1. 1 OYAP Connection to Labour Market May 2016 Employment and Training Division Ministry of Advanced Education and Skills Development

2.  Labour Market Information  Advisory Committees  Employer Engagement  Apprenticeship Pathways 2

3. In the OYAP Business Plan for each School Board the Ministry requires Labour Market Information regarding the Community Questions: Where do School Boards find this information? Why does the Ministry require this information? How does this help the Apprenticeship Program?

4. Local Employment Planning Council (LEPC) Pilots Ontario has launched Local Employment Planning Council (LEPC) pilots as part of the ministry’s work to modernize employment and training programs and services. LEPCs will promote place-based approaches to workforce development, while generating and analyzing local labour market information. LEPCs drive local approaches to the planning and delivery of employment and training programs and services. They will also improve local labour market conditions through enhanced collection and distribution of local labour market information.

5.  Collecting and distributing local labour market information and working with employers and community organizations to identify and address local labour market strengths and opportunities;  Engaging the community to drive local approaches in the planning and delivery of employment and training services;  Connecting with employers, service providers and other community stakeholders to build program and service planning partnerships; and,  Developing local solutions to labour market issues.

6. The Ministry is Piloting LEPCs in eight communities : CommunityLocal Employment Planning Council DurhamDurham Region Local Training Board operating as Durham Workforce Authority London-Middlesex-Oxford -Elgin Elgin Middlesex Oxford Workforce Planning and Development Board OttawaAlgonquin College Peel-HaltonPeel Halton Workforce Development Group PeterboroughKawartha Lakes, Northumberland, Haliburton Training Board operating as Workforce Development Board Thunder BayNorth Superior Workforce Planning Board TimminsFar Northeast Training Board WindsorWorkforce Development Board Windsor Essex

7. The eight communities selected for LEPC pilots offer a representative sample of unique labour market conditions across Ontario, including:  Community size and geography  Areas with Aboriginal and Francophone communities  Areas with a diverse local economy, such as areas with high unemployment, economies undergoing substantial structural transition or growth, or single and multiple dominant sectors. For more information please visit the Employment Ontario Partners' Gateway, Program and Service, Labour Market and Postsecondary Education http://www.tcu.gov.on.ca/eng/eopg/programs/lepc.html

8.  Durham Workforce Authority: durhamworkforceauthority.ca Elgin Middlesex Oxford Workforce Planning and Development Board: www.workforcedevelopment.ca Algonquin College :http://labourmarketottawa.ca Peel Halton Workforce Development Group: www.peelhaltonworkforce.com Kawartha Lakes, Northumberland, Haliburton Workforce Development Board: www.wdb.ca North Superior Workforce Planning Board: www.nswpb.ca Far Northeast Training Board: www.fnetb.com Workforce Development Board Windsor Essex: workforcewindsoressex.com

9. The Ontario Youth Apprenticeship Program (OYAP) is a school-to-work transition program  Ensure that School Boards are aware of labour market demands in local area  Determine how OYAP is responding to needs of the community

10.  Advisory Committees

11.  Employers  Chambers of Commerce  Community College  MAESD Employment Training Consultants  Employment Service Providers  Regional Planning Team  Industry Education Council  Parent/School Board Council  Trade Unions  Graduated or Current Student  Participating School  Ontario College of Trades

12.  Recruited employers at Skills Competition  Partner with other Boards  Co-op Teachers could provide suggestions as to possible employers for the Advisor Committee  Canvas Community /Involve Parents

13. Apprenticeship Pathways

15. 24,392 2014-15 Provincial OYAP Participants RTAs 3,885 EOIS-APPR Preliminary 2014-15 data

16. Based on # of Students who Started Preliminary RPT Data

17. Work College Level One Training Continuing in Secondary School Successful pathway Sponsors training requirements Students future expectations Parents expectations

18.  Does the student have an interest in pursuing training in this trade?  Has the student had a Co-op placement in the trade?  Does the student have prospects for an employer who will sponsor him?  Will the student be graduating in the next year?  Does the student want to pursue College post secondary training?

19.  Generally, a career in trades requires traits and talents such as:  Good literacy  Ability to solve problems  Good communication skills  Aptitude for technology  Creativity and imagination  Attention to detail  Mathematical and analytical skills  Coordination and dexterity  Visualization of the end product Most importantly… you need PASSION for your trade!

20. Attendance Punctuality Co-op experience, volunteer experience Course prerequisites (i.e. physics, math, English, etc.) Math quiz, short readings Interview Rubric

21. Ministry of Education Co- Management Team College Presidents and Directors of Education SCWI Regional Planning Team District School board Ministry of Advanced Education and Skills Development MAESD Program Delivery Support Branch Central Region MAESD Local Office

22. CGTAT RPT 2 Members

23. VISIT THE WEBSITE AND CONTACT US WITH FEEDBACK AND SUGGESTIONS! NEW!!! CGTAT APPRENTICESHIP TOOLKIT http://oyap-resource-toolkit.cgtat.org/Index.html

24. Plumbing Electrician Automotive Service Technician Child & Youth Worker Cook Construction Craft Worker Child Development Practitioner Baker Carpentry Coach & Truck Residential Air Conditioning

25. DSBs and Colleges can work together to plan total number of seats per Trade/College OCT DSB need to communicate request to the SWCI Regional Planning Team (RPT) NOV The RPT will then forward SCWI/DUAL CREDITS MAESD Seat Purchase Confirmation Form to MAESD –Central DEC MAESD Central will send approval/response to RPT JAN RPT will share with partners (DSBs and colleges)

26. MAY Submit OYAP Business Plans to MAESD (including projected Seat Requests for coming September school year) OCT DSB OYAP will need to communicate request to the SWCI Regional Planning Team (RPT) based on projected business plans for following school year and discussions with college and school board partners NOV Interviews, Math Competency Tests and student approval lists for current school year programs DEC Send Final Student Lists to Colleges JAN Prepare Students for Level 1 Program (College Orientation, College Forms, confirm Level 1 Placement and EOIS registration, OCoT Forms) FEB-APRIL Support Students for Success, begin to prepare and advertise programs for following year, prepare business plans for coming school year based on submitted seat requests and communication with colleges and school boards