Vocational And Technical Training In Québec - Inforoute FPT
2010VersionVocationaland TechnicalTraining in QuébecOverview
Gouvernement du QuébecMinistère de l'Éducation, du Loisir et du Sport, 2010ISBNISBN978-2-550-59662-2 (print)978-2-550-59663-9 (PDF)ISSNISSN1715-300X (print)1923-7480 (PDF)Legal Deposit–Bibliothèque et Archives nationales du Québec, 2010Legal Deposit–Bibliothèque et Archives Canada, 2010
ForewordEnsuring that there are enough skilled workers to meet labour needsis a major challenge facing every moder n society. Constant labourmarket fluctuations mean that workers need to be not only highlyskilled but also adaptable and innovative. Vocational and technicaltraining (VTT) has a decisive role to play in this regard since it enablesstudents to acquire the occupational competencies demanded bythe labour market, as well as the personal skills and attitudes thatwill allow them to adapt to change and to acquire new competencies.Over 20 years ago, Québec embarked on a comprehensive reformof its VTT system to bring it in line with a competency-basedapproach. The new program-development process, centred on ensuring a consistent match between the competencies taught in schooland those required in the workplace, is largely based on a sequenceof measures and steps designed to increase the number of qualifiedgraduates in all the regions of Québec.The Québec government has invested heavily in providing educationalinstitutions with some of the most effective training mechanisms possible. Although Québec has attained its objective of offering universalaccess to diversified and effective VTT programs, many challengesremain, including that of renewing its labour force, given the prevailingdemographic context.This publication is a fifth update to the 2003 edition. It describesthe current situation of Québec’s VTT system. It also outlines thes y s t e m ’s c h a r a c t e r i s t i c s a n d s h o w s h o w i t s v a r i o u s c o m p o n e n t shave evolved over the past few years. This analysis is supplementedwith detailed tables and charts, which we hope will prove informativefor our different partners and for the general public.Vocational and Technical Training in Québec: Overview
Contents1Québec’s Vocational and Technical Training System . . . 1Legal and regulatory framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Major reform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Program management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Program Offerings . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Diversity of training programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Provincewide training services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Investments and training costs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Diversified training options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Recognition of prior learning and competencies . . . . . . . . . . . . . . . . . . . 10Significant financial aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103School Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Enrollments and graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Enrollments, by age and gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Educational success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184Integration Into the Job Market . . . . . . . . . . . . . . . . . 20Employment rate differences, by program of study . . . . . . . . . . . . . . . . 22Employment rate differences, by age and gender . . . . . . . . . . . . . . . . . . 23Employer satisfaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235Labour Market Outlook and Demographic Trends . . . 24Promotional campaigns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Important demographic changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246Challenges and Development . . . . . . . . . . . . . . . . . . . 26Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Vocational and Technical Training in Québec: Overview
1 Québec’s Vocational and TechnicalTraining SystemLegal and regulatory frameworkUnder Canada’s Constitution, the Québec government has complete jurisdiction over its education system, which includes four levels: preschooland elementary, secondary, college, and university. From the age of five,children attend kindergarten, at the preschool level, for one year.Elementary education normally lasts six years, and secondary education,five. Depending on the choice of program, students can enroll in vocational training in their third, fourth or fifth year of secondary school. Generaleducation students who earn a Secondary School Diploma (SSD) can goon to college for a two-year pre-university program or a three-year technical program. Lastly, university education is divided into three cycles.Three-or four-year undergraduate programs lead to a bachelor’s degree.Graduate studies lead to a master’s degree, and postgraduate studies,to a doctorate.School attendance is compulsory for all children in Québec between theages of six and sixteen. Elementary education is offered in French, inEnglish or in Aboriginal languages, while secondary education is providedin French or in English. College and university students can choose eitherEnglish or French as the language of instruction, depending on the institution they attend. Educational services are free for Québec residentsexcept for university education; however, the Québec government offersstudents financial aid in the form of loans and bursaries.Vocational and Technical Training in Québec: Overview1
2Vocational and Technical Training in Québec: OverviewSecondary5 years(ages 12 to 17)SSDAge 16 languageof instruction, secondlanguage andSec. IV mathematicsfor certain programsII III IV VElementary6 years (ages 6 to 12)Preschool1 year(Age 5)ITraining for semiskilledoccupationsCompletion of Sec. IITCST: 900 hoursorAge 16 language of instruction,second language and Sec. IIImathematics for certain programsCollegePreuniversity educationDCS: 2 yearsTechnical trainingDCS: 3 yearsVocational trainingDVS: 600 to 1800 hoursAVS: 330 to 900 hoursUniversityUndergraduateBA(3 or 4 years)GraduateMA(2 years)PostgraduatePhD(3 or more years)Semiskilled occupations Skilled occupations Technicians and technologists Professional occupationsJob marketContinuing education and trainingQuébec’s Education System
ResponsibilitiesPublic or private secondary schools offer vocational training programs,among other services. CEGEPs,* private colleges and certain governmentschools offer technical training programs. Several factors determine if aprogram of study is to be offered at the secondary or college level, including the complexity of the occupation to which the program leads and theacademic prerequisites required for admission to the program. Vocationaltraining programs generally lead to occupations and are certified by aDiploma of Vocational Studies (DVS) an Attestation of VocationalSpecialization (AVS). For several years now, school boards have beenoffering a vocational training option leading to a Skills Training Certificate(STC); programs under this option are designed to meet periodic trainingneeds. Colleges offer technical programs that allow graduates to work astechnicians or technologists. These programs are certified by a Diplomaof College Studies (DCS) or an Attestation of College Studies (ACS).School boards and CEGEPs also offer continuing education and training both in educational institutions and in the workplace. These offeringsare tailored to match businesses’ and individuals’ specific needs. Thetraining provided is either customized or based on an official programof study, and leads to various types of certification issued by the educational institutions.Major reformIn 1986, the Ministère de l’Éducation du Québec (MEQ) launched a majorreform of vocational education (now known as vocational training), whichled to: The definition of new vocational training paths The adoption of a competency-based approach as the foundationfor program design A new geographical distribution of program offerings correspondingto the social and economic profile of each region Major capital investments (buildings and equipment)Moreover, in 1993-1994, the renewal of the college system made itpossible to extend the competency-based approach to technical training.* A French acronym for general and technical colleges (collèges d'enseignement généralet professionnel).3
Program managementThe Ministère de l’Éducation, du Loisir et du Sport (MELS) guides andsupports VTT development by providing integrated program management,organizing program offerings, and ensuring universal access to education. In practice, this means that it handles the educational, physical andmaterial aspects of instruction, develops programs, issues diplomas andfunds training activities.The process for developing VTT programs comprises a series of stepsthat include planning, design, development, implementation, follow-upand evaluation.Management CycleEvaluation of the systemPlanning programs performance(indicators, success rates) job entry employer satisfaction sector surveys and monitoring orientations priority setting withinand between sectorsImplementation of trainingProgram development building construction and renovation purchase of equipment and materials in-service teacher training student training evaluation of student learning job analysis design of the proposed training plan validation of the proposedtraining plan program developmentImpact analysis program approval institutional authorizations4 organizational guide funding parameters distribution of program offeringsVocational and Technical Training in Québec: Overview
PartnershipsApart from the public sector (school boards, CEGEPs and governmentschools) and the private sector, several other partners work closely withthe MELS to plan and organize VTT services in Québec. Active participants in this process include different government ministries and sectororganizations.Emploi-Québec, for example, is responsible for estimating labour needsand for managing and directing the apprenticeship program, among otherthings. These activities, which rely on in-depth knowledge of the jobmarket and labour forecasts, are essential in planning which VTTprograms are to be offered in Québec. These activities are also thecornerstone of the employment-training correlation model that the MELSuses to determine each region’s share of program offerings.In addition, some 30 sector committees set up by Emploi-Québec workin close collaboration to identify occupational competencies and to runthe apprenticeship program. The Commission de la construction duQuébec (CCQ) also plays a vital role in developing VTT programs, giventhat it is mandated to coordinate the construction industry training system, making sure that it corresponds to industry needs and realities.Businesses, for their part, play a leading role in Québec’s VTT system.They take part in various surveys and studies carried out before programsare developed or revised. They are active participants in job analysis.Specialists from the different occupations are called upon to identify thecompetencies and attitudes required by the job market. Businesses alsohelp students get on-the-job training through their involvement in traditional practicums or in work-study or apprenticeship programs that pairup students with journeymen.Finally, the Comité national des programmes d’études professionnelleset techniques (CNPEPT), composed of representatives from business,labour unions, school boards, CEGEPs, private educational institutionsand Emploi-Québec, advises the MELS on all important VTT issues aswell as on program orientations and development.Vocational and Technical Training in Québec: Overview5
2 Program OfferingsDiversity of training programsQuébec offers close to 300 VTT programs designed to meet the needs ofbusinesses and individuals. These programs all follow a competencybased approach. Programs are divided among 21 training sectors andcover all the occupations requiring vocational or technical training. Morespecifically, 140 programs lead to a Diploma of Vocational Studies (DVS),110 lead to a Diploma of College Studies (DCS), and 25 lead to anAttestation of Vocational Specialization (AVS).In addition, school boards issue 31 different Skills Training Certificates(STC). As for educational institutions at the college level, they offer morethan 1 200 different Attestations of College Studies (ACS). For the 20082009 school year, over 600 of these ACS programs declared enrollments.Programs leading to a DVS, representing 600 to 1800 hours, normally lastone to two years, while programs leading to an AVS or an STC last lessthan a year. Finally, DCS programs last three years, and ACS programsvary in length from several months to over a year.Distribution of programs by educational path and training sectorVocational and technical training (Québec as a whole, 2009-2010)Administration, Commerce and Computer TechnologyAgriculture and FisheriesArtsBeauty CareBuildings and Public WorksChemistry and BiologyCommunications and DocumentationElectrotechnologyFashion, Leather and TextilesFood Services and TourismForestry and Pulp and PaperHealth ServicesLand Use Planning and the EnvironmentMaintenance MechanicsMechanical ManufacturingMetallurgical TechnologyMining and Site OperationsMotorized Equipment MaintenanceSocial, Educational and Legal ServicesTransportationWoodworking and Furniture 615141115112551020109131058275Source: Ministère de l’Éducation, du Loisir et du Sport (MELS), Direction générale de la formation professionnelleet technique (DGFPT), Direction de la gestion stratégique de l’offre de formation (DGSOF), 2010.6Vocational and Technical Training in Québec: Overview
onal trainingAuthorizationsNumber ofTotal1Different 95537297521131212211919243816Vocational and Technical Training in Québec: OverviewSource: MELS, DGFPT, DGSOF, 2010.54843192121313283Technical trainingAuthorizationsNumber ofTotal1Different 2organizations1 Total number of program authorizations per region. The same program may be counted more than once if it is offered by several organizations in the same region.2 Number of authorized programs per region. Programs are counted only once in a region even if offered by more than one inistrative regionRegional distribution of authorizations to offer the DVS and AVS in vocational training and the DCS in technical training programsin terms of the numbers of educational organizations (school boards, CEGEPs, private institutions, government schools)(Québec as a whole, 2009-2010 school year)Provincewide training servicesVocational and technical training is available throughout Québec. Vocationaltraining is managed by 70 school boards, including 9 English-languageboards and two special-status boards. Altogether they operate 170 vocational training centres. Vocational training is also offered by 3 governmentschools and 30 private institutions. Technical training is provided by 52CEGEPs, 4 government schools and 13 private institutions offering DCSprograms, as well as by 25 non-subsidized private institutions offeringACS programs.7
Investments and training costsThe VTT system requires an investment of over CAN 1.5 billion per year,of which nearly 80 million go to equipment and buildings. In 2008-2009alone, investments totalled an estimated 1.7 billion. Nearly 60% of thatamount ( 942.2 million) went exclusively to the technical training system.The Québec government provides almost all the funding for the VTT system, while businesses make only a minor contribution. This situationdiffers radically from that of other provinces or countries, such as Ontarioand the United States, which finance less than half of the total trainingcosts, owing to higher student and business contributions.According to MELS estimates, annual costs in 2001 amounted to 7 519for a secondary school student, 10 711 for a pre-university collegestudent, 14 556 for a technical college student, and 17 491 for auniversity student. In vocational training, the average annual cost perstudent is estimated to be in excess of 10 000.Total training costs for graduates vary greatly, however, since they dependon program length and operating costs. For example, training costs amountto 12 000 for an accounting clerk, a hairdresser or a secretary; 30 000for a nursing assistant; and over 40 000 for a heavy-machine operator.These estimates obviously do not include overall educational costs incurredsince the start of elementary school. Indeed, the cost of educating acollege graduate is over 140 000, and for a university graduate with abachelor’s degree, it is close to 180 000.Investments in buildings and equipment for vocational training (VT) and technical training (TT)(Québec as a whole, from 2005-2006 to 2009-2010 [millions of CAN ])2005-2006 2006-2007 2007-2008 2008-2009 5.36117.99133.35Collaboration .00336.25VTT*: Cost estimate based on total investments in colleges.Source: MELS, Direction de la gestion sectorielle des ressources (DGSR), 2010.8Vocational and Technical Training in Québec: Overview
Diversified training optionsA variety of options have been implemented over the past few years tomake it easier for young people to enroll in vocational training. The Exploration of Vocational Training option thereby gives secondarystudents in general education the opportunity to explore one or morevocational training programs to find the one that best suits their tastesand interests. For its part, the concurrent-program option allows students to enrollin a vocational training program even if they do not have the requisiteSecondary IV or V credits in general education. These students must,however, have earned at least the Secondary III credits in the threebasic subjects and will have to obtain the missing credits during vocational training in order to comply with admission requirements beforebeing awarded a DVS. Students enrolled in vocational training canalso concurrently earn the general education credits needed to obtaintheir secondary school diploma (SSD), in addition to their DVS. Since1996-1997, the number of students enrolled in this training option hasrisen from under 100 to over 2 000 a year. Numerous efforts have been devoted to the creation of bridges betweenvocational and technical training. Thus many related programs now belongto continuous learning paths. These foster access to college education,facilitate academic paths between the two education levels, and promotevocational and technical training. At the moment, nearly 30 continuouslearning paths are in the process of being developed or implemented. Since July 1, 2008, the Attestation of Vocational Education (AVE) leadingto the exercise of a semiskilled occupation has been replaced by the TrainingCertificate for a Semiskilled Trade (TCST). Each year, over 2100 studentsenrolled in programs leading to one of the 200 attestations of vocationaleducation being offered. This new certificate is being made available toyoung people within the framework of the Work-Oriented Training Path,and adult education students have access to it as well.Vocational and Technical Training in Québec: Overview9
Recognition of prior learning and competenciesThe MELS has been supporting the principle of recognizing prior learning and competencies for many years. These competencies may havebeen acquired in a school system in or outside Québec, in the workplaceor through life experience in general. In addition to continuing to developreliable, flexible and rigorous evaluation instruments, the MELS is working to support the education system through various actions such asreviewing budget rules, the legislative framework and the allocationof funding; developing human resources; and implementing integratedservice structures in the various regions of the province. As a result, since2005, nearly 2 million has been invested annually in all regions of Québecto ensure the adult population’s access to services that provide officialrecognition so they can either pursue their studies or enter the jobmarket. The MELS is also financing the upgrading training requiredby the professional corporations, in keeping with a process for therecognition of prior learning and competencies.In all, in 2008-2009, 6 039 adults benefited from services related to therecognition of prior learning and competencies in vocational and technicaltraining programs in Québec—an increase of over 24% in comparison withthe previous year. In vocational training, the recognition of prior learningaffected 107 training programs in 61 school boards and, in technicaltraining, 135 programs (DCS and ACS) in 45 CEGEPs.Services provided for the recognition of prior learning and competenciesand the population concerned (Québec as a whole, from 2002-2003 to 2006-20072007-20082008-2009Vocational trainingTechnical trainingNumberof clientsNumberof schoolboardsNumberof clientsNumberof CEGEPs1 0041 3011 5031 4151 8132 6793 528333738424854611 6161 7021 6641 8381 8432 1802 51129383641404245Source: MELS, DPD, Direction de la formation continue et du soutien (DFCS), Direction générale du financementet de l’équipement (DGFE), Direction des systèmes et du contrôle (DSC), 2010.Significant financial aidA loans and bursaries program provides financial aid to students enrolledin VTT. In the fall of 2008, 23% of vocational training students and 30%of technical training students received loans, while 17% of vocationaltraining students and 18% of technical training students were awarded10Vocational and Technical Training in Québec: Overview
145.935.0110.9367.030.2631.640.0Vocational trainingCollegePreuniversity educationTechnical trainingUniversity educationOther institutionsand programsTotalInterest expenses on 21.5265.3128.635.593.12007200875.1Source: MELS, Aide financière aux études. 2008-2009 Report, preliminary data, April 1.32008200974.5304.82 534.6113.51 405.3632.4162.0470.5383.4TotalDistribution of financial aid in the form of loans and bursaries, by level of program(Québec as a whole, from 2004-2005 to 2008-2009 [millions of CAN aries-368.9-215.791.121.669.62008200961.6-1 679.5-968.8427.293.7339.7281.6Totalbursaries. In 2008-2009, of the total student loans granted acrossthe province, vocational training students received 16%, and technicaltraining students, 19%. Vocational training students were awarded 17%of the total number of bursaries, and technical training students, 19%.Vocational and Technical Training in Québec: Overview11
3 School AttendanceEnrollments and graduationThe number of students enrolled in the various VTT programs in Québechas risen to nearly 200 000 a year. Over 40 000 diplomas are awardedeach year to vocational training students (DVS, AVS and AVE) and nearly30 000 to technical training students (DCS, ACS, CCS and DPEC (diplomaof advanced college studies). In comparison, the MELS annually awardssome 75 000 diplomas for general secondary-school studies and about23 000 for pre-university college studies. However, slightly fewer than threeout of ten of the students leaving the Québec education system each yearhave no specific vocational or technical qualifications to help them enterthe job market: 12% have no diplomas at all and 15% have only a generalsecondary-school or college diploma.Total enrollment trends in vocational training (DVS, AVS, AVE) and technical training(DCS, ACS, CCS, DPEC) (Québec as a whole, from 2000-2001 to 2008-2009)130 000Vocational trainingTechnical training122 500115 000107 50097 54492 50085 000102 166100 00077 50070 6200620072007200820082009Source: MELS, Direction de la recherche, des statistiques et des indicateurs (DRSI), DGSOF chart, 2010.Trends in numbers of diplomas awarded in vocational training (DVS, AVS, AVE) andin technical training (DCS, ACS, CCS, DPEC) (Québec as a whole, from 2001 to 2008)40 000Vocational trainingTechnical training35 00030 00025 00020 00015 00010 00020012002200320042005Source: MELS, DRSI, DGSOF chart, 2010.12Vocational and Technical Training in Québec: Overview200620072008
Distribution of school leavers, by highest level of diploma(Québec as a whole, from 1998-1999 to 08Source: MELS, Education Indicators, 2002, 2004, 2005, 2007, 2008, 2009 and 2010, DRSI, Table 5.1.No diplomaUniversity diplomaTechnical training diplomaGeneral education (SSD, DCS)Vocational training diplomaEnrollments in vocational training have been gradually rising for a number of years, registering a 14% increase since 1999-2000. Following adecline over many years, enrollments in technical training have beenrising over the last two years. Nevertheless, they have declined by morethan 16% since 1999. Most of the increased enrollment in vocational training is due to the Buildings and Public Works, Health Services, andAdministration, Commerce and Computer Technology training sectors.However, in technical training, the Health Services and Social, Educationaland Legal Services sectors, as well as Buildings and Public Works haveall performed well. Meanwhile, the sectors of Administration, Commerceand Computer Technology, Forestry and Pulp and Paper, Electrotechnology,Metallurgical Technology and Woodworking and Furniture Making inparticular have experienced lower enrollments.Enrollments in vocational and technical training vary considerably fromone region to the next. In spite of the overall increase in vocational training enrollments throughout Québec, 2 of the 17 regions experienced adecline in this respect, while only 4 others saw their enrollments remainrelatively stable during the last ten years. However, 9 of the 11 regionswith rising enrollments had above average increases. As for technicaltraining, enrollments decreased everywhere in Québec, except in 2 regions.In 11 regions, enrollments fell by more than average.In Québec, in 2008-2009, 82 vocational training programs were offeredin English (70 DVS and 12 AVS) to over 5 800 students. With respect tothe DCS in technical training, 5 English-language CEGEPs and 5 bilingualCEGEPs offered approximately 40 technical training programs in Englishto a little under 6 000 full-time students in 2008-2009.Vocational and Technical Training in Québec: Overview13
14Vocational and Technical Training in Québec: Overview01 Bas-Saint-Laurent02 Saguenay–Lac-Saint-Jean03 Capitale-Nationale04 Mauricie05 Estrie06 Montréal07 Outaouais08 Abitibi-Témiscamingue09 Côte-Nord10 Nord-du-Québec11 Gaspésie–Îles-de-la-Madeleine12 Chaudière-Appalaches13 Laval14 Lanaudière15 Laurentides16 Montérégie17 Centre-du-QuébecAll of Québec2 6614 79410 6813 4113 69126 0532 8781 9669725111 0954 7475 7022 7705 80812 3872 03492 1614 72211 7723 3583 66725 0972 8741 9298994201 1194 4827 5962 4075 54911 7392 07392 415200620072 712200520061 0174 6815 5683 4085 96712 3492 13594 4424 57610 9613 4963 73727 4722 9551 9649875672 602200720081 0724 7675 5164 6196 12012 2422 21097 5444 51011 2713 5223 56128 9532 9831 8531 0656882 59220082009Vocational training1-4.2 %6.4 %-27.4 %91.9 %10.3 %4.3 %6.6 %5.5 %-4.5 %-4.3 %4.9 %-2.9 %15.4 %3.8 %-3.9 %18.5 %63.8 %-4.4 %Variation2005-2006/2008-20097403 4403 3212 0703 93310 0722 11199 4025 95012 5744 2634 08937 5592 5681 273776554 608200520066333 2723 6232 0803 84510 0041 83998 3665 89412 5484 1324 16137 1392 5191 250741384 648200620076193 2843 5862 1483 86310 0911 92199 5405 69012 9294 1834 25137 6882 4841 399756714 577200720086323 2903 7432 3084 04010 5451 893102 1665 74113 1794 2404 05138 6802 5871 415758894 90520082009Technical training 2006/2008-2009Source: MELS, Données diversessur la formation professionnelleet technique. DRSI and DGSOF,March 2010.2 Figures included studentsenrolled in programs leadingto the following: DCS (Diplomaof College Studies); ACS(Attestation of CollegeStudies); CCS (Certificateof College Studies); DPEC(Diplôme de perfectionnementde l’enseignement collégial).1 Regular paths only (Diplomaof Vocationa
2 Vocational and Technical Training in Québec: Overview I II III IV V Québec's Education System Continuing education and training Job market Semiskilled occupations Skilled occupations Technicians and technologists Professional occupations Vocational training DVS: 600 to 1800 hours AVS: 330 to 900 hours Age 16 language of instruction, second language and Sec. III mathematics for .
A. Technical and Vocational Education and Training Governance and Management 65 B. Responsiveness of Technical and Vocational Education and Training System 66 C. Quality and Relevance of Technical and Vocational Education and Training 66 D. Shortage of Jobs 67 E. School-to-Work Transition 68 F. Distance Education and E-learning 68
Technical and Vocational Education and Training: Clarification of terminology and correlations in the EU context Annex 3 36 Technical and vocational education and training provision. More detailed explanation of Section 5.2.2 of the Strategy Paper Annex 4 37 Multilateral and European cooperation in the technical and vocational education
1. REGULATION-I TECHNICAL EDUCATION AND VOCATIONAL Chapter-1 (Preliminarv) Short Title. Application and Commencement:- This Regulation may be called " the Technical Education and Vocational Training Authority (Functions) Revised Regulation, 2017 " Except as otherwise provided by the Act, it shall apply to all persons in the service of Technical Education and Vocational Training Authority and .
Vocational training is a system which aims at providing recipients with the necessary knowledge and skills to exercise a profession in order to be integrated in the labour market as employees or self-employed. Vocational training includes initial Vocational Training and continuing Vocational Training. Technical Education
Technical Education (CVTE) recognized the significance of including career/vocational technical education in the system and developed a comprehensive plan for including vocational technical education. The plan was designed in a Two Phase Process. Phase One included the revision of strands two, three, and six, of all of the Vocational Technical .
vocational and technical education programs at other vocational and technical high schools in the State; (5) evaluate whether the vocational and technical education programs offered in Harford County are current with the demands of the economy and relevant to current and potential future
Initiative (TVI), Conservation Manitoba, and the Technical Vocational Leadership Council. Goals and Methodology The study focused primarily on how education for sustainable development has been mainstreamed into technical- vocational schools and K-12 schools that offer technical-vocational and practical/industrial arts courses in Manitoba.
Office for Career/Vocational Technical Education . Vocational Technical Education Framework Manufacturing, Engineering & Technology Services . Occupational Cluster . Engineering Technology (VENGR) CIP Code 150000 . June 2014 . Massachusetts Department of Elementary and Secondary Education Office for Career/Vocational Technical Education
