council of deans of trades and apprenticeship canada
TRANSCRIPT
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!