|
|
|
|
|
|
|
|
|||
| Go | Phase 3 | ||
|
|||
| Go | Phase 4 | ||
|
|||
| Go | Other Projects | ||
|
|||
The Co-Management Team, representing the Committee of Presidents and the Council of Directors of Education, is submitting this addendum to the School/College/Work Initiative Proposal approved by the Ministry of Education for 1998/99. The purposes and outcomes as stated in the original proposal continue to be those for the activities to be funded through this addendum.
The S/C/W Initiative is a very important part of the government's activities that are in place to support the successful implementation of secondary school reform. One of the key elements of the reform clear pathways to college requires this initiative to a)assist in the change in attitude that is required by students, parents and teachers about college and college programs and b) increase the number of students choosing college and their chance for success.
The past two years' allocation has funded the establishment of nine pilot projects across the province; a stakeholder forum, a Committee of Presidents and Council of Directors of Education luncheon meeting and an environmental scan in the secondary schools regarding articulation program awareness. The activities funded to date contribute to the meeting of the objectives and goals outlined in the proposal however it has become apparent that increased emphasis on provincial activities as well as pilot projects is necessary to ensure broad impact.
The request for funding is increased substantially to allow for a more comprehensive approach to school to college transition across the province.
Pilot Projects:
There will be a minimum of three (3) pilot projects that will
be funded in response to specific identified gaps. One of the
areas identified, for example, is articulating a group of college
type secondary school courses to specific provincial college program
standards. There will be a minimum of (3) pilot projects funded
for their second year. Second year funding will be contingent
upon specific criteria which will include an enhancement strategy
(e.g. plans for replication of the project elsewhere or expansion
of the project to another program area).
Provincial Initiatives:
1. The Co-Management Team has identified the need for support
from both CODE and COP for the school to college transition activities
to have a major impact across the province. Based on the success
of the first luncheon meeting of CODE and COP which was well received,
the intent is to have a 11/2 day workshop for the two groups to
provide opportunities for discussion and planning regarding their
role in supporting and promoting school to college transition
initiatives.
2. The Co-Management Team will conduct a yearly forum that will include a wide variety of stakeholder groups and pilot participants and presenters. This forum will provide participants with the opportunity to share information, strategies and direction. It will provide Co-Management Team members with the opportunity to receive input from both stakeholder groups and practitioners in the field regarding future directions.
3. Communication/Replication Strategy: the Co-Management Team has identified the need to have a plan developed to support the replication of pilot projects elsewhere. This includes the development of a communication plan, identification other potential funding sources etc.
4. The topic specific forums would address broad curricular matters. They would be by invitation only and would most likely include subject/program faculty. These may be combined with some of the pilot projects.
Administration:
The costs outlined in this area are comparable to previous
years except for the project manager salary. This has been increased
substantially to reflect the increase in provincial activities
which is more labor intensive requiring more direct coordination
by the Co-Management Team/staff.
| 1 | School/College/Work Initiative: Expand the initiative to focus on provincially wide initiatives as well as pilot projects that will directly support SSR. | To increase the focus and broaden the impact of the initiative. |
| a | Development of a Communication Plan for the S/C/W initiative. | To increase the understanding by teachers, students and parents of the role of colleges, how to access information etc. |
| b | Develop partnerships with the secondary and college systems to explore admission issues. | To improve understanding of the requirements of college programs and secondary students competencies. |
| c | Sponsor forums involving secondary and college staff/groups which will develop models of SS curriculum implementation. | To provide opportunities for staff/groups (eg subject associations) to develop implementation strategies which will ensure SS and college curriculum will interface appropriately. |
| d | Continue activities which improve the partnership between President/Director levels. | To improve the understanding and collaboration of the two systems. |
| e | Continue to fund pilot projects in response to specific identified needs. | To provide a more focused RFP process which will address specific gaps/needs in the area of S/C/W articulation. |
| f | Develop strategies to disseminate the body of information accumulating from the pilot projects. | To increase the replication of activities across the province. |
| g | g) Conduct yearly forums with presentations from pilot projects. | To disseminate information on success, barriers etc. in implementing articulation initiatives. |
Secondary school reform, now well underway across Ontario, will result in a new four-year secondary school program that will:
< embody high graduation standards for all students;
< establish clear course requirements for students planning to go to university, college or the workplace;< provide clearer reporting to parents;
< improve guidance and career education policies and programs;
< expand co-operative education and work experience programs;
< and provide a new structured school-to-work transition program.
One of the major goals of secondary school reform is to provide students with clear pathways from secondary school to college programs which are related to employment opportunities. Studies of secondary and college education such as Reducing the Barriers to Access and Success: Report of the Schools-Colleges Project Advisory and Implementation Committee to the Minister of Education and Training (1994), Report of The Royal Commission on Learning (1994) and Excellence, Accessibility, Accountability: Report of the Advisory Panel on Future Directions for Postsecondary Education (1996), have documented the need for this reform. These reports have identified school/college/work initiatives which have been successful in Ontario.
The challenge now is how to extend these articulated initiatives
throughout Ontario, based on Ontario Secondary Schools Grades
9 to 12, Program and Diploma Requirements 1999, and how to make
these articulated courses and programs the preferred choice of
students.
To assist in extending these initiatives, the Ministry of Education
and Training has approved a proposal from the Committee of (College)
Presidents (COP) and Council of Ontario Directors of Education
(CODE) which includes the establishment of projects involving
schools, colleges and workplace sectors. A co-management team
appointed by CODE and COP has provided on-going leadership to
the School/College/Work Initiative. This initiative has a mandate
to fund a limited number of projects involving schools, colleges
and workplace sectors. In Phase 1, six projects were funded; in
Phase 2, three were funded. Funds for projects ranged from $12,000
to over $80,000. Now, for Phase 3, approximately $470,000 will
be allocated to projects as outlined in the guidelines which follow.
There are several elements which are key to meeting the requirements of the School/ College/ Work Initiative and each successful project must address one or more of these elements. The elements have been consistently applied in Phase 1 and Phase 2 and are to be recognized in any proposal submitted for Phase 3.
In the original design of the School/College/Work Initiative it was specified that the projects must:
1. contribute to the establishment of clear pathways to college and the workplace through increased awareness of educational and career opportunities offered by colleges;
2. contribute to the collaborative development of articulated school-college curriculum by secondary school and college faculty;3. produce generalizable or replicable structures, processes, and guidelines which link secondary school to college to workplace;
4. research and document best practices which can be disseminated across Ontario.
Following is more detail about the request for proposals and a guideline for application. All projects must demonstrate partnerships between school boards, colleges and the workplace. The partnership should include at least one partner from each sector- school, college and workplace. Note that signatures are required from each sector of the partnership.
Categories of Proposals
In Phase 3, funds will be allocated to three categories of proposals as outlined below:
1. Targeted Proposals
Phase 3 of the School/College/Work Initiative is soliciting proposals
in specific targeted areas as well as open regional proposals
similar to those in Phase 1 and Phase 2. About $290,000 will be
allocated to targeted and open proposals.
Research by the School/College/Work Initiative co-management team has identified the following areas requiring specific clear resources as part of education reform:
ï The Ministry of Education and Training policy requires
that streamed (or destination-based) grade 11 and 12 courses should
be planned, developed and implemented by schools in consultation
with colleges, universities and/or workplace representatives.
These plans must recognize the restructured curriculum of secondary
school and feature specific relationships which will ease student
transition to college through curriculum connections or programs.
ï The teacher advisor programs instituted in secondary schools
provide opportunities for program and career awareness and for
information about the potential of school/college transition.
Collaborative plans to clarify and ease pathways between secondary
school and college and work will be of assistance to teacher advisors.
Practical resources are needed to facilitate the teacher's job
in enhancing this awareness.
ï Teacher education about the course and instruction connections
between secondary school curriculum and college programs and workplace
opportunities is an area requiring information delivery techniques
and resources. Projects in this area must identify specific teaching
methodologies and appropriate resources for secondary teaching
staff.
2. Open Proposals
Proposals in this category may address a need perceived by
representatives of a college and a single board or a number of
boards. These proposals must also address the basic elements identified
earlier in the description of the School / College / Work/ Initiative.
3. Extension of Projects Approved in Phase 1 or Phase 2
About $180,000 from Phase 3 will be allocated to extend or
enhance projects established in Phase 1 or 2. Applications in
this category must show clearly how the established ideas can
be expanded to another curriculum or program area or to other
boards and colleges. The application should identify fully any
mentoring roles and materials involved in student transition and
in teacher training. Successful applications in this category
must show details of commitment from partners in the previous
project and partners in the extension. It is not likely that funding
will be allocated to do solely "more of the same." Project
descriptions should emphasize communication and mentoring.
Applications must include the following detailed sections:
1. State which type of project you are applying for and identify the key elements you are addressing from those listed here:
a). Contribution to the establishment of clear pathways to college programs and the workplace through increased awareness of educational and career opportunities offered by colleges;b). Contribution to the collaborative development of articulated school-college curriculum by secondary school and college faculty;
c). Research and documentation of best practices which can be disseminated across Ontario.
2. Describe the project clearly and concisely in 150-200 words. This description is important as it will be used when referencing your project including website description.
3. Describe:
a). The goals of the project.
b). How the project will support language development in the case of French-language education.
c). The project's intended outcomes and/or benefits for:
i) students/parents
ii) - participating schools (including subject teachers and administrators)
- college or college program(s) (including faculty and administrators)
- business/ industry/community partners
d). The key roles as appropriate of:
i) staff of participating secondary school(s)/board(s)
ii) staff of participating college(s)
iii) participating: business/industry/community partner
iv) other (if applicable)
e). The provisions, if any, that are planned for facilitating or building on the participation of students with disabilities
4. Describe how this project can be used elsewhere in the province.
4. Outline the implementation plan for the project, including
proposed methodology, time lines and deliverables.
4. Briefly describe any previous experience the partners have
had in the area of school-college-work articulation.
Replication
It was stated that the key elements of these projects should include
the production of generalizable or replicable structures, processes
and guidelines which link secondary school to college and the
workplace. Generalizable refers to applications across Ontario.
Replicable refers to extension to one or two other situations
in colleges or boards.
Provide details as to how your proposed model could be generalized across the province or replicated in other regions of the province.
Sustainability
It is important that projects are established on a firm foundation
so that they are an on-going part of educational program. Explain
how you plan to ensure your project will be self sustaining (financially
and otherwise) beyond the funded project stage.
PROFESSIONAL DEVELOPMENT
The project applications must include a professional development
component that will expand the knowledge and experience base of
secondary and college educators about school to college to work
issues, models, barriers etc., realized as a result of this initiative.
Please describe the professional development component of this project including:
a) participating schools/colleges/other sectors;
b) number and roles of participants;
c) expectations;
d) implementation plan, including activities and time line;
f) use of proposed budget money (not to exceed $3,000).
|
|
||||
|
|
||||
| Project Name | _____________________________________ | |||
|
Period from: |
_________________ | To: __________________ | ||
| Proposal Request: | $_______________ | |||
| Other sources of revenue: | $_______________ | _________________________________ (source) | ||
| $_______________ | _________________________________ (source) | |||
| $_______________ | _________________________________ (source) | |||
| Total Revenue: | $_______________ | |||
| Expenditures: | ||||
| Advisory Committee | $_______________ | (travel expenses) | ||
| Project Coordinator | $_______________ | (program development: curriculum) | ||
|
Other Resources |
$_______________ | |||
|
Travel |
$_______________ | |||
| Professional Development | $_______________ | |||
| Project Report | $_______________ | |||
| Other: | $_______________ | _________________________________ (item) | ||
| $_______________ | _________________________________ (item) | |||
| $_______________ | _________________________________ (item) | |||
| $_______________ | _________________________________ (item) | |||
| Total Expenditure | $_______________ | |||
*Projects already receiving funding from other sources will be required to explain how additional funding (proposal request) will be beneficial.
*Funding cannot be used to lease space or purchase/lease equipment and furniture.
*Attach a summary page to explain any other details of the project funding.
*Professional development money is not to be used for conference attendance.
Projects without complete signatures from all partners will
not be considered in the selection process.
| District School Board: Contact Person and Title: Phone: Fax: Director of Education's Signature: Print Director's Name: |
District School Board: Contact Person and Title: Phone: Fax: Director of Education's Signature: Print Director's Name: |
| College of Applied Arts and Technology Contact Person and Title: Phone: Fax: President's Signature: Print President's Name: |
College of Applied Arts and Technology Contact Person and Title: Phone: Fax: President's Signature: Print President's Name: |
|
|
THIS AGREEMENT made in duplicate the 27th day of July 1999.
B E T W E E N : Her Majesty, the Queen in Right of Ontario,
as represented by the
Minister of Education.
The "Ministry"
A N D : Association of Colleges of Applied Arts and Technology
of Ontario (ACAATO)
the "Recipient"
This Agreement defines the terms and conditions of a financial contribution to be used by the Recipient to further the implementation of secondary school reforms in Ontario. The proposed project is intended to identify and address implementation issues: students and parents awareness of the direct connections among secondary school courses, college programs and employment opportunities; articulation of curriculum in support of students' styles of learning and program linkages among schools, colleges and work; and, clarity of admission procedures and transparency of the selection process (the "Project"). Details of the proposed Project activities and costs are outlined in the attached Schedules.
The Ministry and the Recipient agree that this contribution is subject to the following terms and conditions:
1. The Agreement shall be in effect from the 27th day of July, 1999 up to and including the 31st day of March, 2000.
2. The Recipient agrees to apply the grant solely to the Project which is described in Schedule A.
3. The Ministry shall provide a grant in an amount not to exceed $600,000.00 for the purposes of the Project which is set out in Schedule A. Payments will be made on the terms and in the amounts defined in Schedule B.
4. The Recipient agrees that any unused portion of the grant shall remain the property of the Ministry and shall repay any such amount to the Ministry upon request.
5. The Recipient shall continue its efforts to obtain financial support for its activities from the private sector, federal agencies and other provincial governments and report to the Ministry of its efforts and success in this regard in its annual report as set out in Schedule A.
6. The Recipient will submit reports to the Designated Ministry Representative as set out in Schedule A. A final report, in accordance with applicable Ministry specifications, as described in Schedule A, shall be submitted upon completion of the Project. The Ministry reserves the right to request additional information as required.
7. The Recipient shall provide the Designated Ministry Representative with an audited financial statement itemizing all revenues and expenses of the Project, signed by the Chief Financial Officer or other authorized official of the Recipient, in accordance with the terms and conditions set out in Schedule B.
8. The Recipient shall keep and maintain proper financial records and books of account relating to the Project and shall make them available for inspection and audit at the Ministry's request during the term of the Agreement and for a period of five (5) years after Project completion. The Recipient shall furnish forthwith all information which may be required by the Ministry at any time with respect to costs claimed as related to the Project.
9. In the event that the Recipient fails to proceed diligently with the Project, or if the Project is abandoned in whole or in part by the Recipient, or if the Recipient is otherwise in default in carrying out any of the terms, conditions or obligations of this Agreement, or in the event that the Recipient is prevented from carrying out its obligations due to the default of a third party, or arising as a result of the insolvency, bankruptcy or liquidation of the Recipient, the Ministry may, by giving notice in writing to the Recipient, exercise any or all of the following remedies:
(a) terminate the obligation, if any, on the part of the Ministry to pay any further monies, including monies due or accruing due;
(b) require the Recipient to reimburse the Ministry for any sums advanced by the Ministry; or
(c) in the event of such termination, the Ministry may, at its discretion, pay to the Recipient the actual costs of the Project completed to the date of termination.
10) The Ministry reserves the right to terminate this Agreement without cause prior to its expiration, upon such conditions as the Ministry may determine, with a minimum of 14 days' written notice to the Recipient. If the Ministry terminates the Agreement prior to its expiration, the Ministry shall only be responsible for the payment of the costs incurred by the Recipient in connection with the Agreement up to and including the date of any such termination.
11) In no event shall the Ministry be liable for any bodily injury, death or property damage to the Recipient, its employees or agents, or for any claim, demand or action by any third party against the Recipient, its employees or agents, arising out of or in any way related to this Agreement or the Project, unless the same is caused by the negligence or willful act of an employee or agent of the Ministry while acting within the scope of his/her employment.
12) In no event shall the Ministry be liable for any incidental, indirect, special or consequential damages, or any loss of use, revenue or profit to the Recipient, its employees or agents arising out of or in any way related to this Agreement or the Project.
13) The Recipient shall at all times indemnify, save and keep harmless the Ministry, its employees and agents, from and against all suits, judgments, claims, demands and losses (including, without limitation, reasonable legal expenses) incurred as a result of any claim, demand or action arising out of or in any way related to this Agreement or the Project, unless the same is caused by the negligence or willful act of an employee or agent of the Ministry while acting within the scope of this Agreement. This provision survives the expiration or early termination of this Agreement.
14) The Recipient shall maintain comprehensive general liability insurance subject to limits of not less than $1,000,000.00 inclusive per occurrence.
15) The Recipient agrees that the Recipient, its partners, directors, officers, employees, agents and volunteers shall not provide any services to the Minister or any other person, group or organization whether or not funded, in whole or in part, by the Minister where the provision of such services, actually or potentially, creates a conflict of interest with the provision of services pursuant to this Agreement, without the Recipient first disclosing to the Minister the actual or potential conflict of interest.
16) Any report, announcement, brochure, audiovisual material, design or other public communication or publications relating to this Agreement or the Project shall reflect the participation of the Ministry in the Project.
17) This Agreement shall be governed by and construed in accordance with the laws of the Province of Ontario.
18) The Recipient acknowledges that the Ministry is bound by the Freedom of Information and Protection of Privacy Act and that information provided to the Ministry may be subject to disclosure.
19) All covenants contained in this Agreement shall be severable. Should any covenant in this Agreement be declared invalid or unenforceable, the remaining covenants shall not be affected.
20) A waiver of any failure to comply with any term of this Agreement must be written and signed by the aggrieved party. Each waiver must refer to a specific failure to comply and will not have the effect of waiving any subsequent failures to comply.
21) This Agreement shall enure to the benefit of and shall be binding upon the heirs, successors and assigns of the Ministry and the Recipient who are approved by the Ministry, pursuant to paragraph 22.
22) This Agreement shall not be assigned or varied, except by a document in writing, dated and signed on behalf of the Ministry and the Recipient.
23) The Designated Ministry Representatives for this Agreement shall be Mary Smart or such other individual as the Ministry may appoint. The Designated Representative of the Recipient shall be Joan Homer. The Ministry and Recipient shall notify each other in writing of any change to the Designated Representative.
24) Any notice to be given under this Agreement shall be personally delivered or sent by prepaid registered mail addressed to the parties at their respective addresses or by facsimile transmission, as follows:
The Ministry
Ministry of Education
Secondary School Project
Mowat Block, 8th Floor
900 Bay Street
Toronto, Ontario
M7A 1L2
Ph: (416) 325-5732
Fax: (416) 325-2552The Recipient
Association of Colleges of Applied
Arts and Technology of Ontario
Suite 1010
655 Bay Street
Toronto, Ontario
M5G 2K4
Ph: (416) 596-0744
Fax: (416) 596-2364
The parties may designate a different address or FAX number to one another at any time. Notice shall be deemed to have been received, in the case of mail, on the fourth working day after the notice was mailed and in the case of personal delivery or fax, on the date on which the notice was delivered or transmitted.
25) The Recipient and the Ministry warrant that they have read this Agreement including the attached Schedules A and B, understand and agree to be bound by it. The person signing this Agreement on behalf of the Recipient further warrants having full power and authority to enter and to have this Agreement performed by the Recipient.
26) The Agreement, including:
SCHEDULE A Terms of Reference
SCHEDULE B Payment Schedule
Constitutes the entire Agreement between the parties. There are no prior or collateral agreements or representations.
In witness whereof, the Recipient and the Ministry have respectively executed and delivered this Agreement on the dates set out below.
HER MAJESTY THE QUEEN IN RIGHT OF ONTARIO,
AS REPRESENTED BY THE MINISTER OF EDUCATION
_________________________________________ ______________________
Per: Grant Clarke Date
Acting Executive Coordinator
Secondary School Project
Association of Colleges of Applied Arts and Technology of Ontario
_____________________________________________ ________________________
Per: Joan Homer Date
Executive Director
As a new century begins, it is timely to review directions for education. This current study by the Association of Colleges of Applied Arts and Technology of Ontario corresponds with the secondary reform initiative of the Ontario Ministry of Education.
The Council of Ontario Directors of Education has been involved actively with secondary reform and through programs such as The School /College /Work Initiative, operated jointly with College Presidents, has developed some new programs in line with specific parts of secondary reform. Directors recognize the need for close ties with College programs and staff in order to make the new emphasis on applied courses a practical reality for secondary students.
Secondary school reform has a number of objectives at this time. Among those are: establishment of clear course requirements for students planning to go to college or the workplace, the expansion of cooperative education and work experience programs as well as the provision of newly structured school to - work transition programs. The work of the School/College/Work Initiative has tried to focus on the collaborative development of articulated school and college curriculum, the production of generalizable or replicable structures and processes linking secondary schools and colleges and the dedication and dissemination of best practices for the use of staff and students.
The discussions among Directors of Education and College Presidents over the past 18 months have led to an increased awareness of strengths and weaknesses in the linkage. The forums and meetings which have been held have led to increased understanding and planning. The anticipated result will be an improved transition between secondary schools and colleges.
Reforms at the secondary school level (while many parts of budget have been reduced) over the past few years have led to a reduction in resources for student support and, consequently, development of some new ways of providing program and structuring schools. Changes have required the introduction and updating of technology in a variety of ways. Staff allocation and workload has also changed significantly. Access to information by students has changed dramatically through computer provision. However, the demands of the on-going process of instruction has changed very little. The need to achieve success in structured programs remains a constant at the heart of secondary program. The need for students to have knowledge of post-secondary opportunities to direct their studies in order to gain successful entry is more important now than ever as careers change and skill development is more demanding.
Keeping these thoughts in mind, the directors of education wish to make the following comments on the four questions outlined in the consultation process.
Question One
What will be the role of the colleges in the knowledge economy by 2010?
Colleges will have a responsibility to establish learning and training attitudes in keeping with the structures and demands of the new society and the new workplace. Colleges must accommodate learning to the expanding role of technology.
District School Boards continue to direct graduates to colleges with the expectation of learning related directly to work.
College development must include a recognition of the wide variety of technology applications, not just those of industry.
It should be expected that colleges will share resources and policy direction with other parts of the education community.
Directors of education would ask that colleges concentrate on accessibility, flexibility and diversity in program. There is a real need for additional articulation between school systems and colleges in order to have students make informed college choices.
Question Two
What will students require, not just to cope, but to thrive in the knowledge economy?
To be successful in the new fast-paced society, students must assume responsibility for their own learning. To do so effectively, they must have access to information about course and career choices. They must have early knowledge of career paths and of the changing opportunities in various careers. They must be made aware of the growing needs in some areas while others remain static or decline in a growing economy.
Students must be taught to learn alone and in group situations. And they must have awareness of lifelong learning choices.
Technology must become the practical tool of learning. Schools and colleges must emphasize effective applications.
Distance learning and private learning must be made available as choices.
Schools and colleges must focus on problem solving, showing students how to make the best use of available information -- sorting and synthesizing as well as evaluating authenticity.
Students must learn to be project - oriented since their careers may well be fragmented and concentrated around work issues as opposed to long-term jobs. Course structure should reflect this style of work.
Communication skills, including effective speaking and writing, will continue to be most important for learning and presentation.
Question Three
What changes are needed to get us there?
A higher profile for Colleges as a destination for post secondary learning! It is important that parents and students at the secondary level are more aware of the opportunities provided by colleges.
Significant Web sites should be available to allow students to see the overall offerings of colleges and to make contacts for personal questions. These websites need to be coordinated to ease communication.
The changes implemented through secondary reform must be clearly understood at all levels. If the new "applied" course designation is to have real success, much promotion is needed and colleges must advertise the potential of these courses to gain college program entry.
Individual counseling is still the most effective way of communicating to students. The Counseling services must emphasize college opportunities. The hype of University application still dominates post-secondary interest. Administrators must ensure that good career counseling exists. College students should be engaged in the process of counseling in order to make the career directions meaningful to secondary students.
Subject teachers in secondary and college staff must improve communication. The sharing of staff resources would improve curriculum articulation.
College programs that are not high-profile seem to have limited awareness in the secondary community. Such programs must be advertised to secondary school students who can make them part of their choice.
College intake has required significant high achievement by secondary students for most programs. The result is a considerable group or not able to meet those requirements. At present, there is little available in post-secondary education for such students. If the colleges are to meet the needs of diverse communities, there is a need for a broadening of program.
Secondary school representatives and college officials must work together to provide opportunities for marginal learners. A combined effort is necessary to emphasize this need with the two Ministries of Education.
Question Four
What prevents us from getting there?
Very practical things such as funding and available staff are limitations.
The fundamental reason continues to be understanding of the culture and philosophy of the different education levels. That lack of understanding continues to be a problem at the administrative, staff, student and parent level.
Articulations provide very limited numbers of advanced placements as incentive for college registration.
In some cases, large numbers of secondary school students seek a limited number of college places for post-secondary study. Some colleges are more popular for application than others. Applied level students and basic level students still have very limited opportunity for college placement.
Success stories of college graduates do not seem as available as those of university graduates.
Summary
The Council of Ontario Directors of Education supports strongly this consultation by The Association of Colleges of Applied Arts and Technology of Ontario. Directors of Education recognize the need for more detailed and more significant bonding between the levels of education in Ontario. It is important for directors and college presidents to work closely to provide better awareness and more seamless transition for students.
In order to facilitate this work, it is important that articulation is made a priority in each district school board and college and that staff be encouraged to promote such efforts.
The communication process between the district school boards and colleges must be formalized and strengthened.
Directors would ask that enrolment and retention statistics be developed and maintained in a complete and current form to allow students information to make realistic choices.
Is important to district school boards that the colleges consider diversity of program to include students who cannot meet the high requirements of many current courses.
New and extended programs of early admission would allow for more flexible articulation and improve college registration and retention.
The three phases of the Initiative since 1998 had developed projects in various regions of Ontario through the participation of Colleges and District School Boards. Each of these projects had a specific relationship to the successful implementation of secondary school reform. Each was tied to a local need while allowing for provincial replication and sustainability.
From the 16 projects and the work of college and secondary staff, a number of significant learnings emerged:
1. Secondary students and parents are often lacking in awareness
of the opportunities available at colleges and how to access these
programs.
2. College is often seen as a second choice even for those with
appropriate aptitudes and skills.
3. There is a need for much improved communication to define clear
pathways and make college a more attractive alternative.
4. To improve curriculum and assessment articulation, it is important
to provide work programs for staff at both levels.
5. Staff in the secondary schools are not aware generally of college
instruction and of programs linked to secondary school prerequisites.
6. Staff in colleges are no more aware of secondary student needs
and plans for post-secondary course choices.
7. There is a defined need for resources for use in Teacher Advisor
Groups in secondary and this is an appropriate place to develop
an enhancement of knowledge about access to college careers.
The co-management team reviewed what has been learned from the projects they had developed and established the following objectives for the next phase of its work:
Based on the analysis of previous projects and the agreed objectives, the following specific areas were targeted in the next phase of the School/College/Work Initiative:
1. Development of expanded links of secondary and college technology programs providing alignment of the new grade 11 and 12 curriculum with college curriculum with priority in mathematics, science, technology and literacy and language skills.
2. Establishment of a system of teacher and college staff internships to foster awareness of program and instructional procedures. This would include short term exchanges and planned team teaching.
3. Development and dissemination of resources for Teacher Advisor Groups to provide positive awareness of career opportunities generated by secondary curriculum leading to college programs.
Action plan
The School/College/Work Initiative proposed:
- to involve, in each of the projects, one college and one district
school board as project leads and at least 3 or 4 Colleges from
different areas of the province and the district school boards
which feed them
- to develop an extensive communication strategy to increase awareness
and access
- to provide detailed descriptions of the deliverables of each
program and explanations of how these would create systemic change
- development of plans for staff interaction in projects including
numbers of sessions and topics to be handled
- provision and distribution of Teacher Advisor Program resources
as aids to the on-going implementation of secondary reform
Outcomes expected
The program described is to be developed over the next three school years based on the following timeline:
1. September 2000 - March 2001
- establish commitments for projects
- distribute responsibilities
- set up regional teams
- initiate projects
- begin communication plan including website improvements
- hold meetings of presidents and directors
- continue the forum concept established in earlier phases
- review and evaluate programs
2. May 2001 - March 2002
- following evaluation of projects, revise and extend to a
further group of colleges and district school boards
- continue communication thrust to promote benefits of these projects
provincially
- continue meetings of presidents and directors
- continue the forums as part of communication and training
- evaluate existing projects
3. May 2002 - March 2003
- expand projects to remaining colleges and district school
boards
- continue communication strategies
Budget
For 2000 the request was for $800,000 as outlined in the submission.
Budgets are to be developed for subsequent years.
The School/College/Work Initiative has funded 16 projects since 1998 providing programs and resources to assist with the implementation of secondary reform across Ontario. The projects were developed to meet specific local objectives while providing for replication in other areas of the province.
The co-management team has reviewed what has been learned from the projects they have developed and has established the following objectives for the next phase of its work :
- development of projects in keeping with the expectations
of secondary reform
- rather than solicit local projects, the Initiative will concentrate
on larger projects leading to systemic change
- generation of projects in areas where specific needs have been
identified
- formation of projects on a multi-year basis so that the impact
is developmental and cumulative.
For the coming year, the School/College/Work Initiative is moving its focus to a more systemic direction and targeting specific initiatives responding to identified needs.
Colleges and district school boards are invited to submit proposals for programs in one of the following categories:
1. Programs to expand the linking of secondary and
college programs providing alignment of the new grade 11 and 12
curriculum with college curriculum with priority in mathematics,
science, technology and literacy and language skills
2. Establishment of a system of secondary school teacher
internships in college and workplace settings and college staff
orientations in secondary school settings to foster awareness
of programs and instructional procedures. This would include short
term exchanges and planned and structured team teaching
3. Development and dissemination of resources for Teacher
Advisor Programs to provide students, teachers and parents with
positive awareness of career opportunities generated by secondary
curriculum leading to college programs.
The School/College/Work Initiative Committee strongly
encourages those making submissions to consider alternative delivery
techniques, including on-line learning, as part of their strategy
for the future.
Detailed Information and Outcomes expected From Each Category
1. Submissions aimed at programs to align the new grade 11 and 12 curriculum with college curriculum with priority in mathematics, science, technology and literacy should emphasize:
2. Submissions aimed at development of internships should emphasize:
3. Submissions aimed at development and dissemination of Teacher Advisory Program resources should emphasize:
All proposals are to project their operation and impact over the next three school years, 2000-2003. Funding has been established for the first year and is projected but not assured for the succeeding two years. Applications should indicate:
1. September 2000 - July 2001
- Establishment of initial college and district school board commitments
for provincial proposals
- Distribution of responsibilities
- Set up of regional management team including school board and
college representatives and those from other organizations
- Preparation of materials and meeting schedules
- Initiation of projects
- Establishment of communication plan
- Review and evaluation of programs
2. August 2001 - July 2002
- Program revision and extension to a further group of colleges
and district school boards
- Continue communication thrusts to promote project benefits provincially
- Continue meetings of participants
- Continue communication and training
- Evaluate existing projects
3. August 2002 - July 2003
- Expand projects to remaining colleges and district school boards
- Continue communication strategies
- Review programs for sustainability
Budget
Budget has been established for the first year of the Initiative. Approved projects will be assigned up to $200,000 with funds to be drawn according to a schedule established when approvals are given. Projects will be subject to review at the end of the first year of operation and individual decisions will be made regarding continuing funding for any subsequent years.
Details of project budgets will be issued to those successful in establishing projects.
The Application
Proposals are to be submitted to:
Project Manager,
Frank Kelly
Secretary, Council of Ontario Directors of Education
700 Dorval Drive, Suite 610
Oakville, Ontario L6K 3V3 .The deadline for application is Friday, September 29, 2000.
Proposals will be judged by the Co-Management team of the School/College/Work Initiative. Each proposal is expected to provide:
1. Clear identification of which one of the three categories
has been chosen for the application
2. Definition of the goals of the project
3. Explanation of the outcomes and benefits to students
4. Development and implementation over a three year period
Each proposal should outline:
- the key roles of the participants from the district school board
- the key roles of the participants from the college
- roles of any private sector partners involved
- roles of any other resources
- plans for expansion of the Year One proposal into Years Two
and Three
Project Summary
On a separate page, describe the project clearly and concisely
in about 200 words. This description is important as it will be
used when referencing your project and for website description.
Details of the application
1. All applications are expected to be combined initiatives
of one lead college and at least three district school boards.
It is preferred that more than one college and additional board
groups be included with the expectation that additional colleges
and school boards would join the initial group in Years Two and
Three.
2. Applications must contain signatures of appropriate College
Presidents, Directors of Education and other partners. (Please
use the attached Project Partners page.)
3. The application must include specific details of the numbers
of staff and students who will be participating directly in the
initiative. (Year One)
4. Each application must include a plan for the sustaining, replicating
and expanding of the proposal.
5. Outline the implementation plan for the proposal including
specific sites, resources and staff in Years Two and Three.
6. The project applications must include a professional development
component that will expand the knowledge and experience base of
secondary and college educators. Include proposed sessions and
anticipated numbers.
7. All proposals are to include a projected budget. (Please complete
the budget details as they are categorized on the attached Projected
Budget page.)
Timelines
- Submit complete applications by September 29
- Selection process complete by October 21
- Projects to begin by mid - November
Additional Information or Questions
Contact : Frank Kelly, Project Manager at 905.845.4254
| District School Board: Contact Person and Title: Phone: Fax: Director of Education's Signature: Print Director's Name: |
District School Board: Contact Person and Title: Phone: Fax: Director of Education's Signature: Print Director's Name: |
| College of Applied Arts and Technology Contact Person and Title: Phone: Fax: President's Signature: Print President's Name: |
College of Applied Arts and Technology Contact Person and Title: Phone: Fax: President's Signature: Print President's Name: |
|
|
|
|
||||
|
|
||||
| Project Name | _____________________________________ | |||
|
Period from: |
_________________ | To: __________________ | ||
| Proposal Request: | $_______________ | |||
| Other sources of revenue: | $_______________ | _________________________________ (source) | ||
| $_______________ | _________________________________ (source) | |||
| $_______________ | _________________________________ (source) | |||
| Total Revenue: | $_______________ | |||
| Expenditures: | ||||
| Advisory Committee | $_______________ | (travel expenses) | ||
| Project Coordinator | $_______________ | (program development: curriculum) | ||
|
Other Resources |
$_______________ | |||
|
Travel |
$_______________ | |||
| Professional Development | $_______________ | |||
| Project Report | $_______________ | |||
| Other: | $_______________ | _________________________________ (item) | ||
| $_______________ | _________________________________ (item) | |||
| $_______________ | _________________________________ (item) | |||
| $_______________ | _________________________________ (item) | |||
| Total Expenditure | $_______________ | |||
*Funding cannot be used to lease space or purchase/lease equipment and furniture.
*Attach a summary page to explain any other details of the project funding.
*Professional development money is not to be used for conference
attendance.
Projects without complete signatures from all partners will
not be considered in the selection process.
Review of:
- Awareness of College Program Opportunities
- Methods of Acquiring Information
- Common Obstacles to College Application
- Rationale for Post-Secondary Choice
Contents of the Report
The Ontario Ministry of Education and Training , as part of Secondary Reform, organized the School/College/Work Initiative in 1998 with the purpose of :
provide a new structured school to work transition program
During 1998, the Co-Management Team of the School/College/Work
Initiative has put in place a number of projects based on these
criteria involving school districts, colleges and a variety of
private partners. As discussions have continued with the partners,
it has become clear that there are many misunderstandings of how
information and awareness is handled currently. It has also become
clear that all of the partners do not have common understanding
of the prevailing attitudes to post secondary education.
To clarify opinions and provide consistent and meaningful direction,
the School/College/Work Initiative decided to proceed with an
environmental scan which would review college statistics gathered
from first year registrants and gather attitudinal information
from secondary school students, guidance staff and administration.
This paper consolidates the attitudinal information from the secondary
school surveys.
The
Scope of the Survey
Interviewers met with staff and students in twenty-three secondary
schools representing ten district school boards. The sample included
schools in various areas of the province, public and separate.
Administration and guidance personnel were interviewed intensively
to assess their direction to students. Questions were structured
to determine :
communication of college programs to students and parents
Students were interviewed to determine their perceptions on :
influences on college application
As well, interviewers looked for obstacles to college enrolment
as identified by those surveyed. Significant courses attracting
registration were highlighted.
Results were grouped and collated in order to determine a validity
to the perceptions.
The
Process of the Survey
Interviewers were selected for their knowledge of the transition
process from secondary school to college. All had experience in
working with students, staff and administration. All had experience
working with the post secondary application process.
Contacts were arranged at secondary schools through senior administration.
One administrator was interviewed at each of the secondary schools.
One guidance person was interviewed at each of the schools. At
least four senior students were interviewed at each of the schools.
Total interviews were approximately 150.
Interviews were conducted using a common format and common questions.
Following are the questions asked regularly during the interviews.
Guidance Questionnaire
As a counsellor, are you receiving timely and adequate information
on college programs in order to give positive and clear direction
to your students? Explain.
Are you provided with full details on college course admission
processes?
How are these details provided?
How does your school provide opportunities for you to inform your
students of college opportunities? Do you feel these opportunities
are sufficient. Explain.
What structures are in place for getting college information to
graduating students?
What structures are in place in your school for providing college
course information to other secondary students?
Do you feel that parents are aware of college course opportunities?
On what do you base your answer?
What improvements can guidance services make in providing parents
and students with information on college courses?
What improvements can be made in providing parents and students
with information on application processes and routes from secondary
school to college?
How will the cuts in Guidance staff affect the service provided
to students and parents re. the preparation for and the application
to college?
Student Questionnaire
Have you considered application for a college program immediately
after completion of secondary school?
Name of program: ______________________
College: _______________________
Please state your reasons for choosing college over university.
How did you gain information on college programs?
Did your school provide positive information on college courses
on a regular basis?
How was this information presented or made available?
What secondary school staff influenced your decision to attend
college?
Explain.
Did you have any direct contact with college staff? Explain.
Was that contact or lack of it influential in your choice?
Were secondary school courses related to the college program you
have chosen? Explain.
Did your classroom teachers promote college programs as positive
choices?
Is there a comparative perception of university and college attendance
among your classmates? - Do you feel that there is a preference?
Explain.
Administration Questionnaire
Does administration take an active role in promoting career information
and counselling? Give specific examples.
Outline components of your school's program to inform students
of college opportunities?
How is this information provided to parents?
Do significant numbers of parents ask about college programs?
Give some numbers.
Does administration in this school have regular contact with college
staff? (Be specific).
Are sessions held in this school with staff to discuss college
curriculum articulation and ways of implementing additional college
related programs?
What departments are involved actively?
Do you feel that current secondary school programs are clearly
related to college programs? Explain.
Does the board provide system information on college linkages?
How is this done? And is it a regularly scheduled function?
Have students or staff asked for provision of additional information
on college programs? Is it on the list of priorities of this school?
What specific actions can be taken to increase the numbers of
students gaining entry to colleges and successfully completing
programs?
Findings
General
Students who make the college choice are confident in their selection.
Information sessions should begin in grade 10.
Guidance staff are critical to the transition of students.
Career education courses are beginning in some schools, starting
in grades 9 and 10.
Schools have limited contact with parents about the career choices
of senior students.
Few parents ask secondary schools for college information; students
seek information and use all guidance services.
Most contacts commented on the fact that parents are uninformed
about colleges and they expect their students to apply to university.
The conclusion here is that colleges need to work at getting their
image understood in the community.
The general pattern of communication is for colleges to come to
the schools with information; very seldom is the process reversed.
Secondary students accumulate credits often without planning for
a post-secondary entry. At the end of secondary, they try to make
their credits fit the entrance requirements.
The system needs job tracking awareness.
There is concern from students about making choices, which require
them to live away from home whereas with university selection,
that component is very accepted.
Northern Ontario schools feel they receive less attention from
colleges than their counterparts in Southern Ontario.
Counselling service has been reduced significantly ( 5-2 ). Individual
problem solving and tracking is a concern. Individual counselling
is stressed as the important factor in successful transition for
all students. Different types of Educational Program Plans were
observed as very useful guides.
There is a growing concern among secondary schools that college
entry is not a true option for any but the best students. General
level and basic level students are very limited in their possibilities
as they find themselves competing with advanced students and university
candidates for placement.
Clear communication is needed between secondary schools and colleges
to develop understanding of transition and linkages between courses
at both levels. Communication at present between secondary school
administration and colleges is limited at best. There are some
examples of contacts about specific courses or skills.
There was a clear message that boards must set this linkage as
a priority if it is to be established.
Teachers at both levels would benefit from sharing of instructional
practices. The survey shows that there is very little real articulation
of program even with secondary schools and colleges in close proximity.
Students are entitled to an honest appraisal of their opportunities
for post secondary enrolment.
Administration
The administrators interviewed indicate support for transition
through guidance and in some cases work as a team with guidance
to ensure that the issue is addressed.
Involvement ranges from minimal awareness to positive program
development. Those with counselling and adult or alternative education
experience are more aware of the issues in career choices and
become more involved in career direction programs.
Administrators pointed out the need for greater involvement of
teachers at both levels as secondary reform is designed and implemented.
Schools, which have large numbers of students applying to college,
generally have administrators more interested in apprenticeships
and linkages. These administrators design secondary programs linked
to college offerings.
One school administrator makes course relevance the number one
priority with staff. His direction is that all courses must show
direct links to college and university programs. Some direct departments
to include career information in courses of study. There is a
belief by some administrators that it is their job to coordinate
the skills needed by students entering post-secondary programs.
Some administrators are on advisory boards at colleges and have
direct information about program links. Some assign personally
the responsibility for career fairs and provision of counselling.
On the other hand, many schools have little involvement with colleges.
Administrators were quoted as saying, "No reason to do so
as guidance takes care of that." There is a huge discrepancy
in awareness and involvement.
Articulation planning occurs only where there is a specific interest,
e.g. business, computers, technology, media and art. This survey
discovered a number of articulation agreements in progress; some
of these were put on hold because of current staff cuts. Oddly,
there is an assumption that new applied courses will be related
directly to college. No one gave any indication of how this would
happen.
Most frequent articulation attempts are related to technology
offerings.
There were a number of instances of ties between college teachers
and secondary subject teachers. In these cases, it was common
for the secondary teacher to have the college teacher come in
and speak with the secondary class.
Apart from these situations, there seems to be little concern
about developing close ties between classrooms as a common priority.
The major secondary emphasis is on completing courses and meeting
the outcomes of ministry guidelines which may or may not include
linkages.
The survey showed little indication of college transition as a
topic for School Management teams.
Administrators see the cuts in guidance staff as eliminating the
direct counselling support for career planning. Administrators
do not have the time to fill the need and they are very uncertain
of the potential of the teacher mentorship program to do so.
The view of most secondary school administrators is that colleges
have changed their mandate. They see colleges doing an excellent
job with the university graduates who want some practical application
and want to complement their degree with a diploma to move toward
particular certification. Their experience is that the colleges
accept advanced level students and OAC students. Reports from
college students indicate a shift from hands-on instruction style
to more lecture delivery. This further reduces the chances of
success for general level students who require the smaller sessions
for positive learning. Special needs schools feel they are at
a marked disadvantage in accessing even the limited programs designed
for their students.
Guidance
Effective counselling is seen consistently as the key to the process
of transition.
Counsellors have gained information through print materials, calendars,
bulletin boards, career fairs, college visitations to schools.
Awareness and counselling programs have contained the following
:
Information is provided to parents in most cases through evening
sessions. In some schools, post-secondary presentations are made
in common with university and college representatives in the same
sessions. Some feel this provides for open choice.
There is a concern that some colleges do not attend information
sessions. Liaison staff is best when they are informed about portfolios,
testing and limited enrolment as well as the intricacies of courses.
Colleges focus on their "draw" area. Colleges located
farther away tend to send little information to large schools.
Communicat is an important document. Schools need more copies.
It was recommended that it include policies on transfer of credits
and articulated agreements. Students appreciated the information
on transfer from university programs. They asked for statistics
on numbers applying for limited enrolment programs and for breakdowns
of the qualifications of those admitted.
Display materials are used by only a few students. Students prefer
calendars they can take with them and study privately to make
choices.
The use of websites appears limited at this time. Students want
interaction with a representative. Choices, Discover and Career
Exploration are software packages in use in guidance offices.
Guidance staff in most boards have been reduced this year. Their
information programs and their individual counselling programs
will lose their effectiveness. More work will be done in large
groups and counsellors are concerned that this will reduce the
benefit to general level students. There is a substantial fear
that the consequences will be significant.
The survey found guidance counsellors with caseloads of more than
1000 students.
Students
Programs identified : architectural technology, interior decorating
(French language), aviation engineering, aircraft technology engineering,
multi-media/ film production, policing foundation program, nursing,
public relations, animal care, packaging mechanics, accounting,
child/youth worker, fashion merchandising, computer animation,
networking, equine studies, physio-therapy, graphics illustration,
business administration, travel and tourism, marketing, law and
security, social worker, systems analyst, chef training, early
childhood education, culinary management, tool and die, visual
arts, massage therapy, sports injury management, fish and wildlife,
correctional services, theatre production.
Reasons for selecting college: marks, financial, personal
decision, job, not offered at university, OACs a waste of time,
only post-secondary option for a general student, programs are
hands-on, co-op units, not all theory, more field work, more cost
effective program (costs less than university proportionate to
salary payback), impression that employers are looking for college
graduates, less dollar outlay, can live locally. Most stated that
they would move to get the program. Many stated that they preferred
programs with coop components.
Students gathered information from : guidance staff, neighbour
in program, friends in program, career fair, limited information
provided for French speaking student, college presentations, called
college for information, subject teachers such as art, business,
media, technology, computer. Internet information varied in secondary
schools from quite good to non-existent. Career Explorer is available
to many students but is used only with encouragement of guidance
staff.
Subject Teacher influence : guidance counsellor (most frequent
reference) limited teacher influence in art, business, computer
studies, media and technology. Some teachers encouraged staying
in school; some teachers showed career videos. Many teachers did
not know about the programs students selected.
College contacts: college tours were popular with secondary
students, teachers were welcoming and informative. There was limited
information provided from French language colleges. Students would
appreciate more input from college subject teachers.
Relevance of Secondary courses : often related to college
choice after college program selection. Some proven relevant were
- photography, accounting, marketing, computer studies, architectural
drafting, media, and art.
Comparison of University and College application: students
reported that some are going to university but plan to take college
program after. Applicants reported that friends were surprised
at their college choice. Some said that university is for people
who are really smart. There was a feeling that academic teachers
promote university.
There is a hype about university, which is lacking in college.
Students are aware that universities work hard to make students
belong. There is a school spirit promoted. Colleges need to address
this issue of orientation including the importance of the social
life attached to it.
Students welcomed shared programs allowing course work at both
secondary and college level. It was pointed out that there is
a complication with semestering and the program change over in
January.
Concerns expressed by students: Organization of the college
information days needs improvement. Many reported that there was
not enough contact with college representatives. They compared
this with the university information days which allow for good
individual contact. Too often college representatives were not
knowledgeable about course content and structure.
There was a common finding that secondary students neglect early
career planning and thus put their post secondary choices in jeopardy.
Counselling at regular intervals is seen as the only way of avoiding
these predicaments.
General
Observations
This gathering of attitudinal information from representatives
of the secondary education sector leads to some recommendations
for consideration in determining future actions of the co-management
team:
1. That the college presidents and the directors of education
continue to work together to provide a seamless learning environment
and to establish specific clear pathways for more secondary students
to attend and complete programs in Ontario colleges.
2. That all boards of education make articulation a priority and
formalize involvement in the process to provide more functional
programs for the benefit of students.
3. That district school boards, schools and colleges improve and
clarify the communication process to better inform students, staff
and parents of post secondary opportunities in college programs.
4. That enrolment and retention statistics be developed and maintained
in a complete and current form so that choices can be made on
a realistic basis.
5. That limited access programs declare full entry requirements
so that applicants can aspire to realistic choices.
6. That subject teachers work in concert with college staff to
develop awareness of the continuity in program offerings including
course content and instructional methods.
7. That secondary school administrators and college administration
meet regularly to coordinate program awareness in order to identify
areas requiring articulation and areas where interest is keen.
8. That new and extended programs of early admission be introduced
to allow for more flexible articulation and that such programs
be advertised as a choice for students aiming for college.
9. That college presidents and directors of education review program
offerings developed under secondary reform to ensure equitable
enrolment for general and basic level students.
10. That alternative resources be made available to secondary
students to compensate for the reduction of guidance staff to
provide them with awareness of college programs and coordinate
their secondary school programs for maximum entry qualification.
|
|
|
|
| Secondary students from general level courses are readily accepted to College. | Not the case. General level students are aware that they are limited to a few courses. | There is a need to review placement opportunities for general and basic levels. |
| Secondary school courses are often articulated with College programs. | The number is actually quite low. | Put together a summary of best articulations for review. |
| Awareness programs for students applying to College and for students applying to University are similar. | Universities have very well organized programs able to deal with individual queries. | Students would appreciate more specific information in College sessions. |
| There is frequent and clear communication between Secondary and College. | a) Very limited communication between
administrators. b) Fairly regular with guidance staff. |
There is a need for administrations to work with this matter. |
| Administrators in Secondary and administrators in College meet regularly to plan articulation. | Very few meetings - no regular pattern. | Articulation would benefit from board support. |
| Writing teams work regularly on curriculum articulation. | Only in specific situations where individuals make contact. | Efforts are sponsored by local interest. |
| Students are provided with regular programs outlining learning expectations at the College level. | Some efforts are known but generally there is little communication between subject teachers. | As instructional methodology changes, it is necessary to educate students to the changes. |
| Parents receive regular information about Secondary-College transition. | Parents don't ask for it at Secondary level. | The majority of parents are not aware of the significance of College programs. |
| Secondary counseling services are adequate to provide career awareness including College opportunities. | The new reductions are placing this service in jeopardy. | Students cite individual counselling as their most important aid. |
Table of Contents
Introduction
List of Projects by Title
List of Projects by College
List of Projects by District School Board
Description of Projects
Contacts at Colleges
Contacts in District School Boards
A Note About the School/College/Work Initiative
Contact for Further Information and Updates
The School/College/Work Initiative of the Ontario Ministry of Education is pleased to make available this updated version of Articulation projects between secondary schools and colleges.
This information was gathered from school board and college sources in June of 1999 and will be retained in a database for revision as programs develop.
The detail included here is that provided at source. Contacts are noted with each project and the coordinators will provide further details.
The School/College/Work Initiative has the objectives of:
Providing clear pathways through increased awareness
Contributing to the collaborative development of articulated programs
Producing replicable structures to serve as links
Researching and communicating best practices
It is hoped that this document will be a valuable resource for those involved in working to provide students with positive program connections for secondary school and college.
September 1999
| Reports Available in PDF Format | ||
| Download | List of Projects by Title | |
| Download | List of Projects by College | |
| Download | List of Projects by District School Board | |
| Download | Description of Projects | |
| Download | Contacts at Colleges | |
| Download | Contacts in District School Boards | |
A Note About the School/College/Work Initiative
Background
The team was formed in the spring of 1998 to manage projects aimed at providing Ontario students with clear pathways from secondary school to college programs and consequently to employment. Through Ministry of Education funding, this team was established to assess and select projects involving school boards, colleges and representatives of the private sector.
Criteria for School/College/Work proposals were established by the Co-Management Team at the outset:
1. Definition of clear pathways to college and the workplace
2. Awareness of educational and career opportunities offered by
colleges
3. Collaborative development of articulated school-college curriculum
4. Generalizable and replicable structures, processes, guidelines,
products
5. Alternative and improved transitions from school to college
6. Education and training programs for college and secondary school
teachers
Phase One Activity
After agreement on project criteria, a Request for Proposals was issued in June of 1998 and 28 proposals were submitted. The Co-Management Team met for two days in July to review the proposals and selected 6 projects for funding.
Selected Projects
Coordinated through
La Cite
College Boreal
Sir Sanford Fleming
Canadore
Niagara
Ontario Articulation Network
The projects selected for funding reflected a concentration on communication and improvement of awareness, collection of a database of opportunities and relevant activities for success, and coordination of school and college curriculum.
Additional Activity
The Co-Management Team organized a fall forum to share interim information about the successful projects and to inform stakeholders of the initiatives underway to make the connection between school and college and school/college and work direct and clear for students.
Phase 2
The School/College/Work Initiative Co-Management Team met to consider 20 proposals submitted in response to the Request for Proposals circulated to all colleges and school boards in September of 1998. The proposals were impressive and continued to indicate the commitment in the three sectors to providing clear pathways to post-secondary destinations.
The following projects were selected for funding for Phase 2:
Durham College, Durham District School Board, Durham Catholic School Board and Human Resource Development Canada. This project's target group is students in grades seven to ten, their parents, and teachers. The goal is to develop a comprehensive educational resource which describes the choices of pathways students can take to progress efficiently and successfully through the new secondary school program to college and employment. There will be three components: a Compact Disc, a user handbook and a training program and manual for educators. The resource may well have province wide application.
Kemptville College, Upper Canada District School Board and Eastern Ontario Training Board. This project addresses the need for secondary schools in eastern Ontario to focus their efforts in providing a continuous flow of students to the community college environment. Specifically it will suggest a plan of action to heighten awareness of secondary students in those agricultural and related programs which are offered at Kemptville College. This project focuses on rural Ontario and creating employment opportunities in the rural economy of eastern Ontario.
Mohawk College, Hamilton-Wentworth District School Board, Hamilton-Wentworth Catholic District School Board, Halton District School Board, Halton Catholic District School Board, Industry Education Council of Hamilton-Wentworth and Halton Industry Education Council. This project will develop material and strategies to increase awareness of the career potential in the fields of electrical and mechanical technicians and technologists specifically for teachers/teacher advisors. Specifically, "Career Map" posters, "College Learning" Unit of activity based curriculum, and contact lists for teacher advisors, students and parents in making "Work Connections" in the electrical and mechanical fields will be developed. These will be available for replication across the province.
Additional Phase 2 Activity
In January of 1999, College Presidents and Directors of Education met in Toronto with senior Ministry of Education officials to focus on ways of improving the connections between School/College and Work. This was the first formal meeting of the two administrative groups and it led to very positive networking and a commitment to follow up with additional meetings on specific themes.
The continuous communication among directors of education and
college presidents indicates the development of a significant
working relationship which is needed in a time of educational
reform and which will strengthen program for students across the
province.
The Co-management team arranged two reports researching facts
applicable to the current School and College environment. One
was a scan of secondary school student attitudes to college registration
and attendance. The other was an accounting of college registration
identifying applications and opportunities.
In May of 1999, a second Forum was held by the School/College/Work Initiative. This meeting was hosted by Seneca College. Presentations were made by all current projects and Joan Andrew, Assistant Deputy Minister made a presentation on the future of job opportunities in Ontario.
Phase 3
On June 14, 1999, the third Request for Proposals for the Initiative was issued across Ontario. The selection team recommended seven projects for funding in the third Phase. These included projects associated with Cambrian, Durham, Fanshawe, Sir Sandford Fleming, Seneca, Boreal and Grands Lacs. These projects focus on trades, the development of awareness through electronic means, curriculum articulation and community networking.
The next form of the School / College / Work Initiative will be held on November 5, 1999.
Contact for Further Information and Updates
|
|
|
|
| John Wheatley Executive Director |
OCSOA 40 Matheson Blvd. West Mississauga ON L5R 1C5 |
(T) 905.890.0708 (F) 905.837.4151 |
| Terry Blundell President |
Lambton College 1457 London Rd. Sarnia ON N7S 6K4 |
(T) 519.542.7751 (F) 519.542.0100 |
| Grant Yeo Director |
Durham DSB 400 Taunton Rd. E. Sarnia, ON N7S 6K4 |
(T) 905.666.6315 (F) 905.666.6318 |
| Tony Tilly Vice-President Academic |
Seneca College 1750 Finch Ave. E. North York, ON M2J 2X5 |
(T) 416.491.5050 (F) 416.491.7745 |
| Robert Gillett President |
Algonquin College 1385 Woodroffe Ave. Nepean, ON K2G 1V8 |
(T) 613.727.4723 (F) 613.727.7743 |
| Denis Vaillancourt Directeur |
Conseil de district
école catholiques de l'est ontarien 875, Route 17 C.P. 570 L'Orginal, ON K0B 1K0 |
(T) 613.675.4691 (F) 613.675.2921 |
| Bob Kennedy | 736 Bay St., Suite 1010 Toronto, ON M5G 2M4 |
(T) 416.351.0324 (F) 4`16.351.9455 |
| Maurice Boutet | FLEPP MET 900 Bay St. Mowat Block, 8th Floor Toronto, ON M7A 1L2 |
(T) 416.325.2120 (F) 416.325.2156 |
| Mary Smart Education Officer |
Secondary School Project MET 900 Bay St. Mowat Block, 8th Floor Toronto, ON M7A 1L2 |
(T) 416.325.5732 (F) 416.325.2552 |
| Pam Derks Liaison for ACAATO |
655 Bay St., Ste. 1010 Toronto, ON M4G 2K4 |
(T) 416.596.0744 (F) 416.596.2364 |
| Frank Kelly Project Manager |
700 Dorval Dr., Ste. 610 Oakville, ON L6K 3V3 |
(T) 905.845.4254 (F) 905.845.2044 |