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Presentation on theme: "COOPERATIVE EDUCATION NOW & IN THE FUTURE OCEA Fall Symposium, October 2004."— Presentation transcript:


2 COOPERATIVE EDUCATION NOW  CURRENT INITIATIVES Learning Plan Project –Web training--Curriculum Services Canada –Exemplar project:  PPLPs and Quality Assessment Tasks for 23 new plus 17 previously published courses  Posted on CSC and OCEA websites January 15/04

3 Emphasis on Health and Safety: Live Safe! Work Smart! for Teachers of Students with Special Learning Needs Passport to Safety Tip Sheets for Employers, Parents and Students

4 STUDENT SUCCESS PROGRAM  Announced March 2003 - $50 M in ongoing funding through Learning Opportunities Grant Support improved student achievement in literacy & numeracy for students in Grades 7 – 12 Improve pathways to graduation for students Reduce number of drop outs in secondary school  Expert Panels on Literacy, Numeracy & Program Pathways have been released

5 Student Success Program (Cont.)  Student Success Leaders produce Annual Action Plans in October/November and report back on these plans in June  This year’s plan includes a set of key indicators on: Credit accumulation Pass rates in compulsory credits Literacy success rates

6 Student Success Program (Cont.) Courses run, student enrolment and proportion of schools offering: –Workplace preparation courses –College preparation courses –Provincially developed compulsory credit courses in English, Math, Science, and History

7 Student Success Program Proportion of schools running & number of students in new Grade 10 & 12 Guidance & Career Education courses (Co-op related courses) Annual School Leaver Rate Total number of students at risk in Grades 7 & 8 based on those working at Level 1 or below in English and Math

8 Two new courses Guidance and Career Education Student Success Program

9 WHY WERE THE COURSES DEVELOPED?  Building Pathways to Success, Grades 7 – 12 document – The Report of the Programs Pathways for Students At Risk Work Group: Successful program pathways built upon a foundation of comprehensive, coordinated career education programs. Effective program pathways include a broad range of experiential learning opportunities.  Curriculum lacked courses focusing on essential skills to serve as both a stand-alone course & a related course for Co-op.  Students would benefit from early & multiple workplace experiences

10 New Guidance & Career Education Courses Two new courses with emphasis on essential skills & experiential learning Discovering the Workplace (GLD 20) – Grade 10 Navigating the Workplace (GLN 40)– Grade 11  Released on Ministry Website September 2004  Course Profiles available at, January  Regional Training: **Thunder Bay – November 22, 23 **London – November 24/25 and December 2 & 3 **Barrie – December 6 & 7 **Ottawa – December 13 & 14 **Sudbury – December 14 & 15 **Toronto – January 12 & 13

11 GLD 20 – Discovering the Workplace  Course will allow the student to: Acquire the workplace essential skills and work habits necessary for success in the workplace; Get practical experience through experiential learning activities at school and in the community; Gain a better understanding of the work environment; Use workplace authentic resources.

12 GLD 20 – Discovering the Workplace  Course is open to all students  In particular, meets the needs of students who: –Fit the profile of students considered at-risk; –Would benefit from learning the skills required for success in the workplace and demonstrating those skills both inside and outside the classroom; –Require a related course for Co-op as part of a School-Work Transition (Pathways) program.

13 GLN 40 – Navigating the Workplace  Course allows the student to: Learn/apply workplace essential skills/work habits; Prepare for workplace experiences; Explore a variety of careers through information interviews, job shadowing, work experience, virtual work experience; Learn independently based on their career interests. Learn how to plan a smooth transition between high school and their first post-secondary destination

14 Navigating the Workplace:  Course meets the needs of a variety of students Related courses for Co-op in any placement; Adds to menu of related courses for students in school-work transition programs with multiple Co-op placements. Allows the student to explore the workplace through a one-credit course, in order to determine his/her choice of a postsecondary destination.

15 How are these courses different from other guidance courses?  Focus on HRSDC workplace essential skills  Focus on experiential learning within the school, the community and the workplace  Opportunities for multiple and varied work experiences  Use of authentic workplace materials  Incorporation of Ontario Skills Passport

16 How/when can you offer them?  Available now on the website, course profiles in January.  Courses can be offered as stand-alone 110 hour full credit courses or packaged with other courses to allow more time for experiential learning  Part of a School-Work Transition Pathway—Program Pathways Student Success

17 Links with Literacy and Numeracy  These courses focus on the literacy and numeracy skills essential in any workplace; –Literacy strategies (oral communication, reading of instructions and professional resource documents, use of authentic documents); –Numeracy strategies (e.g. counting money, budget and accounting operations, number-based prediction, calculations).

18 Links with Ontario Skills Passport  The Ontario Skills Passport is an Internet tool that has been designed based upon research on essential skills done by Human Resources and Skills Development Canada (HRSDC)  The use of the OSP by the student allows him/her to track his/her progress in the acquisition of essential skills.  The Ontario Skills Passport provides: Clear descriptions of the skills required for entry-level positions in today’s job market; A list of important job-related skills.

19 Success Factors  Teaching focused on experiential learning and activities geared towards the development of essential work skills and habits  Scheduling  Marketing plan

20 WHO SHOULD TEACH THEM? Teachers with:  Background in Cooperative Education, Guidance and/or Special Education  Knowledge of current literacy and numeracy strategies;  A passion for student success; (Also desirables): empathy, resilience, comfort with a variety of engaging teaching strategies, good knowledge of workplace and strong classroom management skills.

21 SchedulingScheduling Recommended scheduling: At the end of the day to allow a more flexible time- period for workplace experiences; As part of a package with another course such as Business, Technology or Career Studies to enable students to have blocks of time in the workplace; As part of package with a Cooperative Education credit.

22 MarketingMarketing  Courses are tailor-made for inclusion in program Pathways— School-Work Transition programs.  Make students, parents, the school team, the school board team and the community aware of the availability and value of these courses.  Link with local Business Education Councils to assist with employer contacts  Make links to Student Success Program and « Choices Into Action » G uidance program.

23 Discovering the Workplace/Navigating the Workplace Allow students to develop the skills that are essential for the workplace; Are accessible to all students--have no prerequisite; Comply with the principles of the Building Pathways to Success, Grades 7 – 12 document; Promote success and school achievement for all students.

24 CO-OP IN THE FUTURE  Key Ingredients: More students with opportunities for experiential learning Valuing learning in different settings A variety of delivery models Maintaining the standards for Co-op credits  Learning to 18?


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