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© Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 The Personal Orientation.

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Presentation on theme: "© Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 The Personal Orientation."— Presentation transcript:

1 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 The Personal Orientation Project (POP) and Guidance-oriented approach to learning (GOAL) Phase 1 April 7, 2006

2 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Welcome to Phase 1 Information and sensitization phase introducing the new Personal Orientation Project (POP) program and the vital links between it and the Guidance-oriented approach to learning (GOAL)

3 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Let’s Talk the Same Language Career or Occupation? Job or Work?

4 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 What is POP? The POP gives the students the central role to explore, reflect and discover various fields that interest them through the support of pedagogical resources and actively trying out a variety of work functions It is a process that starts early in a students’ elementary school life through GOAL It carries on throughout their lives in the development of their career identities as a consequence of the new competencies they acquire from POP

5 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Other new courses Integrated Project Exploration of vocational training Entrepreneurship

6 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Myth or Reality Alone or in a team, indicate which of the following statements is a myth or a reality. We will share our answers in a larger group.

7 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005

8 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Choice of Paths choice of path is student-selected Basic School Regulations, article 23.1 “In the second cycle of secondary school, students shall choose, each year, the general education path or applied general education path.”

9 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 The student in first year of secondary school in … Starting now

10 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 The student’s needs with respect to career information and career planning…

11 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Testimonial of Valentine Laperle-Demeule

12 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Consequences of too little, too late 75 % of students in Secondary 5 admit to having no idea of their career plan at the beginning of the school year (Landry 1995) Before the age of 20, the secondary school dropout rate is 33.3% ( ) 34.2% of school leavers are not prepared for the labour market as they are without any professional qualifications, because they do not have any diploma or only a Secondary School Diploma (SSD) in general education or a pre-university Diploma of College Studies (DCS) ( )

13 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Only 20% of collegial students have a specific career plan (CSE) 50% of students are seeking their career path but only do so at the second year of CEGEP or even once enrolled in university (CSE) Approximately one third of CEGEP students change their program during their studies (SRAM, 2000) 640,000 new jobs between with 200,000 of these opening requiring a vocation or technical training when only 26% of youth go into vocational training 50% of Canadian post secondary students drop out or change programs (Phil Jarvis, Natcon 2004)

14 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 References Observations from the Conseil supérieur de l’éducation (CSE) regarding the maintenance of students in the “royal pathway” is too homogenous The request from the CSE and other organizations to diversify pathways Evaluation report on the technological pathway MELS Education Indicators – 2005 edition ( A) Studies of the school system in certain countries or provinces (pathway diversification, promotion of vocational and technical education and a concern for career development and guidance) L'emploi: passeport pour l'avenir,Orientations Stratégiques du plan gouvernemental pour l'emploi, Briller Parmi Les Meilleurs, 2005,

15 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Consensus Youth’s demands Quebec Youth Summit (2000) –a well supported career decision-making process –personalized accompaniment and support –subject matters related to the world of work –increase in guidance services

16 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Starting Preparation for Transition at an Early Stage In the past: Changing employment a mere half-dozen times over a lifetime. Today: Skills are quickly rendered obsolescent, jobs are notoriously precarious and outsourcing has become the current economic leitmotif. Career choice or re-orientation becomes a lifelong activity. The skills and competencies needed to face both the personal identity and the economic challenges ahead cannot be developed in a short interview with a professional or by taking a standard aptitude test. Report to the Minister of Education of Québec October 2004

17 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Importance of promoting awareness of upcoming transitions as early as possible since a large proportion of secondary students have little in the way of articulated career plans and may make decisions that will later appear inappropriate. The benefits of the Guidance Oriented Approach to Learning (GOAL) are not disputed in theory, but its application is proving to be difficult and piecemeal. Recommendation # 1 The Advisory Board urges all schools to make the implementation of the Guidance-Oriented Approach to Learning (GOAL) a priority. Furthermore, the Advisory Board urges all school boards to take particular steps to enable teachers to make the aims of GOAL integral to their instructional processes.

18 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 POP Competencies Skills to last a lifetime

19 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 You’re out of work!

20 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Specific competencies linked to the POP and its key features Carries out a process of career exploration Plans his/her exploration process Determines some of his/her fields of interest Defines the purpose of the exploration Selects the means of exploration Sets out the steps of the process Varies the means of exploration Tries out work functions Visits workplaces and educational institutions Uses documentary resources in academic and career information Meets with key people Looks critically at his/her exploration process Compares his/her process with those of peers Judges the quality of his/her process Assesses the usefulness of his/her process Envisions other processes

21 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Specific competencies linked to the POP and its key features Contemplates his/her learning and work possibilities Consolidates his/her personal profile Makes connections between his/her personal characteristics and discoveries Considers the personal commitments required to reach his/her goals Becomes aware of his/her self-esteem and aspirations Sets objectives for his/her personal development Shares his/her reflections Compares his/her impressions with those of peers Broadens his/her reflection by drawing on that of others Talks with parents or other trusted people Considers hypothetical career paths Envisions the stages of his/her possible career paths Recognizes opportunities and their related constraints Considers his/her possible career paths in a time frame

22 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 You’re Out of Work but… Now you have new competencies to assist you. Think of how these new competencies assist our students of today

23 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 What is POP? The POP gives the students the central role to explore, reflect and discover various fields that interest them through the support of pedagogical resources and actively trying out a variety of work functions It is a process that starts early in a students’ elementary school life through GOAL It carries on throughout their lives in the development of their career identities as a consequence of the new competencies they acquire from POP

24 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005

25 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Personal Orientation Project Pedagogical Context: –Four (4) periods dedicated to the POP in the timetable (4 credits at the secondary III and IV levels) –on an individual basis, the student develops his/her own project –experiences three to eight career exploratory processes by: using “tool kits”, consulting career resources, job shadowing, visiting to educational institutions, etc. using a ministerial Web site offering a virtual resource library of specific tools such as experimental tools, virtual visits, key resource people

26 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005

27 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005

28 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Tool Kit Gives students a “taste” of field or sector Students try out activities in the kit Not tied to any one occupation or level of education May or may not complete the activities in the kit One component of the exploration process

29 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Role of involved collaborators and the POP Students Teachers Guidance Counsellors and other professionals School community The community The family

30 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Developmental Context for the Personal Orientation Project POP program development development of the POP virtual resource library creation of a collaborative Web site for teachers Continuous research expansion of the experimentation process

31 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 For the English Sector POP: –Translation, adaptation and creation of English tool boxes –Partnerships with Sector Councils and other organizations (CJE Viv, Career Cruising, Let’s Talk Science, etc.) –QESN “vestibule” Web site to compliment the POP répertoire Web site (virtual resource library). –Unique experiential tools to suit the needs of our English Sector –Piloting of English schools in

32 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Second testimonial … Stéphanie Châtigny, a secondary 4 student explains what she has experienced with the POP.

33 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Organization of GOAL and POP…

34 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Remember POP is a process that starts early in a students’ elementary school life through GOAL And POP carries on throughout their lives in the development of their career identities as a consequence of the new competencies they acquire from POP

35 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 GOAL GOAL aims to guide students in the development of their identities and in their career planning. It involves providing individual or collective services and pedagogical tools or activities integrated with the school’s educational project. All school personnel are concerned with the students’ career planning, guiding them in the construction of their identities and the creation of their life plans in order to help them find their place in society. QEP Secondary Cycle II

36 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Some of the career building blocks of GOAL Career awareness –Students discover unique interests, abilities, and values Career exploration –Students discover available career options Career preparation –Students make realistic choices are made Kelly Butler, Career Education Consultant, WQSB

37 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 GOAL – its objectives stimulates self-knowledge, interests and aptitudes, as well as a variety of trades and occupations facilitates the development of a career development project increases interest towards studies and motivation decreases the dropout rate, preventing unnecessary extension of studies as well as program changes increases the potential for success and for qualifications

38 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 GOAL – a strategy integration of information and guidance elements to the subject area programs offers activities which influence identity development, vocational development, due to a collaborative team approach from Complementary Educational Services, teachers, administration as well as partnerships with the community availability of high quality career exploration and guidance tools individual consultation with students (counselling)

39 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 GOAL – Its actors student teacher team at Complementary Educational Services support personnel administration and the governing board parents school board community

40 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 The student’s career development in 2007 Entry points of activities for GOAL Path diversification Organization of Complementary Educational Services Québec Education Program Entry points for GOAL

41 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 GOAL at the first cycle of secondary education team support at the first cycle of secondary education (teachers, Complementary Educational Services, administration) parental involvement

42 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 GOAL, PPO and Complementary Educational Services

43 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 For the English Sector GOAL: –GOAL Network support –GOAL in-service support for individual school boards –GOAL Forum, in-service training days –GOAL resources: The GOAL Post, GOAL Web site,

44 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 POP Experimentation Shared Roxanne Boutin Guidance Counsellor École secondaire du Tournesol

45 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Preparing for POP Before During After

46 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Before the student should already: have a good understanding of the Quebec school system have a good understanding of the paths offered at the second cycle of secondary education have developed his or her personal profile (self- knowledge) be comfortable with internet/computer based career exploration tools Etc.

47 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 During the POP, the students request: –individual and group interviews with respect to career exploration –assistance in getting contacts from the world of work, the community as well as from services in the school –access to GOAL activities within and outside the classroom –specific information from teachers regarding different subject areas –access to documentary resources related to academics and work –Etc.

48 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 After the POP, the students hope to: –gain knowledge about new career exploration possibilities including experimentations via GOAL activities which are accessible at different entry points –access to a variety of human resources as well as documentation in order to pursue his or her career possibilities –Etc.

49 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Discussions Concerns and Solutions The Bigger Picture

50 © Ministère de l'Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, Québec, Québec, G1R 5A5 © Gouvernement du Québec, 2005 Period of questions and comments Cheryl Pratt, responsable PPO, anglophone sector at Sandra Salesas, responsable AO, anglophone sector at


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