By Helen Davies
When it comes to introducing the concept of career development to younger audiences, I felt compelled to share a recent story of my experience with Grade 7 and 8 students.
Approximately 30 Vancouver students who recently completed grade 10 are getting a glimpse of what it is really like to work in a trade by spending three weeks with tradespeople on an actual work site. Recruitment for the program takes place during March and April. In May and June, students are interviewed, selected and participate in an orientation prior to placement on an actual work site in July. The orientation includes introducing employability skills and participation in safety training. This year, all students interested in construction trades completed the Construction Safety Association of BC (CSABC) Safety Star Program – a program aimed at construction workers, site supervisors, and owner/managers, all of whom have a stake in accident prevention. Students entering the culinary arts field were required to take a Foodsafe program to prepare them for the workplace, and all students are required to complete a basic WHMIS (Workplace Hazardous Materials Information System) program.
Students chose one of six trades areas including: mechanical, construction, metal and piping, electrical, horticulture and food trades. Spending three weeks in a place of their choice gives students an opportunity to determine whether they would actually like to pursue a career in this area. If so, this allows time to take courses in high school to further develop knowledge and skills in a particular area. Furthermore, in British Columbia, a student may begin an apprenticeship while still in high school. In fact, it is now possible to pursue technical training for some trades in British Columbia high schools through the Accelerated Credentialed Education Program in Industry Training (ACE IT) sponsored by the Industry Training Authority.
By the end of July, students will have developed a sense of what a trade is all about and have information on which to base future decisions about post-secondary training or entry-level employment. Full participation in the program combined with assessment and evaluation by an educator enables the students to earn full credit for a course called Work Experience 12. This program is a win-win situation for all concerned. Employers get to impart valuable information about his/her trade on enthusiastic young people. Students get the training and exposure to a trade of his or her choice, and receive credit towards high school graduation. Some students even find employment for the remainder of the summer.
For further information, contact Carole MacFarlane (cmacfarlan@vsb.bc.ca)
Carole MacFarlane is currently Career Programs Coordinator for the Vancouver School Board in British Columbia. As Career Programs Coordinator, she is responsible for coordinating Career Preparation Programs, Secondary School Apprenticeship, Career Technical Programs and the provincial Industry Training Authority Accelerated Credentialed Education in Industry Training (ACE IT) Programs in 18 secondary schools.
In February 2004, the Quebec Premier, Jean Charest, presented a 3-year action plan developed by a public provincial organization called the Défi entrepreneuriat jeunesse ( www.jeunes.gouv.qc.ca in French).This plan with a budget of 21 million dollars, will include the implementation of various activities and projects dedicated to the development of the entrepreneurial culture in young people. In the past couple of years since the plan was introduced, many schools have been involved in projects aimed at developing students’ entrepreneurship skills and values.
For guidance counsellors working in the education sector, there have been many changes made that impact their work with students. The new 3-year youth entrepreneurship plan was implemented at the same time that changes to the new Quebec curriculum (Renouveau pédagogique, http://www.education.gouv.qc.ca/ in French) and to the Guidance-Oriented Approach to Learning were also introduced. Since one of the five general fields defined by the new curriculum is «orientation et entrepreneuriat» (guidance and entrepreneurship) this will make for easier linkages between the three different programs. Guidance counsellors will also play an important role on the teams that are working on these projects by sharing their experience and expertise of helping young people increase their self-knowledge and self-confidence.
It is important to mention that entrepreneurship values are not only associated with the business field. Of course, you need entrepreneurship skills to start a company or to sell products and services, but you also need entrepreneurship skills to sell yourself and to face different situations that present an opportunity to learn new skills. The Défi entrepreneuriat jeunesse named five entrepreneurship values that should be promoted in schools: creativity, autonomy, sense of responsibility, leadership and solidarity. These values are really useful to any individual who wants to manage his/her own career development and they are also qualities appreciated by most of the employers.
So, if you work in a Quebec school board, in a cegep (college) or in a university, you may want to take a look at the different resources, organizations and programs available. You will find entrepreneurship information and theories as well as financial support available to assist you in your work with youth.(www.inforoutefpt.org/mse/intervention.htm in French).
Nathalie Perreault is a career counsellor from Quebec. She graduated from Laval University where she now teaches one course in the “Sciences de l’orientation” bachelor program. She is also the Program and Content Manager for OrientAction. She can be reached at admin@orientaction.ca.
By Susan Qadeer
My parents came through the Depression of the 30’s and were focused on job security for their daughters. They weren’t sure that university was important but knew that a good typing speed was essential. Parents are anxious for their children to make good career decisions but often their knowledge is limited to their own experiences. Forecasting needs of the future workplace has always been inexact.
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