council of deans of trades and apprenticeship canada

Council of Deans of Trades and Apprenticeship Canada

The Québec model of Vocational and Trades Education by

Tami Belhadj, M.Ed., Ph.D.

Pedagogical Consultant, Sir Wilfrid Laurier School BoardMontréal, Québec – May 20th, 2015

Presentation Outline

• Canada’s Education Systems• Vocational and Technical Training Overview

• VTT in numbers

• Curriculum• Teachers training

• B Ed in Vocational Education

• Teachers improvement

Canadian Council of Directors of Apprenticeship

 Harmonization and Foreign Qualifications Recognition.

National Occupational Classification (NOC)

Human Resources and Skills Development Canada

www.hrsdc.gc.ca

VTT economic trends and public policy

Vocational & Technical Training OverviewOrie

ntatio

ns

Policie

s

Trai

ning O

ffer

Monito

ring

Curric

ulum

Desig

n

Trai

ning

Deliv

ery

21 S

ecto

rs

106 69

Technical Training2011-2012

Vocational Training2009-2010

www.inforoutefpt.org

Curriculum Design processMEESR – management process

PlanningPortrait of industry (21 Sectors)Preliminary study/Needs evaluationAnalysis of the work situationAnalysis of the profession

Training designOperational objectivesPedagogical guidesEvaluation guidesPrior learning evaluation (R.A.C.)

ImplementationOrganization guideCost estimating

Approval/Authorization

Evaluation/Revision

Planning

Training design

Implementation

ApprovalAuthorization

Evaluation

Teaching/Learning MaterialMEESR

Program goalsList of competencies and grid of competenciesTable of correspondence

Educational aims of programBehavioral objectivesSituational objectives

Evaluation guideOrganization guideValidation reportUpdate report

Voc. Ed.Training guidesTutorialsDemonstratorsOnline material

CEMEQ Learning guides in vocational and technical training

2

Teaching competencies

Pro

fess

ion

al

Dev

elo

pm

ent

123456789101112

Critically interpret both knowledge and cultureCommunicate clearly, both orally and in writingDevelop teaching/learning situationsPilot teaching/learning situationsEvaluate student progressPlan, organize and supervise a classDifferentiate for all learning needsIntegrate information technology and communicationCooperate with major stakeholdersCooperate with members of a teaching teamEngage in professional developmentAct in an ethical and responsible manner

Professional Teaching Competencies

Logic Diagram Showing the Teaching Sequence

Typical Teaching/Learning Sequence

Module 15 Lighting Systems [105 h]

24h 36h 36h

QUIZ [6 h]

Exam[3h]

Install lighting systems

Low voltage remote control with DOUGLAS

relay

Low voltage remote control with GE relay

24h

Install lighting systems

fluorescentfluorescent compact

Lesson 1

Lesson 2

Lesson 3

Lesson 4

4 h

3 h

1.5 h

3.5 h

Activities(For Students)

Teaching

incandescentlights

practice 3

practice 2.1 practice 2.2

practice 4.1 practice 4.2

practice 1

halogenlights

high intensity discharge

lights

2 h

1.5 h

1.5 h

3.5 h

1.5 h

2 h

Teacher 1Teacher 2

Teacher 3

Teacher 4

Learning

Material

Context of Teaching/Learning

Learning by doing

Professional Improvement

Develop teaching/learning situations Integrate information technology and communication

Interactive community - School Board business partnerships

Core Components of Education Performance (*)

• High Standards for Student Learning • Rigorous Curriculum (content) • Quality Instruction (pedagogy) • Culture of Learning & Professional Behavior • Connections to External Communities • Performance Accountability (*) In ASSESSING THE EFFECTIVENESS OF SCHOOL LEADERS: NEW DIRECTIONS AND NEW PROCESSES, The Wallace Foundation (2009)..

Thank You!