilloscopes, for example, could be assessed using the same standard across several trade areas.

• Where core competencies overlap between occupations, standards should be broad enough to allow common core training.

• Link educational resources to the competencies learners are mastering. Standards for linking resources to competencies should be open enough to ensure innovation in the development of learning resources.

• Ensure standards support the creation of learning modules which teach to specific competencies and are portable between different trades training areas.

Recommendations

i. Link assessment to competency

As noted above, competency based assessment depends on the existence of well defined competencies in a laddered form to reflect skill progression. The occupational analysis process which defines these competencies can also be used to generate questions and assessment tools closely linked to the competencies targeted for assessment. These can be delivered in a variety of formats such as over a network or web based.



Existing paper and pen assessments from the Industry Training Centre and Government Agents do not always reliably link to current competency based learning outcomes where these exist.

We recommend making stronger links between paper and pen tests and the theoretical or knowledge components of the competency profiles for each occupation. The link between assessment and competency can be made clearly and assessment standards developed which link to specific standards permitting assessment of modular learning.

ii. Use competency areas to create learning modules

Articulation of learning plans and curriculum outlines in terms of competencies allows training to be broken out into distinct modules which ladder into each other. A modular learning path allows learners to access the learning they need when they need it more readily. We can term this the Twister approach to training versus the Snakes and Ladders linear approach to training.

Competencies which, from the occupational analysis turn out to be the same across occupations, can be taught via the same modules. Doing this also lays the foundation for certification of core competencies across different trades.

We recommend the ITA support the development of curriculum organised into learning modules. Make these available on line and publicise them to self directed learners in addition to the relevant training institutions.

iii. Make learning module links between trades

Learners and employers feel the rigid division between trades is a problem for increasing access to the system. Learners have limited information on which to base a choice that they might assume commits them for life. They are hesitant, therefore, to make a choice and when they do the high drop-out rates from the apprenticeship system are likely often the result of people making a choice that is not a good fit with their career aspirations.

Students in the secondary school transition pilot projects who were exposed to different trades as part of their entry level/ dual credit training reported a high level of satisfaction with the training. Exposure to different trades, where the student actually gets to try elements of each such as a welding project, in a hands on way before making a choice about which trade to continue in is a very good way of ensuring a fit between learner and trade career.

We believe that if more students were given this opportunity both in high school and in college programs then there would likely be a lower drop-out rate from the apprenticeship system and more skilled people graduating from the system sooner, creating a broader spectrum of trades people.



iv. Support development of practical competency assessments

Assessment of a learner's competence through observation is intuitively and practically a much more valuable way of assessing a learner's mastery of practical competency than the current system. The time based system has a loose link to competency assessment: the assumption is that if an apprentice isn't competent on the job then he or she will be fired. Thus, if an apprentice makes it through four years without being fired he or she is assumed to have adequately demonstrated mastery of the appropriate competencies.

The College of New Caledonia's Entry Level Electrical program assessed learner's competence through a series of checklists of completed work and by observation of the learner performing their work. These checklists were linked to the competencies described in the Alberta Learning Modules. A real and ongoing assessment of the important practical skills employers require was thus possible.

There are two avenues to take on the development of practical competency assessments:

• Develop stand alone demonstration projects which also function as Prior Learning Assessments.

• Integrate assessment into the workplace in a structured way.

Stand alone assessments which can take place outside the workplace must be designed to allow the learner to demonstrate all the competencies applicable to someone of their skill level. The events at the Skills Canada competition are a model of the type of practical assessments learners might undertake as part of this assessment approach. An example for framing carpenters is the task of building a complicated gable roofed shed in under two hours from blueprints and lumber.

Integrating assessments into the workplace is the only practical approach where complicated, capital intensive processes are involved. This is the approach taken by Quadrant Marine Institute as well as service rig operators in the oil and gas industry. Assessments are grouped around competency areas and the employer or supervisor is tasked with conducting the assessment. Both Quadrant and Norske Canada's mills on Vancouver Island have used this model extensively. One important lesson from their experience is that supervisors and journeypersons need training in order to conduct assessments correctly so that results are valid across different assessors.



v. Implement a Knowledge Management System

The ITA is well placed to support innovation and guide a high standard of industry training in BC. The organisation functions as a catalyst in the training system not as a command and control centre. Its scope of operations is large and the stakeholders it works with diverse. Thus, should the ITA choose to act on the above recommendations, tools will be required which leverage the position and resources of the ITA to guide and support change and to ensure consistency as well as a high level of quality across the complex industry training environment in BC.

To recap, the previous four recommendations require a six part process which can:

1. Develop standards for competency profiling of occupations,

2. Link these to the NOA where possible,

3. Link competencies to learning outcomes in the learning plan which can then be carried out in the classroom and on the job,

4. Produce competency assessments from the competency profile/ learning outcomes,

5. Link learning modules to core competencies, and

6. Identify common modules to teach common competencies across trades.

In order to balance all of these requirements in a cost effective manner and permit autonomy and flexibility within the training system we recommend the ITA research the implementation of a knowledge management system.

Knowledge management systems are scalable software applications pioneered by NASA and used to train and track the learning of technical and professional learners. These systems are also known as content management systems and are used by companies seeking to speed up the training process using on the job training. These systems also keep training resources up to date by allowing them to be accessed and updated in the same way as a database. A KMS is very well suited to facilitating and structuring the delivery of training with the context of the oversight role the ITA has in BC.

A good KMS will have the following modules:

1. A process which facilitates the participation of Subject Matter Experts in the analysis of any occupation.

2. Articulates analysis of occupations in terms of competencies.

3. Identifies common competencies across occupations and can build laddering between these in learning plans.



4. Has a process which moves from competencies to learning outcomes.

5. Has tools to generate paper and online assessment of a learner's technical and theoretical knowledge linked to competency areas.

6. Facilitates the design of learning outcomes into learning plans both for course and apprenticeship design as well as well as the creation of individual learning plans.

7. Facilitates the design process of learning resources fit to learning outcomes. Advanced systems provide tools for the creation of training manuals and web resources which are centrally updateable particularly useful for common core training.

8. Organises learning modules and identifies common modules allowing precise identification of common competencies and learning resources.

9. Facilitates across module updating of competency profiles, learning plans and learning resources quickly.

10. Tracks the competency learning of individual learners and supports the design of individualised learning plans. In this capacity the KMS system could be cost effective replacement for the current AIMS database.

KM System can be used to keep track of individual learners

The ITA could use a Knowledge Management System to articulate competency based occupational analyses for all the occupations it works with and link these directly to theoretical assessments. The system is able to record and track assessment results as well as produce the framework for practical assessments.

One potentially very useful feature of the KM systems on the market is their ability to store records and create learning plans for individuals. The ITA could easily adapt a KM system to take over from the AIMS database and provide highly integrated client management with learner centred curriculum and assessment where required.

The ITA's KMS would ensure consistency and validity of the competency profiles produced to support industry training in BC. Right now there are several competency profile products in use in BC and each time these are used a license fee must be paid. Not only does the KMS ensure consistency but it ensures training budgets go to training delivery not to the payment of license fees each time competency profiles are updated.

2. Secondary School Transitions

Expanding the successful secondary school transition models to other school districts has the potential to increase the number of apprentices in the province and lower the average age of these apprentices, i.e. more apprentices faster.

KMS systems

There are two systems which were recommended to us by industry.

TTG software in Edmonton produces a product called Tracsess. This product is used by Norske Canada and extensively in the Oil and Gas industry.

Generation 21 Enterprise is the commercial licence of the training software developed for NASA. It includes more extensive support for curriculum and online learning design.

Generation 21 is produced by Gen 21 Learning Systems in Denver.



Recommendations

i. Promote secondary school transition programs

Promote the continuation of existing secondary school transition projects and their extension to other schools based on the following guidelines for success:

• Active participation from industry, college and high school partners from project inception through to delivery.

• A formalised relationship between the high school and college that allows secondary school shop curriculum to be aligned with college standards for dual credit towards recognized credentials.

• Harness existing programs such as SSA, work experience and ELTT but in an integrated way with linkages to dual credit training and supportive career path finding.

• Information sessions with students and parents at the beginning of the project.

• Orientation tours to employers.

ii. Reinstate accelerated teacher certification for journeypersons

The cancellation of the accelerated teacher certification program for journeypersons at BCIT/UBC has effectively stopped the flow of experienced trades people to secondary schools. It is recommended that the ITA explore any options for reinstating the accelerated teacher certification program.

Issues to consider in the implementation of these recommendations include the loss of shop programs and teachers in many school districts. Exploring a way to reinstate the accelerated teacher certification program for certified trades people would help to increase the number of teachers with experience working a specific trade. While BCIT required secondary teachers to be Red Seal certified in order to grant dual credit, other colleges such as Camosun and Selkirk did not. Given the dwindling number of shop teachers with Red Seal certification, the ability to grant dual credits without the Red Seal requirement will allow a greater number of schools to adopt the transition model.

The secondary school transition model would allow more students to receive certification for ELTT or L1 from any given college as the dual credit system results in half or all of the ELTT or L1 training taking place in high school. This raises a question of the capacity of the colleges participating in these projects to handle the increased number of students when they return to the college for L2 training and beyond.



iii. Address capacity issue for colleges to deliver training from L2 to L5

The preceding recommendation to expand the secondary school transition model would allow colleges to increase their trades training capacity by granting first year credits to students while they are still in high school. However, adopting this recommendation raises the issue of how the colleges would handle the increased number of students in the second and subsequent years when the secondary system is not there to provide the extra seats for the students.

There are at least two options that could be considered either separately or together. The first would be to reallocate some of the funding “saved” by the colleges from the shortened ELTT or L1 delivery to the secondary students (once they leave high school) to the L2 training and subsequent years. The other option would be to utilise some of the alternate delivery options developed in other pilot projects such as evening, weekend or on-line delivery of training to increase capacity.

3. Credentials for Non-certified Workers

In some trades, such as cook and carpenter, only a fraction of the existing workers are certified or involved in industry training. Consequently, awarding credentials to non-certified workers with years of experience offers a huge potential for increasing the number of certified workers in the province. For these workers to pursue an industry training credential they must see a clear process for obtaining the credential based on their experience and they must view the credential as valuable enough to go through the process.

While the competency based assessment pilot projects were generally still working out the kinks in their processes, the projects that looked to hold the most promise assessed the worker’s knowledge and practical skills but also incorporated a modular curriculum so that workers could take only those modules required to fill-in any gaps in their knowledge or skills revealed in the assessment. The other difficulty in assessing practical skills is recreating a testing environment that approximates a real work environment.

The answer to this challenge looks to be using a worker’s existing job site or by developing demonstration projects as is done in the Skills Canada competitions. On the job assessments can then be carried out by an employer evaluator who has received training in order to conduct consistent and effective assessments or through a stable of trade specific certified evaluators who can be contracted to travel to the various work sites and conduct assessments.

Recommendations



i. Adopt and promote assessment and certification process for experienced workers

Adopt and promote a clear certification process to experienced workers who can receive a credential, or part of one, based on their existing knowledge and skills

ii. Link assessment with Modular Training

Adopt an assessment system that assesses both the knowledge and practical skills of the worker but also incorporates a modular curriculum so workers can fill-in any gaps revealed during the assessment

iii. Include assessment of practical skills

Do assessments of practical skills on the job using trained employer evaluators or “travelling evaluators” for the various trades. Where expensive machinery and set-up is not required, timed demonstration projects can also be used.

4. Flexible Delivery and Individual Responsibility

In conducting the review there was a sense that individuals are willing to accept the responsibility for their career development and be proactive in their pursuit of certification provided they have a clear understanding of the careers and the pathways to certification. Over the course of the review we heard that people are unclear about the current apprenticeship system and that the image of trades as second-best career alternatives persists.

The other issue that will enhance the rate of people pursuing and completing industry training is the introduction of delivery alternatives that address the needs of trainees. These needs include training that does not require time off the job or away from home, allows trainees to take only the modules they need as they need them and provides support to overcome the fear of returning to school for older workers. Many of the projects developed solutions to overcome the barriers associated with block release and students travelling to distant colleges for training.

Recommendations



i. Address time and distance barriers to training

Promote alternate delivery approaches that address barriers of time away from work and home, such as delivery of training on evenings, weekends and on-line delivery. However, it should be noted that a number of projects were developing on-line resources independently. There are opportunities to coordinate a collective strategy that could include purchase and more efficient development of on-line training modules. The Cool School consortium of on-line learning in BC’s K-12 system may also offer a model for colleges to coordinate their development of on-line course content.

ii. “Steal my training reform” forum

Organise a forum where industry, college and high school partners in successful pilot projects can showcase their projects with the condition that they including sessions on how others could adopt their model for little or no cost. Many of the projects can operate with either little or no additional on-going cost once the initial develop costs have been covered. The forum could be called “Steal my training reform.”

iii. Keep spreading the word to the people

Continue to communicate information on the industry training system to the general public including information on trades careers and how to get certified – including new alternate approaches.

5. Industry Involvement

The ITA has directed that industry take a stronger role in the development and delivery of industry training such as leading. The pilot projects provided several models of industry responsibility such as direct financial contributions, industry led projects and industry participation in steering and advisory committees. Industry associations are integral to educating individual businesses on the implications and benefits of participating in training reforms and delivery projects.

The direct participation of industry in reforming and updating curriculum and training delivery models or in the delivery of training projects is a key element for success. Either through local employers or an industry association, the participation of industry brings real and practical input into projects tackling reforms to curriculum. The participation of local employers is also key to secondary school and similar training projects as this is the gateway to local employers.

These recommendations focus on actions for the ITA to support or to encourage industry to undertake. They also focus on how to support



reforms to curriculum, development of new training methods and implementation of training programs.

Recommendations:

i. Industry to provide financial contribution to projects

Industry to provide a direct financial or significant in-kind contribution to confirm their commitment to the project; this ensures that industry participants are providing the direction for the project. The direct financial support of industry expands the capacity of the system to institute reforms and training and allows industry to put money towards their needs. The financial contribution brings an element of fiscal equivalence, as industry is a direct beneficiary of the project.

ii. Industry associations to educate membership

Industry associations are in a good position to educate members as to the benefits of having their employees complete apprenticeship training, even beyond the specific needs of individual companies.

iii. Consider short and long term needs

The proponents must consider short and long term needs. Industry associations are often better suited to provide a longer term view than individual companies. This long term view should be supported by labour market information or similar research.

iv. Clear definition of the problem

Ensure there is a clear definition of the industry needs or a definition of the problem through research or other methods. This may sound simple, but the projects that identified clear problems, whether through prior research, surveys or the analysis of labour market information, were best able to identify clear challenges and develop clear solutions.

v. Focused solutions

Work towards focused solutions and be willing to consider both large and small reforms. Project successes ranged from altering all industry certifications to making small minor adjustments to the training time. Both large and small solutions can address problems.



vi. Industry to provide access to equipment

Where appropriate, industry could provide access to equipment. Sharing equipment is particularly important for new, specialised and often expensive equipment that has become the norm in many industries.

vii. Local employers to steer training projects

The participation of local employers as partners or on a steering committee is important for matching the trainees with employers at early stages of the project.

6. Image & Communications

As a new agency promoting a new agenda, the ITA has several communications issues with stakeholders:

• Definition of key concepts,

• New mandate,

• Responsibility and funding,

• Information sharing, and

• Image.

The pilot projects identified these issues and either applied solutions or benefits from the recommendations presented below.

i. Promote the ITA mandate and new direction

The ITA to promote its mandate and guidelines for alternate approaches to stakeholders. Many stakeholders are uncertain about the direction of the ITA and their own roles and responsibilities. They look towards government and the ITA for that direction.

ii. Develop models

Develop the successful pilot projects as models to guide other industries to develop their own needed reforms. While the reforms are to be directed by each industry, examples and models are useful to guide industries towards their own success and to spark new and creative ideas. Sharing models also allows the entire industry training sector to benefit from each other’s research, successes and failures.



The models would provide a description of problems and solutions with ideas to guide other industries looking at similar ideas. The models would be presented in generic ways to identify with a broad range of industries. The models would include descriptions of:

• Each industry identified problem,

• The process undertaken to research and develop solutions,

• Solutions,

• Implementation issues,

• Feedback from stakeholders on the solutions, and

• Tips for similar projects.

iii. Promote trades information

Assist school, industry, trainers and other related organisations to present clear and accurate information about trades related career opportunities.

iv. The ITA to act as an information clearinghouse

The ITA, through the website and other media, provide the information necessary for individuals, apprentices, project managers and other stakeholders to make informed decisions. Providing good information is necessary for people to make good decisions.

7. Things to Avoid

Small Scale ELearning Projects

A number of the pilot projects featured the development of elearning courses that were being done in isolation and with modest budgets. Achieving good results in these projects was difficult as development of effective elearning programs typically requires a number of specialty skills and substantial resources. In some cases, excellent on-line courses already exist which could be more efficiently licensed versus building from scratch. It would also make sense for colleges delivering the same type of training to collaborate on development of on-line versions of their courses. Models for this type of collaboration exist within BC Campus’ Elearning support program and the Cool School (K-12) initiative.

Token Industry Involvement



In a few projects industry representatives played a minor or indirect role, e.g. sitting on general advisory committee for a college. In these cases, it was not clear whether the direction of the projects were in step with the needs of employers

Assessment Disconnected from Modular Learning

Stand alone assessment projects were less appealing to experienced workers seeking credentials as workers often had some gaps in their knowledge or experience that needed to be identified and then addressed by taking the related learning module. Once that module was completed the worker was then ready to successfully re-take the assessment test and gain their credential.

Projects which don't take advantage of 'learning by doing'.

One of the traditional strengths of the apprenticeship system has been the use of a structured learning environment where learners are free to glean their own knowledge by jumping into tasks. Learning that takes place in this traditional apprenticeship setting is powerful and long lasting. This strength should not be forgotten and can be leveraged by more tightly linking workplace learning to learning outcomes in the workplace.

Streaming of students into secondary transition programs.

The viability of secondary transition projects and even the image of trades careers themselves will be damaged if schools are permitted to stream students into transition projects who are facing challenges with the regular educational system. While there is great merit in providing students who do not thrive in purely academic settings an alternate pathway to graduation and the foundation of a good career, a balance must be maintained.

Over regulation of curriculum or learning outcomes.

By its nature, on the job training and 'learning by doing' is a dynamic process. Attempting to precisely catalogue what students will learn from every moment of their educational experience is burdensome, stifles learning and strikes many employers as a needless bureaucratic exercise. Instead competency profiles and linked learning outcomes allow students, teachers and employers the freedom to work to agreed upon standards through any means that suits the moment or the learning environment.



Appendix A: Project Summaries



1. Project Summaries

Title Proponent Location Dates Type Budget Industry Trainees Description Key Features Aboriginal Youth in Carpentry Trade

Seabird Island Band

Nicola Archibald

604-796-7177

[email protected]

Agassiz 26 August 2003 - 15 July 2004

Secondary School Transition

$72,000 Carpentry 19 started,

15 finished

This project developed andimplemented a secondary school project for Aboriginal youth, delivered by BCIT at the Seabird Island Band.

1. The First Nations run program makes access much more realistic for many potential First Nations students.

2. Students to receive Level 1 Apprenticeship training with high school credits.

3. Parental information sessions were essential to develop family understanding and support.

Apprenticeship Alternate Delivery Model

Metro College

Marty Wittman

604-682-6020

[email protected]

Vancouver 20 January 2003 to 31 August 2003

New Model $80,000 Auto Repair N/A The project conducted a survey of employers and apprentices to design a training program and delivery model that suited their needs. The new model involves a revised and modularized curriculum.

1. The survey of employers and apprentices confirmed the long held belief that the six weeks of training was a major disruption to employers and employees.

2. The survey enabled the development of a training schedule built on consultations with potential students.

3. The model developed featured weekend and evening training.

Baking Apprenticeship Distance Pilot

Vancouver Community College

Dave Donaldson

604-443-8396

[email protected]

Lower Mainland

20 January 2003 - 29 February 2004

New Model $40,254 Baking 0 Project is developing a revised ELTT baking program for delivery on-line.

1. On-line delivery addresses the problem of non-certified bakers currently working having a easy way to obtain certification without leaving job or home town. Also allowsnew workers to enter the trade without having to relocate to one of only two colleges that offer baking programs.

2. VCC plans to expand on-line delivery to include L1, L2, L3, L4 with support of the Baking Association of Canada.

3. On-line course has not been implemented yet.



Title Proponent Location Dates Type Budget Industry Trainees Description Key Features Basic Construction – Entry Level Training

Malaspina University College – Cowichan Campus

Carrie Nelson

250-746-3506

[email protected]

Cowichan Valley

15 July 2003 - 15 July 2004


$75,000 ministry contribution

$20,000 in kind contribution

Construction 17 A 22 week dual credit program for high school students permitting those in their graduating year to receive credit towards their graduation requirements for their Malaspina course work.

At the completion of this competency based program students will have Carpentry Level 1 certification issued by the College.

1. Good integration of high school curriculum and college courses allowing students to graduate high school and achieve level 1 carpentry certification.

2. Competency based project stressing hands on skill development and practical demonstration of competencies.

3. Allowed students to finish high school and receive support into a clear pathway to a trade while also getting work right after high school.

Carpentry Direct Entry Trades Training for Secondary Students


Vicki Munn

604-587-2308

[email protected]

Surrey 15 July 2003 - 15 July 2004


$90,600 Carpentry 41 started,

38 finished

This project developed andimplemented a secondary school project for two high schools in the Surrey School District in conjunction with Kwantlen University College.

1. This helped get students job ready, and made them aware of the different trades’ opportunities, and the trades’ certification process.

2. Two schools were able to set up these programs.

3. Students to receive Level 1 Apprenticeship training with high school graduation.



Title Proponent Location Dates Type Budget Industry Trainees Description Key Features Chef, Cook and Server Training

Food Services Resource Group

James Kennedy

604-215-9595

[email protected]

Lower Mainland

29 September 2003 - 31 March 2004

(but, wants to continue pilot until target number of students is reached)

Competency Based Assessment

$40,000 Chefs

Cooks

22 to start,

14 currently – project continuing to operate until it reaches target number of 30 trainees

Project developed an on-line system to assess cooks currently working in BC to determine when they are ready to challenge the various apprenticeship levels for cook/chef certification.

The project also included an assessment of practical skills by mentor employer.

1. Project developed assessment tools for theoretical and practical skills of cooks already working to determine their readiness to challenge the provincial cook apprenticeship exams (L1, L2, L3) and Red Seal certifications.

2. Project developed a new provincial cook curriculum based on the new National Occupational Analysis of the Red Seal but modified to accommodate the provincial learning guides for cook training.

3. Project addresses key barrier for cooks getting certified which is the requirement to leave work for five weeks per year. The system also allows students to proceed at their own pace and identify specific areas of weakness to improve before challenging the provincial exam.

4. Project introduces a practical skills assessment that is absent from the Red Seal certification.

5. There is an opportunity to integrate this cook CBA program with the Ministry of Human Resources “Training for Jobs” program that is training people to obtain jobs in the food industry.



Title Proponent Location Dates Type Budget Industry Trainees Description Key Features CNC Machining

Okanagan University College

Randy Werger

250-862-5457

[email protected]

Okanagan 15 July 2003 - 15 July 2004


$58,000 Ministry contribution

In from college and industry $119,000

A total budget of $177,000

Wood Product Manufacturing

20 A two full semester program open to adult learners and high school students who wish to learn CNC machining and manufacturing techniques using an industry standard software package.

High school students will earn credit toward the program through WoodLinks 11 and 12 as well as 32 credits toward their high school graduation.

1. Partners with an innovative school board and teaching staff to train woodworkers in the use of CNC machinery at the College certificate level. This training is focused specifically on the use of CNC techniques in wood products manufacturing however the MasterCam software taught is transferable to all CNC situations.

2. Creates links with industry to actually produce marketable goods over the course of the program to offset high machinery costs inherent in the start up of the program.

3. Combines the curriculum at the high school level into a cohesive program for high school students while offering adult learners a fast way into CNC machining skills.

Common Core Curriculum for Heavy Duty Mechanical Trades

Centre for Curriculum Transfer and Technology

John Giesbrecht

Vancouver Community College Diesel Program

604-871-7390

[email protected]

Victoria, Kootenay, Vancouver, Nanaimo

30 January 2003 - 31 August 2003

New Model $75,000 Diesel

Heavy Duty

Commercial Transport

Automotive Mechanics

0 This project sought to develop a common core curriculum and on-line learning elements for ELTT in the diesel, heavy duty, commercial transport & automotive mechanic trades.

1. Each of the four colleges involved with the project worked to create common core elements for each of the four mechanic programs.

2. Test instructional elements were developed on-line using Royal Roads kooltool software.

3. VCC felt that if automotive mechanics was removed, thata common core curriculum could be developed right up to L3.

4. Project identified common content but didn’t develop or implement a common curriculum.



Title Proponent Location Dates Type Budget Industry Trainees Description Key Features Common Core Trades Transition

School District 20 – Trail Community Skills Centre

Janet Morton

250-368-6360

[email protected]

West Kootenay

15 July 2003 - 15 September 2004


$99,000 contribution

$678,638 total including in kind amounts

Heavy Industry, Mechanics

Carpentry

62 An integrated dual credit program with Selkirk College allowing high school students exposure to five different trade areas and a structured pathway into the Industrial Trades Common Core Program at Selkirk where after the first semester students are able to turn their common core training into Level 1 ofone of the trade areas covered in the common core competencies.

1. A structured exposure in high school to multiple trades with a hands on component which allowed students to get a good sense of what the trade might be like.

2. At the conclusion of the program students are offered the opportunity to convert the common core curriculum into Level 1 of one of the trade areas studied and then proceed with Level 2 training.

3. School District, College and Skills Centre worked together to secure the training students needed at the high school level to develop a thorough exposure to and competence with the core competency areas identified in the pilot.

Competency Based Assessment for Automotive Technicians

Metro College

Marty Wittman

604-682-6020

[email protected]

Vancouver 26 September 2003 - 30 May 2004


$80,000 Auto Repair 16 Developed a Competency Based Assessment for the technical component.

1. The first day is a full day of skill evaluation and site tests. Modules on skills set, reading, and field demos.

2. The test could eliminate training time, if a trainee passed the module and could then move on to the next level.

Competency Based Curriculum for ELTT Electrical Students

College of New Caledonia

Barbara Old

250-561-5848

[email protected]

Prince George region

22 September 2003 - 30 April 2004



Electrical 18 An accelerated program to train people to a the equivalent standard of a Level 1 Electrician using an intensive, hands on competency based learning environment.

Designed to make people 'blindingly fast and unbelievably accurate' in the tasks beginning apprentices are asked to do.

1. Used a term long demonstration project where students actually wired a house as the vehicle for their learning.

2. Truly competency based curriculum with assessment built in as students moved through the competencies.

3. Allowed students to integrate theoretical learning with practical skills in a way which the student assessments proved to be very engaging.



Title Proponent Location Dates Type Budget Industry Trainees Description Key Features Construction - Carpentry

Camosun College

Maureen Munro

250-370-4828

[email protected]

Southern Vancouver Island

5 November 2004 - 15 February 2005


$164,000 Carpentry 40 This project developed andimplemented a secondary school transition project for high school students in four school districts.

Project gave students ELTT/L1 credits for high school courses

1. Integrated high school/post secondary program in which high school students receive credit for half of the ELTT carpentry program at Camosun College Integrated high school/post secondary program in which high school students receive credit for half of the ELTT carpentry program at Camosun College

2. 36 students were given work experience, many of these placements will lead to summer employment. 4 students receive sponsorship for full apprenticeships from employers.

3. Industry involvement high due to existence of South Island Construction Skills Council that is supported by HRSD

Cook Journeyperson Certification

University College of the Cariboo

Kurt Zwingli

250-828-5352

[email protected]

Cariboo 20 January 2003 - 29 February 2004

New Model $52,000 Food Service 9 full time –

8 further participated from Camosun College in the practical evaluation exam.

This project allows students in the food service industry who have not formally entered the apprenticeship system, or those who have taken Level 1 training and have not been able to find an apprenticeship.

Cook graduates at the end of training will pass the 3rd. year equivalency examination, the Inter Provincial standard exam and a newly devised practical competency exam.

1. Pioneered a thoroughly prepared, practical competency examination which was used successfully in two sites to assess the practical competency of Red Seal candidates.

2. An online delivery component of the course was developed to prep students for the equivalency exam using Web CT. This exam saved a lot of class time for students and generally proved to be very well received. It supported strong achievement in the equivalency examinations.

3. Evidence showed that cook journeyperson training was taking five years to complete for some apprentices. This program allows students to count time spent in Levels 1 through 3 training as hours toward their apprenticeship time requirements. They graduate with a high level of technical training and require two years' experience before certification.



Title Proponent Location Dates Type Budget Industry Trainees Description Key Features Culinary Arts Training Transition Program and Howe Sound Cooks Training Program

Capilano College

Casey Dorin

604-983-7586

[email protected]

North Vancouver/ Squamish

15 July 2003 - 15 July 2004


$90,000 Culinary Arts 16 started,

14 finished

This project developed andimplemented a secondary school project in Squamish with Capilano College, and a project in the North Vancouver School District # 44 and Vancouver Community College.

1. The Squamish project allowed for the mixing of secondary school students with other community members in Squamish as it is difficult to fill a class in a small town.

2. The North Vancouver project created a cooking program at the only commercial kitchen at a public teaching institution on the north shore.

3. Both allowed students to get Level 1 apprenticeship training and the high school completion.

Drywall, Painting, Roofing - articulation with College credential

Kwantlen University College

Gerry Lengert

604-599-2973

[email protected]

Surrey 20 January 2003 - 15 August 2003

New Model $93,500 Roofing 40 The project delivered modularized training to fit the Secondary School semester cycle. The regular ELTT is self paced, this one was structured, but better suited to High School students who need the structure and must fit into the semester system.

1. Ensure you have proper steering committee and good industry support.

Entry Level Culinary Arts Program

Salvation Army

Reg Burks

604-556-7000

[email protected]

Abbotsford 29 September 2003 - 30 June 2004


$54,500 Cooking 10 started,

9 completed

The project delivered Level1 training on Mondays over several months, rather than in a few solid weeks. This allowed students to train part-time on an industry “slow day.”

Developed competency based assessment of prior learning, but all the students preferred to take the training as a group.

1. More responsive to industry needs

2. More responsive to student’s financial needs, they could continue working.

3. The weekly training allowed to integration with on-the job training.

4. This organization was also able to support the students personally, particularly at the beginning when the confidence was low, due to many having been out of school for a number of years.

Framing Technician Specialty Programs

Canadian Home Builders Association - BC (CHBA-BC)

M. J. Whitemarsh

604-432-7112 ext 204

[email protected]

Burnaby 1 November 2003 - 30 May 2004


$47,500 Carpentry N/A The project identified the core competencies of the carpentry curriculum, and modularized it into the four specialty area: Framing, Forming, Interior Finishing, and Exterior Finishing, to better meet industry needs. The project also developed a two day prior learning assessment tool.

1. Modularized Framing Technicians Specialty.

2. Direct response to high industry demand for carpentry specialists.



Title Proponent Location Dates Type Budget Industry Trainees Description Key Features Home BuilderFraming Technician Curriculum and Training Program

Canadian Home Builders Association - BC (CHBA-BC)

M. J. Whitemarsh

604-432-7112 ext 204

[email protected]

Vancouver/ Abbotsford

15 July 2003 - 1 October 2004


$86,000 Carpentry Framing

30 started,

25 finished

This project refined and implemented a secondary school project to deliver the framing module of the recently revised carpentry curriculum. The project was delivered through Secondary schools in Gladstone Secondary School in Vancouver and the Abbotsford Career Technical Centre.

1. The carpentry curriculum was modularized into the core competencies and the four streams in a previous pilot project.

2. This project tested and delivered the framing component.

Home Builders Specialty Training Program

Mission School District (Riverside Technical Centre)

Don Sweet

604-814-0446

[email protected]

Mission 20 January 2003 to 1 November 2003

New Model $50,000 Carpentry 27 in Door Installation;

20 in Door & Window;

25 in Siding Installation

The project developed specialty industry training for home builders, targeting the Riverside Trades, Training and Technology Centre. This training gave alternative students an entry into an industry with a large employment upside. It allowed them to be able to gain skills to work quicker than taking a full apprenticeship program.

1. The new curriculum is modular based defining specialties in the five finishing areas: doors, windows, cabinets, siding, and flooring and tiles.

2. It also allowed many students to simultaneously complete secondary school requirements.

Horticulture Trades Training

BC Landscape and Nursery Association (BCLNA)

Hedy Dyck

604-574-7772

[email protected]

Surrey 15 July 2003 - 30 July 2004


$142,500 Horticulture N/A The BCLNA and Kwantlen University College are reviewing and reforming the entire industry certification system to integrate and ladder the various certifications, College Certificates, Diploma, apprenticeships, and the North American certificate. The new curriculum will be transferable and able to ladder between designations.

1. This is the first major integration of all related curriculum, assessments and designation in North America.

2. This major overhaul will be implemented in 2005.

3. Also building in a laddering component for Business Administration at the College.



Title Proponent Location Dates Type Budget Industry Trainees Description Key Features Horticulture Trades Training

Okanagan University College

Randy Werger

250-862-5457

[email protected]

Okanagan 15 July 2003 - 30 July 2004


$94,517.

In kind $44,405.

Total $138,922

Horticulture 17 An 18 week pre-apprenticeship program open to adult learners as well as qualified high school students in their graduating year. Program graduates receive Level 1 and 2 horticulture technical training as well as fist aid and pesticide use certifications. High school students receive 24 credits toward their high school graduation also.

1. An intensive program linked to Kwantlen University College's program, such that graduates can go on to Kwantlen to study levels 3 and 4 technical training.

2. Program mixes high school students and adult learners in a way that works for both groups and allows the College the option of operating the program using a cost recovery model.

3. Provides students with a solid foot in the industry, emphasising transferable skills so that after working for a while in Horticulture if students want to refocus their career path they're able to do so without starting from the beginning.

IndividualizedTraining for Piping Trades

Pacific Vocational College

Robert Bradbury

604-421-5255

[email protected]

Burnaby 15 September 2003 - 31 March 2004


$131,616 Piping 64 A modular process was developed to compress thetime, and allow students to work at their own pace. The project created and added video training.

1. Developed technical assessment tool.

2. Developed modularized assessments within the curriculum.

3. Developed video training components of the modules to allow for self-paced training. It also allows for ESL and students with disabilities to utilise assistance.

Integrated Trade and Technology Pathway

Northern Lights College

Phil Chatters

250-787-6219

[email protected]

North East 15 July 2003 - 31 October 2004


$79,000 ministry allocation.

Total budget including industry contributions $440,400.

Electrical 11 to date, although the modular nature of the program allows more students to join as the program progresses.

Integrates a high school graduation program with college level electrical technical training to Level 2 inclusive. At graduation students are ready for apprenticeship and employment – a fast track into employment as an electrician.

1. Tight integration of high school and post secondary training to achieve a seamless integration of graduation from high school with Level 1 and 2 technical training.

2. Program is advised and supported by the major employer's of industrial electricians in the region. Opportunity for apprentice positions with these employers should be good; however this has not been tested yet.

3. Common core trades training approach is used for the first part of the post secondary term.



Title Proponent Location Dates Type Budget Industry Trainees Description Key Features Key Skills (Math, Science) Assessment and Development

BC Institute of Technology - School of Electrical and Electronic Technology

Jeff Skosnik

604-432-8222

[email protected]

Burnaby 20 January 2003 to 30 June 2003

New Model $50,700 Electronics 75 The project created a flexible, on-line, self-paced individualized tool to conduct a self-assessment of the pre-requisite math and science skills for entrance into electronic and related apprenticeships.

The tool is modular, and available over the internet. This tool is meant as a pre-assessment to make the student and trainer aware of their gaps in competencies in order to train up.

1. It will improve the success rates of the students as it will identify insufficient math and science skills prior to beginning the apprenticeship training.

2. It will allow the student to improve those skills before getting frustrated or injured.

3. It is particularly useful to disadvantaged groups and those trained under different systems.

Kootenay Region: Two Trades Project

College of the Rockies

Heather Schneider

250-489-8286

[email protected]

East Kootenay

15 July 2003 - 30 March 2004


$60,950 in funding allocated.

$199,000 total operation costs including in kind contributions.

Carpentry

Mechanics

22 Common competencies of two trade areas taught in two separate high schools permitting high school students advanced standing in Level 1 apprenticeship training at the College.

1. Competency based instruction covering the common competencies of automotive collision repair, diesel mechanics and heavy duty mechanics.

2. Articulation agreement in place to give secondary credittoward high school graduation from student's post secondary level study.

Machinist Core Program

Vancouver Technical School

Lorna Ward

604-713-8215

[email protected]

Vancouver, Burnaby

15 July 2003 - 15 September 2004


$92,700 Machinists 8 + September enrolment

Program allows high school students to receive credit for grades 11 and 12 high school metal work courses in BCIT’s Machinist Apprenticeship program. Project also includes related work experience with employers.

1. Adapted BCIT machinist curriculum to high school metal work program. Industry also involved in the high school program design.

2. BCIT certified Vancouver Technical School’s metal work program for 32 of 76 credits towards Machinist Apprenticeship Level 1 program. BCIT was willing to certify the courses due to machinist teacher being Red Seal certified.

3. All 8 students receive work placements with diverse set of employers including CREO, TRIUMF, Gibbs-Nortack (fishing lure company) and Race Face Technologies (high end mountain bike component manufacturer).



Title Proponent Location Dates Type Budget Industry Trainees Description Key Features Marine Repair Technician – Shipwright Training by distance.

Quadrant Marine Institute

Peter Dahl

604-656-2824

[email protected]

Sydney (program used a distance model to reach students in the Interior, Lower Mainland and North Island)

3 October 2003 - 30 June 2004



Marine 8 Project made available the theoretical learning components of the Marine Repair Technician program using a distance delivery model.

The program uses competency assessment for 66 of 107 learning competencies which are assessed using assessment standards developed in this project by the employers and supervisors of the learners themselves.

1. Very tight integration of theoretical and practical components of competencies.

2. Curriculum is formed from industry identification of competencies required of Marine Repair Technicians and fits very well with what learners actually do on their work day – learning and employment are strongly integrated.

3. Project developed a framework of assessment standards to be used by employers in assessing the 66 practical competency components of the training.

Metal Trades – Machining/ Manufacturing

Camosun College

Maureen Munro

250-370-4828

[email protected]




$129,400 Machining 18 This project developed andimplemented a secondary school transition project for high school students in four school districts. Project gave students ELTT/L1 credits for high school courses

1. Integrated high school/post secondary program in which high school students receive credit for half of the ELTT welding program at Camosun College.

2. 18 students were given work experience, many of these placements will lead to summer employment.


Metal Trades - Welding

Camosun College

Maureen Munro

250-370-4828

[email protected]




$124,000 Carpentry 18 This project developed andimplemented a secondary school transition project for high school students in four school districts. Project gave students ELTT/L1 credits for high school courses

1. Integrated high school/post secondary program in which high school students receive credit for half of the ELTT carpentry program at Camosun College

2. 36 students were given work experience, many of these placements will lead to summer employment. 4 students receive sponsorship for full apprenticeships from employers.




Title Proponent Location Dates Type Budget Industry Trainees Description Key Features Millwright Training

North Island College

Don Gillingham

250-923-9726

[email protected]

North Island 20 January 2003 - 30 June 2003

New Model $47,000 ministry contribution

$40,000 in kind contribution.

Heavy Industry

N/A A feasibility study for the establishment of millwright training on Vancouver Island included demand analysis and development of a strategy to support community development of a training initiative on Vancouver Island.

1. Project determined that heavy industry was the majority employer of millwrights in the region and this sector has the highest projected future demand.

2. Decided to use the existing course outlines for millwright training at BCIT and agreed to not add additional content of a substantive nature without agreement of labour representatives.

3. Secured agreement to modularise the curriculum and deliver curriculum in modular format where appropriate.

Mobile Crane Operators Training

Operating Engineers

Brad Randall

604-299-7764

[email protected]

Surrey 20 January 2003 - 30 April 2003

New Model $61,020 Mobile Crane Operators

N/A Revised the training curriculum to identify core competencies, and two specialties, based upon the current industry standard. It also developednew curriculum for boom truck operators.

1. Identified the competencies for both hydraulic and lattice cranes.

2. Boom truck operators training is new and needed.

Panel Board Manufacturing Skill Standards and Certification Training

WoodLINKS

Corey Williams

604-822-1692

[email protected]

Vancouver/ Fort Nelson

20 January 2003 - 15 July 2003

New Model $50,000 Panel Board Manufacturing

N/A Developed panel board manufacturers competencies based upon the specific needs of a company in a small town, developed in conjunction with that company and the Secondary School.

1. A new curriculum was developed.

2. The company used the skills profile developed as part of the curriculum to guidetheir hiring practices.

Power Line Pre-Apprentice Trainee New Model

Line Contractors Association

Paddy Hatch

604-501-2232

[email protected]

Surrey 1 October 2003 - 31 March 2004


$43,500 Power Linemen

12 Revised curriculum and delivered through a new trainer, Aquila Networks Canada. The previous model was IBEW-EITI as the trainer, the union owned school.

Aquila had an existing pre-training module that had significant work at-home components, which was also new. It had an exam Day 1 of the cases that tested prior knowledge andthe home work.

1. The new model allowed for flexible scheduling, adding classes on Saturday, particularly as the students came from out of town.

2. Contractors are now able to hire pre-apprenticeship graduates from the local communities, rather than from the pool of EITI graduates.

3. The EITI graduates are for workers from the union and employer only. The new model allows for anyone to apply.4. In the new model, the CBA takes the form of home learning.



Title Proponent Location Dates Type Budget Industry Trainees Description Key Features Pulp and Paper Technical Training

Malaspina University College

Linda Love

250-740-6111

[email protected]

Mid – Island 20 January 2003 - 30 July 2003

New Model $56,000 Ministry funds, $70,000 in kind industry and college contribution.

Pulp and Paper

N/A A competency profiling and curriculum development process facilitated with industry to generate a technical training program for machine operators in pulp mills.

1. Brought together subject matter experts from across the industry to develop a training program for entry level workers in mills.

2. Permits students to achieve the post secondary education requirements of pulp and paper employers in half the time of previous general post secondary education requirement.

3. A concrete development byindustry to create 'feedstock' for apprentice program growth within the mills.

Secondary School Transition to Auto Collision Trades Training

Burnaby School District #41

Donna Scott

604-664-8502

[email protected]

Vancouver/ Burnaby

20 November 2003 - 15 July 2004


$97,000 Auto Body Repair

16 started,

14 finished

This project developed andimplemented a secondary school project for high school students in the Burnaby School District in conjunction with Vancouver Community College.

The project also developedand implemented a significant on-line component. The flexibility allows Grade 12 students to receive Auto Collision Certificates and High School Graduation.

1. Redeveloped curriculum into modular and on-line format.

2. By September 2005, all modules will be online and on DVDs.

3. Students to receive Level 1 Apprenticeship training with high school graduation.



Title Proponent Location Dates Type Budget Industry Trainees Description Key Features Service Rig Entry Level Training

Northern Lights College

Lucie Janosek

250-787-6205

[email protected]

North East 13 February 2003 - 31 July 2003

New Model $38,280 contribution by Ministry

$400,000 contribution from industry in the form of a functioning service rig.

Oil and Gas 11 to date – classes of 6 students offered as demand requires.

An industry driven response to the extreme need for trained entry level service rig floorhands in the North East. A program which adapts the industry standard Petroleum Industry Training School (PITS) curriculum and delivers it in the heart of BC's oil and gas sector.

1. Trains workers to an entry level standard required to be safe working on a service rig. By covering the basics in a hands on training program, allows workers to do well in the industry's workplace mentorship program as green hands, thereby minimising as much as possible occupational injury which is currently a serious problem in the industry for entry level rig workers.

2. There is only a half day of classroom based training in the project. The rest takes place on the rig floor using a real rig on a real drill site.

3. An instructor at the North Island College has been trained by a PITS instructor to deliver the PITS service rig curriculum.

Technical Training of Salmon FarmProduction

North Island College

Ed Britton

250-923-9721

[email protected]

North Vancouver Island

20 January 2003 - 20 June 2003

New Model $49,790 Aquaculture 17 Project delivered training ordinarily part of NIC's Salmon Farm Technician program in a modular form at the worksite of 17 students already working in the industry. Modularised form allowed workers to gain a broader perspective of the industry as determined by their prior learning assessments.

1. Delivered technical training to workers who had some specialised knowledge but lacked the technical breadth the industry increasingly requires of its workers.

2. Instruction designed to fit the schedule and location of students. Classes were held in locations close to farm sites and a distance education model was used to cover some modules.

3. Emphasis placed on skill development to permit learners to assume 'greater responsibility in a salmon farming career.



Title Proponent Location Dates Type Budget Industry Trainees Description Key Features The Mining Apprenticeship Program

College of the Rockie

Heather Schneider

250-489-8286

[email protected] s

East Kootenay

N/A New Model No dollars provided.

Provincial endorsement sought.

Mining N/A Targeted training in trade areas which will be in high demand at the four mine sites of Elk Valley Coal.

Initially offering Heavy Duty Mechanics apprenticeships the program will expand to include welding, millwright and electrical trades. All training is delivered in a modular, flexible manner as the needs of the jobsite dictate.

1. Apprentices are indentured to an association formed by the college allowing the employer the freedom to work within existing collective agreements.

2. The competencies learned are linked directly to the changing needs of the job while still meeting Red Seal standards by the end of the apprenticeship.

3. It is hoped to be able to offer a multiple trades pathway to apprentices by combining modules from the different trade focus areas.

Two Year Culinary Arts Diploma Program

North West Community College

Denine Milner

250-638-5402

[email protected]

North West 19 December 2003 - 30 May 2005



Tourism/ Hospitality

N/A A project to develop the second year competency based curriculum and practical assessment standards of a two year Culinary Arts diploma program.

Program will seek to have the educational time counted as work experience hours thereby allowing graduates to secure only one year of apprenticeship on the job experience before receiving their journey papers.

1. This training is popular withculinary graduates of year one programs and had only been offered in Alberta beforethis at NAIT. Now students throughout BC have access to a program with a high standard of professionalism and a growing reputation which is becoming important as the industry attempts to prepare for the 2010 Olympics.

2. Uses extensive hands on training and assessment throughout the program so that students are very well prepared for the industry when they graduate.

3. Has innovative relationships with major employers across North America to provide work experience training at the completion of the diploma. Includes Holland America Lines, Walt Disney Corporation and Delta Hotels.



Appendix B: Examples of Competency Profiles & Curricula



1. Apprenticeship Competency Profile Chart Marine Repair Technician

SAFETY

A

Prevent workplace injuries

1

Handle hazardous materials safely

2

Use & maintain personal protection equipment

3

Respond to workplace emergencies

4

Describe the role of the WCB

5

1 1 1 1 1

YARD MANAGEMENT

B

Describe boatyard business practices

1

Maintain professional approach

2

Describe the principles of quality assurance

3

Describe role of surveyors & insurance adjusters

4

4 4 4 4

YARD PRACTICES

C

Describe environment protection practices

1

Secure & block vessels

2

Describe principles of vessel salvage

3

4 1 1

TERMINOLOGY & DESIGN

D

Define trade terminology & concepts

1

Demonstrate understanding of design basics

2

Read blueprints & lines plans

3

Describe guidelines for hull scantlings

4

Describe principles of powering

5

Describe wood vessel construction

6

1 2 1 4 2 3



Describe FRP vessel construction

7

Perform basic lofting operations

8

3 3

TRADE MATHAMATICS SKILLS

E

Perform basic math calculations

1

Perform density, area & volume calculations

2

Perform moments & trigonometric calculations

3

1 1 1

TOOLS & EQUIPMENT

F

Use common hand tools

1

Use common stationary power tools

2

Use portable power tools

3

Use compressed air delivery systems

4

Use spray equipment

5

2 3 3 2 2

MATERIALS

G

Describe trends in materials used for boat construction

1

Identify properties of common woods

2

Describe thermosetting resin types, additives & cure factors

3

Identify reinforcement types, styles, design considerations

4

Identify thermoplastics & demonstrate basic handling techniques

5

Describe properties & compatibility of marine metals

6

4 1 1 2 4 3

Describe & select paints, varnishes & preservatives

7

Describe & select fasteners

8

Select & use glues, adhesives & bedding compounds

9

Select & use abrasive materials

10

Select & use caulking materials for wood vessels

11

Identify & select wood repair materials

12

2 2 2 2 1 1



FABRICATION

H

Fabricate simple plug & mold, & lay up part

1

Sheath wood structure with composite materials

2

Describe composite quality control & testing

3

Perform major equipment installations

4

Plan major modifications

5

Perform vacuum bag laminating

6

3 4 3 4 4 3

Perform cold molding operations

7

Perform wood lamination operations

8

4 4

REPAIRS

I

Perform basic measurement, layout & fitting operations

1

Identify & describe rot & deterioration damage in wood

2

Perform wood repairs & graving

3

Assess structural damage to composites

4

Repair single skin structural damage in composites

5

Clean, maintain & perform basic repairs to gelcoat surfaces

6

1 1 3 3 1 2

Fill, fair & sand repaired surfaces

7

Perform drilling & cutting operation in metals

8

2 2

WOODWORK REPAIRS

J

Lay out & fit complex wood components

1

Perform precision woodworking with power tools

2

Repair windows & hatches in wood structures

3

Perform structural repairs in wood

4

Repair & caulk planking

5

Perform fairing & cosmetic operations in wood

6

3 4 2 4 3 4



COMPOSITE REPAIRS

K

Repair damage to cored laminate

1

Repair/rebuild FRP reinforcing structures

2

Repair composite sailboat fin keel & supporting structure

3

Remove, repair & replace composite rudders

4

Evaluate & repair osmosis damage

5

Repair high performance composite structures

6

2 3 2 3 2 4

Mix & apply floatation foams

7

Repair major gelcoat & non-skid damage

8

2 2

MECHANICAL SYSTEMS

L

Identify engine components

1

Describe engine room layout & ventilation

2

Remove & install engines

3

Identify & describe drive train types & components

4

Describe properties of lubricants & check fluid levels

5

Service gasoline engine components

6

1 1 3 1 3 3

Service diesel engine components

7

Lubricate engines & mechanical components

8

Describe function of engine instruments & controls

9

Service mechanical engine controls

10

Describe steering systems

11

Service engine mounts, shafting & alignment

12

3 3 3 3 3 1

Service propellers

13

Service hydraulic systems

14

Install alarms & detectors

15

Salvage submerged engines

16

2 3 4 4



FINISHING & PAINTING

M

Apply coatings by brush & roller

1

Select & apply anti-fouling paints

2

Mark & mask waterlines & stripes

3

Describe spray painting of multi-component paint systems

4

Repair multi-component painted surfaces

5

Spray refinishing coatings

6

2 1 4 4 4 4

FASTENINGS & INSTALLATIONS

N

Install hardware & fittings

1

Install thru-hulls & underwater equipment

2

3 3

ELECTRICAL SYSTEMS

O

Identify & use AC components & equipment

1

Perform basic wiring & testing procedures

2

Select, install & service batteries

3

Identify relationship of current, resistance & voltage

4

Identify regulatory agencies & information sources

5

Identify the causes & prevention of electrolysis

6

1 2 3 1 2 3

Describe marine electronics

7

4

RIGGING & MISCELLANEOUS INSTALLATIONS

P

Step, unstep & store masts

1

Install & service rigging

2

Install & service plumbing & bilge pumps

3

Install & service davits & hoists

4

Describe propane distribution system

5

Service H/V & A/C Systems

6

2 2 2 4 3 3



2. An example of a competency drawn from the competency profile As developed by Quadrant Marine Training Institute.

Marine Repair Technician - Competency Profiles Line G - Materials Competency: G-10 - Select & Use Abrasive Materials Description: Select and use abrasives and tools for common marine applications.

Learning Tasks Content

1. Describe the composition and appropriate uses of common abrasive materials and tools.

how abrasives work

abrasive materials

backing fabrics

adhesive materials

sizing compounds

grading system

belts, papers, discs

2. Select and use abrasive materials and tools for various applications in wood, composites or metals.

woodworking tools & abrasives

composites tools & abrasives

metals tools & abrasives

Performance Outcomes

Learning Given an application requiring the use of abrasives, select an appropriate abrasive, give reasons for the selection and describe the properties of the abrasive material.

Practical Smooth a rough gelcoat surface to a high gloss or prepare a rough wood surface for varnish application.

Rev. 4/12/00



3. Detail of a competency drawn from the competency profile for Marine Repair Technician as developed by Quadrant Marine Institute

Marine Repair Technician - Competency Profile

Line I - Repairs

Competency: I-5 - Repair Single Skin Structural Damage in Composites

Description: Prepare, re-laminate and resurface structural damage to a single skin lamination.

Learning Tasks Content

1. Describe how laminate design will influence repair procedures.

material types

thickness/stiffness

strength considerations

shape

finish

2. Describe how surface preparation, materials choice and curing conditions influence the quality of a repair.

eliminating damaged material

grinding tapers

resin/reinforcement options

layup schedule & sequence

curing conditions

filling & fairing

3. Demonstrate how to protect a boat's interior and exterior from damage or dust contamination while work is in progress.

masking techniques

ventilation/vacuuming

cleanup procedures

4. Describe how to create an environment which will provide optimal curing conditions for resins.

temperature

humidity



wind

sunlight

contamination

5. Prepare work site, laminate repair and re-surface. prepare damaged area

taper (scarf) a repair area

select calculate resin and additive quantities by weight and volume repair lamination schedules

measure and mix resins and additives

laminate the repair

select and mix appropriate filler materials

re-surface the repaired area in preparation for cosmetic finishing

Performance Outcomes

Learning Describe the considerations and procedures involved in the complete structural repair of a damaged single skin laminate.

Practical Perform a repair to a structurally damaged single skin laminate at least 2" in size retaining the original thickness and strength, and finish fair in preparation for resurfacing.

Rev. 4/12/00



4. National Occupational Analysis: Residential Electrician 2003: Excerpt.

The full analysis document can be found on the web at:

http://www.red-seal.ca/english/pdf/Construction_Electrician_2003.pdf

BLOCK A

OCCUPATIONAL SKILLS

Trends: Increasing use of computers and electronic communication devices for documentation ,distribution of codes/drawings, time management, and the scheduling of time lines as well as on-site communication. An increase in the use of computerized tools allowing for greater portability.

i. Task 1 Interprets occupational documentation.

Related Components: Structural, architectural, and mechanical drawings, power distribution drawings, wiring diagrams, electrical and electronic schematics, process and instrumentation drawings, layout drawings, estimates, service manuals, operating manuals, safety manuals, technical bulletins, standard operating procedures, cost regulations, federal and provincial, electrical and building codes, amendments, ECUSR, IEEE, CSA, ULC, ISA standards, WHMIS manual, OHSA.

Tools and Equipment: Computer, CAD software, rulers, printers, scanners, plotters, DVD/CD player, VCR player, cameras.

Sub-task 1.01 Interprets drawings and specifications.

Supporting Knowledge & Abilities

NL NS PE NB QC ON MB SK AB BC NT YK NU

yes yes yes yes yes yes yes yes yes yes yes yes yes

1.01.01 knowledge of drawing sections and types such as architectural, mechanical, and electrical

1.01.02 knowledge of specification divisions and precedence

1.01.03 knowledge of symbols and legends in the various types of drawings and specifications

1.01.04 knowledge of specification addenda and change orders

1.01.05 ability to analyze drawings

1.01.06 ability to find related information in specifications, addenda and change orders

1.01.07 ability to conceptualise finished project



Sub-task 1.02 Interprets codes and regulations.




1.02.01 knowledge of government standards and regulations such as the Occupational Health and Safety Act (OHSA), and the Workplace Hazardous Material Information System (WHMIS)

1.02.02 knowledge of federal, provincial and municipal building codes

1.02.03 knowledge of the Canadian Electrical Code

1.02.04 knowledge of quality assurance standards such as Underwriters Laboratories of Canada (ULC) handbook and Canadian Standards Association (CSA) codes

1.02.05 ability to keep codes and regulations up to date

1.02.06 ability to apply codes and regulations

Sub-task 1.03 Interprets material and equipment documentation.




1.03.01 knowledge of hazardous material specifications (WHMIS)

1.03.02 knowledge of manufacturers’ documents and specifications

1.03.03 knowledge of record keeping, filing, and retrieval methods

1.03.04 ability to keep detailed records

1.03.05 ability to file and retrieve information

1.03.06 ability to follow manufacturers’ instructions

1.03.07 ability to interpret Material Safety Data Sheets (MSDS)

Sub-task 1.04 Maintains work-related records.






1.04.01 knowledge of hazardous material specifications (WHMIS)

1.04.02 knowledge of record-keeping requirements

1.04.03 ability to maintain work logs and ledgers

1.04.04 ability to keep time and material records

1.04.05 ability to interpret Material Safety Data Sheets (MSDS)

1.04.06 ability to keep material and service documentation updated

ii. Task 2 Organizes work.

Related Components: Materials list, dust barriers, temporary railings, hoarding, copy of safety regulations, filing system(s), personal organiser, communication system, schedule.

Tools and Equipment: Gang boxes, lunch table, blueprint table, broom, shovel, garbage bins, hazardous waste containers, lock-outs and tags.

Sub-task 2.01 Prepares work site.




2.01.01 knowledge of light demolition techniques and waste removal

2.01.02 knowledge of how work impacts on surrounding areas

2.01.03 knowledge of dust barriers, hoarding and guard-rail requirements

2.01.04 knowledge of safety codes applicable to work site

2.01.05 ability to assess site readiness

2.01.06 ability to pre-clean work site

2.01.07 ability to apply all safety codes applicable to work site

2.01.08 ability to install dust barriers, hoarding and guard rails

2.01.09 ability to remove obstructions

Sub-task 2.02 Performs lock-out and tagging procedures.






2.02.01 knowledge of lock-out and tagging procedures and techniques

2.02.02 knowledge of lock-out and tag removal procedures

2.02.03 knowledge of plant requirements

2.02.04 ability to implement lock-out procedures

2.02.05 ability to affix tags and signage

2.02.06 ability to follow lock-out and tagging procedures

2.02.07 ability to follow lock-out and tag removal procedures

Sub-task 2.03 Estimates materials and supplies required for job.




2.03.01 knowledge of required materials and supplies

2.03.02 knowledge of inventory control

2.03.03 ability to source material

2.03.04 ability to estimate materials and supplies needed as job progresses

Sub-task 2.04 Organizes materials and supplies.




2.04.01 knowledge of proper storage of materials and supplies on site to ensure security and ease of use

2.04.02 knowledge of the sequence in which materials are to be used

2.04.03 knowledge of methods for securing and protecting materials



2.04.04 ability to place materials on site

2.04.05 ability to protect and secure materials

2.04.06 ability to return unused material

Sub-task 2.05 Develops and maintains schedule.




2.05.01 knowledge of sequence of work

2.05.02 knowledge of the requirements of other trades on site

2.05.03 knowledge of communication techniques

2.05.04 ability to estimate time to complete specific tasks

2.05.05 ability to co-ordinate work with others

2.05.06 ability to communicate and cooperate with others

iii. Task 3 Communicates in the workplace.

Related Components: None.

Tools and Equipment: Communication devices (fax, cellular phone, telephone, photocopier, computer, radio).

Sub-task 3.01 Communicates with other disciplines, co-workers, and clients.




3.01.01 knowledge of job-related terminology

3.01.02 knowledge of report formats

3.01.03 ability to actively listen

3.01.04 ability to translate technical terms into layperson language



3.01.05 ability to address other’s concern’s

3.01.06 ability to write reports in the prescribed format

Sub-task 3.02 Communicates with apprentices.




3.02.01 knowledge of capability of apprentice

3.02.02 ability to teach, coach or mentor others

3.02.03 ability to listen to and assist with problems

3.02.04 ability to supervise

3.02.05 ability to assess and record ongoing progress

iv. Task 4 Uses and maintains tools and equipment.

Related Components: None.

Tools and Equipment: See Appendix “A”.

Sub-task 4.01 Uses hand tools.




4.01.01 knowledge of types and uses of hand tools

4.01.02 knowledge of hand tool safety

4.01.03 ability to select and use hand tools required for task

4.01.04 ability to identify damaged, worn, or otherwise unsafe hand tools

4.01.05 ability to store hand tools



Sub-task 4.02 Uses power tools. Supporting Knowledge & Abilities




4.02.01 knowledge of types and uses of air, electric and hydraulic power tools

4.02.02 knowledge of power tools components

4.02.03 knowledge of operating procedures for power tools

4.02.04 knowledge of power tool safety

4.02.05 knowledge of manufacturers’ recommended uses and limitations

4.02.06 ability to select power tools required for task

4.02.07 ability to identify damaged, worn, or otherwise unsafe power tools

4.02.08 ability to store power tools

Sub-task 4.03 Uses powder-actuated tools.




4.03.01 knowledge of types and uses of powder actuated tools

4.03.02 knowledge of powder-actuated tools components

4.03.03 knowledge of operating procedures for powder-actuated tools

4.03.04 knowledge of powder-actuated tool safety


4.03.06 knowledge of licensing or training requirements prior to use of powder-actuated tools

4.03.07 ability to select powder-actuated tools required for task

4.03.08 ability to identify damaged, worn, or otherwise unsafe powder-actuated tools

4.03.09 ability to charge powder-actuated tools

4.03.10 ability to store powder-actuated tools



Sub-task 4.04 Uses electrical measuring equipment.




4.04.01 knowledge of types and uses of electrical measuring equipment

4.04.02 knowledge of electrical measuring equipment components

4.04.03 knowledge of operating procedures for electrical measuring equipment

4.04.04 knowledge of electrical measuring equipment safety


4.04.06 ability to select electrical measuring equipment required for task

4.04.07 ability to identify damaged, worn, or otherwise unsafe electrical measuring equipment

4.04.08 ability to connect electrical measuring equipment

4.04.09 ability to interpret equipment readings

4.04.10 ability to store electrical measuring equipment

Sub-task 4.05 Uses scaffolding and access equipment.




4.05.01 knowledge of types and uses of scaffolding and access equipment

4.05.02 knowledge of components of scaffolding and access equipment

4.05.03 knowledge of operating procedures for scaffolding and access equipment

4.05.04 knowledge of scaffolding and access equipment safety


4.05.06 ability to select scaffolding and access equipment for task

4.05.07 ability to identify damaged, worn, or otherwise unsafe scaffolding and access equipment

4.05.08 ability to position and erect scaffolding and access equipment

4.05.09 ability to secure ladders, staging, and scaffolding



4.05.10 ability to dismantle and store scaffolding and access equipment

Sub-task 4.06 Uses rigging, hoisting, and lifting equipment.




4.06.01 knowledge of types and uses of hoisting and lifting equipment such as jacks, hoists and come alongs

4.06.02 knowledge of types and uses of rigging equipment such as belts, ropes, cables, and slings

4.06.03 knowledge of rigging, hoisting, and lifting equipment components

4.06.04 knowledge of operating procedures and hand signals for hoisting and lifting equipment

4.06.05 knowledge of rigging procedures

4.06.06 knowledge of rigging, hoisting, and lifting equipment safety

4.06.07 knowledge of manufacturers’ recommended use and limitations

4.06.08 ability to select and operate hoisting and lifting equipment for the task

4.06.09 ability to select rigging equipment for the task

4.06.10 ability to identify damaged, worn, or otherwise unsafe rigging, hoisting, and lifting equipment

4.06.11 ability to place hoisting and lifting equipment

4.06.12 ability to connect rigging equipment

4.06.13 ability to store rigging, hoisting, and lifting equipment

Sub-task 4.07 Uses personal protection equipment.




4.07.01 knowledge of types and uses of personal protection equipment

4.07.02 knowledge of components of personal protection equipment

4.07.03 knowledge of personal protection equipment safety




4.07.05 ability to select and use personal protection equipment for conditions encountered

4.07.06 ability to use harnesses, safety belts, and lines when working aloft

4.07.07 ability to identify damaged, worn, or otherwise unsafe personal protection equipment

4.07.08 ability to maintain personal protection equipment

4.07.09 ability to store personal protection equipment

Sub-task 4.08 Maintains tools and equipment.




4.08.01 knowledge of types of tools

4.08.02 knowledge of manufacturers’ recommended maintenance procedures

4.08.03 ability to interpret manufacturers’ manuals

4.08.04 ability to clean and lubricate hand tools and equipment

4.08.05 ability to clean and lubricate power tools

4.08.06 ability to perform minor repairs to power tools

4.08.07 ability to clean and lubricate powder-actuated tools

4.08.08 ability to maintain access equipment such as scaffolds, ladders, and lifts



5. Example of Practical competency assessment standards Developed by Quadrant Marine Institute.

MARINE REPAIR TECHNICIAN - Practical Competency Assessment Standard

Select and Use Abrasive Materials – Core G - 10

See appendix D1 for the description of this competency in the occupation's competency profile.

Overview:

Trainee is able to select and use appropriate abrasive tools and materials to prepare wood or composite surfaces for finishing coatings. This competency does not include filling and fairing rough surfaces. These operations are included in Competency Standard I-7, Fill, Fair & Sand Repaired Surfaces.

Variations:

The trainee may demonstrate competency using abrasives to finish either wood or composite surfaces.

OBSERVED PERFORMANCE

1. determines that the surface is sufficiently repaired, machined, filled and faired and is ready for abrasive finishing

2. lists stages necessary to achieve specified finish and estimates time required to completion

3. selects appropriate types and grades of abrasive materials to complete the job

4. selects appropriate power tools, sanding blocks or other tools necessary to complete the job

5. prepares the job site by providing masking, tenting or ventilation as required

6. uses the appropriate type and grade of abrasive material for each stage of the job

7. uses the abrasives efficiently, removing neither too much nor too little substrate material at each stage



8. uses eye protection, breathing protection and body protection appropriate to the materials, abrasives and tools to be used uses hearing protection with power tools

9. changes the abrasive at an appropriate level of wear, without wasting time using overly worn abrasive

10. keeps track of time and materials used on the job and records them accurately as required by the employer

PRODUCT/OUTCOME

The trainee’s work and/or finished product meets the following standards.

Standards for Appearance:

The product of the trainee’s work is smoothed as specified for the coating application.

Standards for Vessel Safety and Care:

Where applicable the trainee leaves the vessel in the same or better condition of cleanliness/tidiness than at the beginning of the work. All abrasive dust or other residue is removed.

This assessment standard describes a core competency to be demonstrated for certification as journeyperson Marine Repair Technician in the Province of British Columbia. A supervisor approved by the training institute must assess achievement of this competency. Competency is achieved only when the trainee has been evaluated using this form and certified by the supervisor. Following successful assessment the certification page must be forwarded to the training institute and the competency initialled in the trainee’s record book.

I certify that _______________________________ (trainee) has successfully met all the requirements of this competency. ___________________________ (approved supervisor) __________________(date)

Comments: (This area for notes on recommendations for improvement, variations on the standards described, special circumstances, etc.)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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