The following sections outline how case study findings are linked to the key objectives of the research. Where possible, parallels are drawn between the seven completed case studies and the project objectives. In some instances, the examples are few – in other instances more are cited.

The findings discussed in this section of the report align with the project’s four key research questions:

1. Determine the degree and extent to which Essential Skills are presently considered a barrier to accessing and completing apprenticeship programs;
2. 1. Identify the initiatives currently underway, and the processes employed to determine the depth and breadth of the Essential Skills lacking;
   2. Identify whether or not these initiatives are specific to particular regions, trades or segments of the population;
3. Determine if there is a baseline level of Essential Skills required for an entry level apprentice and if there are recommended strategies for assessing these; and
4. Identify among apprenticeship stakeholders awareness of Essential Skills issues and current initiatives which support Essential Skills and apprenticeship training.

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3.1 Determine the degree and extent to which Essential Skills are presently considered a barrier to accessing and completing apprenticeship programs

Employers virtually in every sector, labour representatives and Aboriginal spokespersons expressed concerns about the inadequacy of the workforce’s Essential Skills. These same stakeholders noted that the low levels of apprentices’ educational attainment and basic skills are significant barriers to accessing and completing apprenticeship.⁸ Given that many trades require that apprentice and journeyperson candidates possess ever-increasing skills and knowledge, a lack of Essential Skills creates challenges for industry.

A survey of 47 Essential Skills and apprenticeship initiatives initially selected by the project team, and by in-depth analysis of seven case studies suggests that these assumptions are true. The objectives of most of the 47 initiatives were to ensure that apprentices acquire the necessary Essential Skills to successfully complete their apprenticeship training. Eighteen of the 47 initiatives focus on “pre-apprenticeship” training; that is, they enable individuals to acquire a level of Essential Skills which would permit them to qualify for apprenticeship positions. In four cases, Essential Skills training was part of “upgrading” efforts because new equipment and processes demanded that apprentices possess the ability to read manuals or operate computer controls.

No quantitative data was collected to measure the “degree” to which a lack of Essential Skills in apprentice candidates may be a barrier to accessing and completing apprenticeship training. However, qualitative information retrieved from the case studies identified that a need to assist candidates in acquiring or refreshing their Essential Skills as a result of a technological change, workplace change and/or an inability to complete aspects of his or her apprenticeship, were primary catalysts for the development and implementation of the initiatives. In some cases, the fact that an increased number of apprentices were repeating examinations prompted stakeholders to examine and address a fundamental issue. More stakeholders are recognizing that apprentices who lack Essential Skills have a tendency to fail exams, repeat training, or abandon apprenticeship programs altogether. For these and a number of other reasons, Essential Skills initiatives are being established and implemented across the country for various skilled trades and sectors.

Sensing that Essential Skills were important to maintain a supply of certified trades workers, the creation of the British Columbia Construction Industry Skills Improvement Council, known as SkillPlan, was the construction industry’s response to an evolving workplace that required greater reading, writing, math, problem-solving, and oral communication skills of its workforce. Created in 1991, SkillPlan’s mission is to “develop strategies to help improve the Essential Skills of tradespeople working in the unionized construction industry in British Columbia and the Yukon Territory”.⁹ Prior to 1998, although apprentices’ and journeypersons’ lack of basic skills was an issue, there was no Essential Skills training undertaken for the construction sector in Quebec.¹⁰ After completing a comprehensive analysis of the construction workforce’s acquisition of Essential Skills, the CCQ commenced the development of Essential Skills training that was necessary for each trade. In 1998, working on the premise of continuous learning, the CCQ integrated Essential Skills training into the overall technical training component of the apprenticeship program.

As a result of a comprehensive human resource research study, the CARS Council concluded that a significant looming skills shortage, low retention rates of employees already in the industry, increasing technological sophistication of motor vehicles, and changes in environmental legislation are increasing the need and demand for training in the sector. The organization recognized that if training were to be effective and successful, employees would need to be equipped with the Essential Skills required to understand, assimilate, and apply the training that they receive. Therefore, in 2004, CARS launched an Essential Skills project which led to the development of a national strategy for Essential Skills development in the industry.

In the case of Keyano College, the development of Essential Skills programs was a direct response to a business need. In 1987, as one of the world’s largest producer of crude oil from oil sands and an employer of 5,000 people, Syncrude Canada Ltd. identified the need for a workplace reading program for its employees. While testing a group of employees for leadership abilities, the organization realized that it needed its training to focus on the Reading and Document Use Essential Skills. Given that the company employs state-of-the-art technology and therefore requires a highly-skilled workforce that is capable of lifelong learning, it is critical that Syncrude workers are able to read and comprehend documents. Hence, Syncrude turned to Keyano College to assist them in addressing this challenge.

In the case of the Opaskwayak Cree Nation (OCN) – Essential Skills Upgrading Project¹¹, the Aboriginal population’s lack of Essential Skills was identified as a major reason why there were few Aboriginal apprentices. This finding is consistent with those of the CAF-FCA’s Perceptions and Barriers Report which cites a relatively low level of education and academic preparation as one of the barriers which hinder Aboriginal people from accessing and completing apprenticeship.¹² Many Aboriginal students have not completed requisite math, science and technology, and English courses. The lack of sufficient official language skills in English or French presents challenges for Aboriginal students to enroll in and pass apprenticeship certification exams.

Recognizing its community’s skills development needs and the fact that external training providers were not flexible enough with their programs to address the specific needs of Aboriginal trainees, the OCN worked with the Manitoba Apprenticeship Branch and Employment and Training Services to incorporate an Essential Skills Upgrading program into the OCN’s Building Construction Apprenticeship program.

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3.2a Identify the initiatives currently underway and the processes employed to determine the depth and breadth of the Essential Skills lacking

This subsection of the report describes the type of initiative studied, the processes employed to determine the Essential Skills lacking, the Essential Skills targeted, and the resources required.

Description of Case Study Initiatives

The SkillPlan, CCQ, and CARS initiatives all provide services and/or tools to a specific industry sector; in the case of the first two, the construction sector, and in the latter case, the automotive repair and service sector. SkillPlan provides services that include assistance to training institutions and individuals and the production of publications. As described in the appended case study, SkillPlan works with a network of training plan administrators and instructors to support apprentices in fulfilling their Essential Skills upgrading needs. The workplace educator works with trades instructors and also offers group tutoring sessions after class. He or she will assist individual students, organize study groups and workshops, and help with classroom delivery when requested. In the early stages of development, SkillPlan’s educators focused on Reading, Document Use, Numeracy and Writing. These Essential Skills were identified in a needs assessment study which was designed to guide the development of SkillPlan’s services.

Apprentices are encouraged to take the initiative to access SkillPlan’s tutoring services on their own because the program is funded primarily through a collective bargaining agreement. Depending on the workplace educator’s availability, tutoring sessions can be held at any time of the day or evening, and in a location that suits tutor and apprentice. SkillPlan also develops short courses that can be routinely delivered while apprentices pass through each level of technical training. These courses cover a wide range of topics, including study skills, test-taking, and coaching.

From the beginning, SkillPlan workplace educators developed trades-specific worksheets and handouts to assist in tutoring apprentices. Whilst it worked more closely with institutions and industry on various projects, SkillPlan began to produce low-cost publications that met specific industry needs. For example, in 1994-95, it developed the Apprenticeship Handbook (later renamed Tools for the Trade: A Guide to Success in Apprenticeship). Today, SkillPlan offers a series of resources for the trades. These publications enable apprentices to prepare for technical training by working on essential Numeracy and science skills, using trades applications and illustrated explanations which mirror on-the-job-tasks. For example, a worksheet teaches apprentices how to convert fractions to decimals so that they can use a calculator, and then shows them how to convert back to imperial measurements so that they can use an imperial measuring tape. The Tools for the Trade Guide has been SkillPlan’s most popular publication.

Faced with growing pressure pertaining to the accessibility and regulation of the construction sector, a lack of qualified apprentices, and a lack of training which satisfactorily meets the needs of employers, in 1987 the Government of Quebec formed the Commission de la construction du Québec (CCQ). Prior to the creation of the CCQ, no single organization composed of representatives from employers and unions in the construction industry existed in Quebec.¹³ Employer and union representatives as well as members appointed by the government sit on the CCQ’s Board of Directors. Contributions from the total payroll of workers and employers in the construction industry provide the CCQ with funding.¹⁴

The initial mandate of the CCQ was to ensure a trained and qualified workforce in the construction sector. This mandate was expanded so that today the CCQ is responsible for implementing the Act respecting labour relations, vocational training and manpower management in the construction industry (Bill R-20) which provides the legal framework for the construction industry.¹⁵ As a result of the new and expanded mandate, the Comité sur la formation professionnelle dans l’industrie de la construction was formed. The Comité consists exclusively of employer associations and union groups in the construction sector and is responsible for advising the CCQ on all issues pertaining to ensuring a competent and abundant workforce in the construction sector.¹⁶ Working on the premise of continuous learning, Essential Skills training was integrated into the overall technical training component of the apprenticeship program in 1998.

It is the CCQ’s responsibility to assess applicants for the apprenticeship program. Candidates are not always assessed for Essential Skills when they enroll in apprenticeship technical training. In some cases, candidates may already be well into technical training when Essential Skills training is also offered.

Not all technical training includes Essential Skills training. Typically, the Comité sur la formation professionnelle of the CCQ assesses whether Essential Skills training is required for a specific trade prior to incorporating Essential Skills into a technical program. The CCQ and its committee are responsible for coordinating training which is typically delivered at 52 local training centres across Quebec.

Differing from the SkillPlan and CCQ’s initiatives, the CARS initiative showcases a project that led to the development of a national Essential Skills Strategy for the automotive repair and service sector. Three key deliverables resulted from the project: occupational profiles, an Essential Skills Assessment Tool, and a comparison of the Essential Skills levels required for select automotive repair and service occupations with the Essential Skills required to successfully complete automotive service and repair training.

Using a standardized methodology and measurement scale, seven occupational profiles were developed. They described the Essential Skills required of each occupation. The extent to which each of the nine Essential Skills is required in each occupation is described in terms of a five point complexity level, with level one complexity being the lowest (basic tasks) and five the highest (advanced tasks). Identifying the Essential Skills profiles of the seven key occupations was necessary to establish a baseline against which the Essential Skills levels of workers in those occupations could be measured and compared.

The next step in the process was to develop and implement an assessment tool that measured the level of Essential Skills of workers in the seven industry occupations. This tool enabled CARS to compare and identify the Essential Skills requirements described in the occupational profiles with the actual Essential Skills levels of workers. A series of 20 individual multiple choice questions were developed for each of the Essential Skills assessed (in this case, only three of the nine Essential Skills, therefore a total of 60 questions). The questions for each Essential Skill covered all five levels of complexity for that skill. The questions were all based on situations and activities that workers in the seven target occupations would likely encounter during their work day and referred to scenarios, documents (e.g. receipts, forms etc.), and copies of other workplace materials needed to answer the questions. The sixty questions were printed in numbered booklets that were distributed to testing centers across the country.

The final deliverable from the CARS project was a comparison of the Essential Skills levels required to successfully complete training in automotive repair and service courses with the Essential Skills levels needed to perform the occupations to which the training applied. This comparison served to identify gaps or discrepancies between training and occupational requirements that could hinder the development of the workforce.

While the SkillPlan and CARS initiatives provide services and tools for a specific sector or community, the Nova Scotia and Manitoba government initiatives launched system-wide Essential Skills programs which offer services, programs, and tools to apprentices and individuals working in the trades across the provinces. The Manitoba government’s Essential Skills Initiative for Apprenticeship has produced both tangible and intangible results. Tangible products include: awareness-raising tools, trades-specific Essential Skills assessment packages for selected trades, trades-related upgrading courses, and training workshops for instructors and assessors. Implementation of the strategy has also produced intangible results such as increased awareness, networking, and consultations with a variety of stakeholders across the province. Within the Aboriginal communities that participated in projects, intangible results include the development of local Essential Skills expertise and the capacity to teach others about new methods of curriculum development and program delivery.

One of the awareness-raising tools being developed by the Manitoba government is an Essential Skills Web page to which apprentices and trades qualifiers can refer. Workshops, presentations and information sessions to promote and inform stakeholders about trades-related Essential Skills are also being held with trades trainers, adult educators, unions, Adult Learning Centres (ALCs), Aboriginal communities, college service providers across Manitoba, and related government departments.

As part of the assessment process, Manitoba’s Essential Skills Assessment Package addresses both awareness-raising and assessment, and consists of:

• An information page about the Essential Skills needed for a given trade;
• A self-assessment checklist that allows an individual to compare their levels of Essential Skills with the levels required for a trade; and
• A set of trades-specific exercises through which an individual can determine whether they actually possess the levels of Essential Skills they believe they possess.

Efforts are currently underway to determine how Essential Skills assessments can best be integrated into existing apprenticeship intake processes in the Apprenticeship Branch. First, Branch staff identifies registered apprentices who would benefit from an Essential Skills assessment. The assessment, which can be conducted one-on-one or in small groups, is then carried out by an Assessment Administrator, who uses a Branch-developed assessment package to determine the upgrading needs of the apprentices.

After the assessment, a Referral Counselor scores the results and, based on the self-assessment and exercises completed, provides feedback to the individual apprentice. As part of the feedback, the Referral Counselor may recommend upgrading and outline some options. In most cases, apprentices are responsible for arranging their own upgrading training. Community-based programs may opt to use a group feedback approach to provide upgrading for an entire cohort of apprentices. Support for this type of customized training varies and depends upon local adult education resources. In some cases, the Apprenticeship Branch supports customized training program if it is part of a Branch pilot test.

Post assessment, there are a variety of ways that Essential Skills training can be delivered. To showcase specific alternatives, the Apprenticeship Branch has focused on the development of three delivery models that might be used to address three common learner groups. The Trades-Related Essential Skills Upgrading is a higher-level, multi-trade, classroom-based upgrading course that precedes technical training. The upgrading will be delivered in some of the over 30 Adult Learning Centres (ALCs) located across Manitoba. These publicly-funded centres serve as potential partners in delivering trades-related Essential Skills upgrading to apprentices or trades qualifiers. To explore the partnership with ALCs, the Apprenticeship Branch is piloting a newly-created Essential Skills training course in each of three ALCs starting January 2007. This course will focus on the upgrading needs of apprentices in the construction sector, and will combine Math and Document Use skills development. If the pilot is successful, additional sites and courses may be added. To prepare for the delivery of the pilot, instructors are first involved in a train-the-trainer and materials development project.

The Trades-Related Essential Skills Practicum is a combination of in-class and hands-on trade exposure that prepares at-risk or lower-level learners in community-based programs for technical training. To address the needs of learners who many not adjust well to a classroom-based delivery format, the Apprenticeship Branch developed a “practicum” delivery model that combines classroom time with “time on the tools”. Regardless of the length of the program (between six and eighteen weeks), half of each day is spent on Essential Skills development, while the other half of the day is spent on building projects of value to the community. Essential Skills development is linked as closely as possible to hands-on activities in order to reinforce the relevance of the learning and provide opportunities for immediate application of new skills.

Finally, Manitoba’s Trades-Related Essential Skills Integrated Refresher consists of a concentrated tutor support program that accompanies and is integrated into one level of technical training. This model is often employed when a longer Essential Skills program cannot take place before technical training begins. The model incorporates one to two weeks of an intensive, level-specific Essential Skills refresher before technical training begins, and also includes one afternoon (or morning) per week of Essential Skills tutoring during and throughout the level(s) of technical training.

Nova Scotia’s Essential Skills strategy is similar to Manitoba’s strategy in that the Nova Scotia strategy also involves an assessment process and delivery of training programs. There are two components to the strategy that address the Reading, Document Use, Numeracy, Math and Writing Essential Skills. The first is the assessment learning plan development, and the second is training support. The assessment learning plan development process is individualized and trades-specific. The process is completed upon registration and consists of an informal interview or consultation with the candidate. Other assessment tools are accessed as required. The Skill Development Coordinators and/or Apprenticeship Training Officers (division field staff) conduct the assessment with the candidate using a guide developed to facilitate this activity. The assessment process is designed to identify the strengths that a candidate possesses.

The next step in the assessment process is to document or assess the candidates’ skills with respect to Document Use, Reading, Math, and Writing. The process consists of a consultation with the candidates at which time they are asked about their learning and educational experiences, work, home, and union life. Documents pertaining to the candidate’s work are shown to the candidate and questions are informally asked about the documents. This allows the assessor to determine the Essential Skills levels of the candidate.

Rather than “test” the candidate, a series of tools are used as part of the discussion. Results of the assessment are provided immediately to the candidate, who then works with the Skill Development Coordinator and/or Training Officer to create their learning plan. The learning plan is specific to the learner, clearly identifies achievable objectives, is logically sequenced, and is relevant to technical training.

The training support offered consists of four options or streams to which candidates are referred once they are assessed for Essential Skills training. These are:

1. One-on-one tutoring: the division pays for a tutor who is retained to provide one-on-one training for the candidate. In some instances, apprentices are referred to their local learning community networks. These networks are funded throughout the province and deliver literacy programs.

2. Refresher courses: The division offers two refresher courses to apprentices while they are working: Math and Document Use refresher courses. These courses are delivered by community colleges which typically offer the program two nights per week. The division can also provide the course content to students so they can take these courses on their own time. This is part of the division’s continued efforts to develop tools that can be adapted to suit apprentices’ needs. The courses are free and students are only required to purchase course materials and documents.

   Math Refresher: Math refresher courses address the Numeracy Essential Skills for the trades and are designed to appeal to a variety of trades. There are nine “stand alone” math units available to instructors or tutors. The course content incorporates trades-relevant math problems and trades-specific resource texts and tips for teaching.

   Document Use Refresher: This course was launched in the spring of 2006 and may be used by a Workplace Educator, on-site mentor or journeyperson, tutor or by the apprentice for self-study. The curriculum/tools help prepare the apprentice for technical training and provide better opportunity for success in their examinations.

3. Workplace education programs: Workplace education programs incorporate workplace issues and material into the curriculum. Workplace education programs are integrated into technical and interprovincial upgrade training and are delivered on-site in the workplace and/or in a union classroom. This model has been adapted for apprentices and works well in workplaces that employ a large group of apprentices.

4. Evaluating Academic Readiness for Apprenticeship Training (EARAT): Developed by the Ontario Ministry of Training, Colleges and Universities, this model appeals to candidates who have completed a grade 12 or higher level of skill. It provides a tool that candidates can use to assess the skills required to prepare for technical training. Candidates request the EARAT from the training officers and the tool is provided by the division.

The curriculum for any of the four options is typically developed by instructors with support and assistance from the division and colleges. The division is currently developing some of the programs. The division will also work with a group such as a union or community group, and customize the courses and program to meet the needs of candidates.

As part of information gathering, the division developed and maintains the Apprenticeship Certification Information System. This system tracks whether or not candidates have had an assessment, the type of Learning Plan developed for them, and their completion of the Learning Plan.

Focusing on the Aboriginal community, the OCN Essential Skills Upgrading Project was developed as part of the OCN’s Building Construction Apprenticeship Program for the Opaskwayak Cree Nation First Nations community. The program begins with an assessment of trainees’ academic level, aptitude, and life skills. From this assessment a training plan is developed. Trainees spend the next six and a half months completing work experience with a qualified carpenter by building a house in the community. The work experience exposes trainees to the skills required in the carpenter trade, builds a sense of a team within the crew, and qualifies participants for Employment Insurance support through the subsequent stages of their training. Following the work experience, trainees enter seven weeks of life skills training which helps to build greater self-awareness and builds a foundation of self-confidence that helps trainees to feel ready to move on to academic skills upgrading.

In addition to the work experience and life skills training, the Essential Skills upgrading program involves 18 weeks of training in the classroom and hands-on instruction in the woodworking shop and on community building projects. This split between theory and hands-on learning was designed to keep students stimulated and engaged throughout the 4.5 month training process.

The development of the Essential Skills upgrading program served as an opportunity to train adult educators and trade instructors in the community in Essential Skills and competency-based, work-focused curriculum development processes. The resulting curriculum will be piloted in other northern communities in 2007. Teaching resources were created by the instructors using authentic workplace documents. The project also served as a way of strengthening the partnership between the community, the Apprenticeship Branch, and Employment and Training Services.

The Keyano College initiative differs from the other six case studies in that Keyano developed and implemented programs in response to the needs of a local business, Syncrude Canada Ltd. The Effective Reading in Context (ERIC) program was the first workplace reading program developed in Canada. It is a unique, customized program that was initially created for Syncrude and its employees. The program was piloted over a 6 month period following a comprehensive research process that included interviews with Syncrude employees, and a review and analysis of the documents that employees commonly employ in their work. In the first year, ERIC was delivered to “potential team leaders” who, after a two-hour assessment by a Keyano College instructor, completed the 12 to 28-hour program. The program was eventually offered to the entire Syncrude workforce, since it was so well-received in its first year. Apprentices were also permitted to take the training, although the program did not specifically focus on them. The program has since evolved and the assessment component has been eliminated. Today, participants register directly with the College rather than registering for the course through training representatives.

ERIC has since been renamed Safety and Workplace Reading program. In response to the changing needs of the workplace, the program now has a strong focus on safety and:

• Provides participants with strategies to manage their training and workplace reading;
• Uses relevant reading materials for maximum adult learning; and
• Links workplace reading to workplace safety by identifying common influences.

The program’s core components include:

• Preview (a quick visual survey which enables a reader to become familiar with documents before applying additional reading strategies. It helps clarify reading purpose);
• Navigate for Patterns;
• Skim;
• Scan (methodical document search for details, facts, numbers, dates or lists of data);
• Map (visual re-organization which enables the learner to collect, group, and access data from safety and workplace documents); and
• Study to Upgrade.

The creation of the Syncrude Applied Math (SAM) program (originally named Working in Numeracy -WIN) followed a similar process to the one used to develop the ERIC program. An Advisory Committee of employees and supervisors was established to provide the company’s workplace math applications and evaluate the proposed curriculum. The research process also involved interviewing employees about the math skills they require for their work, and a review and analysis of the documents employees commonly employ in their work. The program was piloted with ten people over a 40 hour period. Based on the results of the pilot, the proposed curriculum had to be revised to include science components.

Today, SAM focuses on providing foundation skills for business literacy, trades-specific math, and everyday use. The program offers workplace-specific math applications grouped under the following themes:

• Numbers and Number Sense covers fractions, decimals, percentages, ratios rate and proportions. SAM provides the opportunity for students to review or “re-learn” these concepts which were sometimes not grasped in earlier grade levels;
• Measurement and Geometry covers imperial and metric measurement, conversions between the two, and geometry. Workplace examples include:
  • — Metric to imperial conversions;
  • — Division of a pipe into two pieces of specified length – how much is left over after the cutting?; and
  • — Length of conduit needed, given angles of the path it will travel.
• Data: Data Analysis, Statistics and Graphing covers basic graphing and statistics;
• Algebra: Patterns and Functions covers algebra, solving equations, transpositions of formulas, and signed fractions and decimals. Workplace examples include:
  • — Reading graphs to assess the number of barrels of oil produced in a certain year; and
  • — Projecting future workforce needs.

Keyano College integrates the Safety and Workplace Reading (formerly ERIC) and SAM into a variety of programs and workplace training and adapts the length of the programs to the needs of the participants. The college also integrates these programs and other Essential Skills training into several Aboriginal pre-trades and upgrading programs that include:

• PACE (Preparation for Academic and Career Upgrading) (Janvier & Conklin Campuses);
• Aboriginal Skills Employment Partnership(ASEP) PACE and ASEP CCC (Clearwater Campus);
• Shapotowak (Cree for clearing or opening) Program (Clearwater Campus) partnered with 2000 Plus Ltd. and Mikisew Cree First Nation; and
• Apprenticeship Preparation for Aboriginal People (APAP) (an Alberta Workplace Essential Skills (AWES) program in the development stages).

Generally, elements of the Essential Skills programs are introduced for one to two hours per day, over a period of weeks. An Essential Skills instructor delivers the courses and is available to work with students on an individual basis.

Processes employed to determine the Essential Skills lacking

Three of the case studies initiatives conducted some type of process to assess a candidate’s Essential Skills.

Manitoba Essential Skills Strategy employs a Branch-developed assessment package to determine the upgrading needs of apprentices. This package consists of:

• An information page about the Essential Skills needed for a given trade;
• A self-assessment checklist that allows an individual to compare their levels of Essential Skills with the levels required for a trade; and,
• A set of trades-specific exercises through which the individual can determine whether they actually possess the levels of Essential Skills they believe they possess.

An Assessment Administrator conducts an assessment either one-on-one or with small groups of candidates. Once the first step of the process is completed, a Referral Counselor scores the results and, based on the self-assessment and exercises completed, provides feedback to the individual apprentice. Part of the feedback provided to candidates includes the type of upgrading recommended and learning options available.

The assessment learning plan development in the Nova Scotia Essential Skills Strategy is an individualized and trades-specific process completed upon registration for the apprenticeship program. Using a guide developed for the assessment, Skill Development Coordinators and/or Apprenticeship Training Officers assess candidates focusing on identifying the candidate’s strengths. Other assessment tools are also employed as required.

Candidates are asked about their learning and educational experiences, work, home and union life in either an informal interview or consultation. Documents pertaining to the candidate’s work are shown to the candidate and questions are informally asked about these documents. This allows the assessor to determine the Essential Skills’ levels of the candidate. Results of the assessment are used to create the candidate’s learning plan that is specific to the candidate, clearly identifies achievable objectives, is logically sequenced, and is relevant to technical training.

Differing from the Manitoba and Nova Scotia strategies, CARS developed a tool that can be used to measure candidates’ or workers’ levels of Essential Skills. The assessment tool enables CARS to compare and identify the Essential Skills requirements described in occupational profiles with the actual Essential Skills levels of workers. The tool consists of a series of 20 multiple choice questions which covering five levels of complexity for each of the Essential Skills assessed. The questions refer to scenarios, documents such as receipts and forms, and copies of workplace materials and are based on situations and activities that workers were likely to encounter during the work day.

Both the OCN and CCQ conducted assessments to determine the type of Essential Skills training required. In fact, the OCN Essential Skills Upgrading Program is developed around the results of an assessment of trainees’ Essential Skills and personal learning priorities. In the CCQ’s Essential Skills Initiative, candidates are not always assessed for Essential Skills when they enroll in apprenticeship technical training. In some cases, candidates may already be well into technical training when Essential Skills training is also offered.

Resources

The main resources employed in the seven case studies were human resources, time, and funding. With the exception of the Keyano Essential Skills Programs, and in part, SkillPlan, the other five initiatives reviewed in-depth benefited from some form of government funding. The CARS Essential Skills Project received $1 million from the federal government for the two-year project. This paid for a full-time project manager, part-time administrative assistant, and Information Technology (IT) support. The funding also covered project expenses that included consulting fees, logistics, and support to develop tools and communication activities.

Likewise, the OCN initiative received funding in part from the Manitoba government’s Advanced Education and Training Branch for the development and delivery of the 18-week Essential Skills program. Development and delivery of the program cost $124,000 of which the Manitoba government funded $51,000. The remaining funds were provided by OCN Employment and Training. In addition, the program was enriched by Reading, Writing, Document Use and Numeracy content material used by carpenters in their daily work.

The Manitoba and Keyano case study organizations provided a range of the costs required to implement a province-wide strategy (in the case of Manitoba), and to adapt existing programs (in the case of Keyano). In addition to existing Manitoba Apprenticeship Branch staff resources, about $50,000 of project funding has been allocated per year to pilot projects under the strategy. Funding is provided by various sources and pays for the expertise of consultants who are commissioned to deliver between five to 20 projects each year, depending on the project scope. Funding is also used to develop curriculum, resource materials, building materials, and ensure program delivery.

The cost to adapt the ERIC program developed by Keyano College in conjunction with Syncrude is about $25,000. This includes the expense of delivering ten in-class sessions over a three to four-week period. Each class typically lasts three hours in length. The SAM program is more costly to adapt than the ERIC program because of the time required to create work-specific math problems.

It currently costs the CCQ $24 million annually to offer technical and Essential Skills apprenticeship training across the construction sector. This does not include the salaries or human resources required to assess apprenticeship applications and determine the technical and Essential Skills training required of each trade. The CCQ’s Comité sur la formation professionnelle consists of 26 subcommittees representing every trade and occupation, and nine subcommittees representing every region in Quebec. In total, there are up to 400 representatives for all committees. Trades Committees assess the qualitative aspect of training; regional subcommittees assess the quantitative aspect for each region, according to need. While the CCQ assesses applications received for apprenticeship training, the Comité sur la formation professionnelle coordinates the type of training required, as well as the integration of Essential Skills training, at regional and provincial levels.

The CCQ is responsible for the development of Essential Skills training courses and for ensuring their integration into the overall technical training of the apprenticeship program. Staff members of the CCQ who worked on the development and integration of Essential Skills training into the overall technical training possessed a number of diverse skills: expertise in education, curriculum development, and knowledge of the construction trades.

The financial contribution from the union sector towards SkillPlan’s structure and activities is a unique feature that distinguishes it from the other case studies. As a not-for-profit organization, SkillPlan is partly funded through a collective bargaining agreement in which B.C. unions pay one cent (in some cases, two cents) an hour for every hour their members work. These funds, together with additional revenues generated through a fee-for-service for special projects, are used to deliver SkillPlan’s services.

All case study organizations required significant human resources to deliver the initiative. Both Nova Scotia and Manitoba governments provide staff to assess potential candidates for Essential Skills training, although the Manitoba government also recruits external human resources to provide this service. In both case study organizations, additional staff is dedicated to and provides support for the Essential Skills initiative. One unique aspect of these provincial government initiatives is the reliance on expertise from the local community to deliver the programs. Collaboration with local education, unions, and/or businesses to adapt and/or deliver Essential Skills training is necessary.

The amount of time dedicated to develop and implement Essential Skills initiatives or projects varied across the seven case studies and depended on the scope of work for each initiative. Nova Scotia reported that it took two years to pilot its tools and programs and that it is still pilot testing some tools. Likewise, an incremental and more deliberate approach to developing and implementing Essential Skills tools was followed by the Manitoba government. This has proven to be beneficial for the strategy, even if during the early stages of implementation it took more time.

As mentioned earlier, the CARS Essential Skills Project also took two years to complete. This included the planning, research, tools development, testing, and communication of the results. In the case of the CCQ, in 1998, together with its labour and employer partners and with the support of the Ministère de l’Éducation, the CCQ created Essential Skills courses for all 26 construction trades at the same time. That is, development of the courses for the trades was not completed in a phased approach. The main reason for this was the CCQ’s strong opposition to selecting one trade over another. The project took about ten years to complete for all 26 trades.

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3.2 b) Identify whether or not these initiatives are specific to particular regions, trades or segments of the population

The construction sector is strongly represented among the 47 environmental scan initiatives. This is to be expected, given the number of trades the sector employs. Eighteen of the 47 initiatives targeted this sector, while three projects focused on the automotive repair and service industry, and two focused on the manufacturing and mining sectors. Health care, manufacturing, and the petroleum industries each accounted for one initiative. The remaining 19 initiatives did not have a specific industry focus.

Thirty-two of the 47 initiatives were Red Seal trades-specific, with most of these initiatives focusing on the building or construction trades (carpenters, electricians, and plumbers). Generally though, the trade targeted by the initiative depended in part upon the organization(s) involved. This also was true for the seven in-depth case studies completed.

The target audience varied for the seven case studies completed. All focus on the trades, but the number of trades targeted by the initiative varied from no specific trade to all trades. Table 2 summarizes the target audience for each case study initiative and illustrates the diversity of each.

Table 2: Target Audience of Each Case Study

Source: CAF-FCA Essential Skills Project. (2006).

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The most common equity-seeking group identified by the 47 initiatives and seven case studies was Aboriginal peoples. Thirteen of the 47 initiatives focused on Aboriginal peoples, while only 2 focused on women. Most of the 47 initiatives did not focus on equity-seeking groups, per se. Reflecting these overall totals, of all of the equity-seeking groups most of the seven in-depth case studies initiatives examined tended to focus Aboriginal peoples.

Based on the findings of the environmental scan report, a significant proportion of Essential Skills activity appears to be within pre-apprenticeship or career preparation programs. While the overall goal of these programs is to ensure that apprenticeship candidates possess the Essential Skills necessary to complete an apprenticeship program, six of the seven case study initiatives provided services and programs to apprentice who were either not yet accepted into or already enrolled in an apprenticeship program.

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3.3 Determine if there is a baseline level of Essential Skills required for an entry level apprentice and if there are recommended strategies for assessing these

Four Essential Skills are common to apprenticeship training

The case study initiatives examined in this project vary in scope and purpose. As such, it is sometimes difficult to compare one initiative to another, since each initiative was created for a different purpose and environment. While it is difficult to categorically identify a baseline level of Essential Skills required for an entry level apprentice certain trends were noted among the seven case study initiatives.

The CARS , SkillPlan, CCQ, and the Government of Manitoba’s Essential Skills initiatives focused on all nine Essential Skills, while the other case study initiatives targeted two or three of the nine. Table 3 provides a breakdown of the Essential Skills covered by all 47 initiatives identified in the environmental scan. Wherever possible, and within the parameters of the research work completed for this project, Reading Text, Numeracy (math skills), Document Use and Writing skills can be considered common to apprenticeship training, since these four Essential Skills were targeted by the majority of the initiatives.

Table 3: List of Essential Skills Covered by 47 Initiatives Listed in Environmental Scan

Source: Environmental Scan Report. (February, 2006).

Reading Text, Numeracy and Document Use are the three Essential Skills most identified in each of the 47 initiatives listed in the environmental scan, including all of the seven in-depth case study initiatives. Although the CARS project included all nine Essential Skills, two Essential Skills, Oral Communication and Document Use, were found to be prevalent in and common to the occupations profiled. In some cases, teaching candidates how to write and pass examinations was considered part of the Document Use Essential Skills training, as demonstrated by the Nova Scotia Essential Skills Initiative. Writing was also a key Essential Skill targeted by the seven case study organizations.

Two of the case study initiatives reviewed in-depth integrate other necessary skills into their Essential Skills training. For example, the CCQ identifies an additional three skills as part of the nine Essential Skills listed by HRSDC: planning, analysis and problem-solving, and client relations. The OCN case study integrates thinking skills, continuous learning and working with others as part of the overall Essential Skills training.

The CAF-FCA’s Perceptions and Barriers Report also identified a lack of certain life and learning skills as a significant barrier for Aboriginal people. “Learning to learn” is often perceived to be an important skill for preparation and entry into apprenticeships. While some may argue that life skills training is a more important success factor in apprenticeship training than Essential Skills training, both are key to successfully accessing and completing apprenticeship training.

Processes used to assess candidates’ Essential Skills

The research work completed for the project did not identify recommended strategies to assess the Essential Skills required for an entry level apprentice. However, three of the case studies conducted included some type of process to assess a candidate’s Essential Skills.

The Manitoba Essential Skills Strategy employs a Branch-developed assessment package that consists of:

• An information page about the Essential Skills needed for a given trade;
• A self-assessment checklist that allows an individual to compare their levels of Essential Skills with the levels required for a trade; and,
• A set of trades-specific exercises through which an individual can determine whether they actually possess the levels of Essential Skills they believe they possess.

An Assessment Administrator conducts an assessment either one-on-one or with small groups of candidates. Upon completion of this first step, a Referral Counselor scores the results and, based on the self-assessment and exercises completed, recommends the type of upgrading required and learning options available.

The assessment learning plan development in the Nova Scotia Essential Skills Strategy is an individualized and trade-specific process completed upon registration for the apprenticeship program. Using a guide developed for the assessment and other tools as required, Skill Development Coordinators and/or Apprenticeship Training Officers assess candidates and focus on identifying the candidate’s strengths.

Candidates are asked about their learning and educational experiences, work, home, and union life during an informal interview or consultation. Documents pertaining to the candidate’s work are shown to the candidate and questions are informally asked about these documents. This allows the assessor to determine the Essential Skills’ levels of the candidate. Results of the assessment are used to create the candidate’s learning plan.

Differing from the Manitoba and Nova Scotia strategies, the CARS case study describes an assessment tool that enables CARS to compare and identify the Essential Skills requirements described in the occupational profiles with the actual Essential Skills’ levels of workers. The tool consists of a series of 20 multiple choice questions covering five levels of complexity for each of the Essential Skills assessed. The questions refer to scenarios, documents such as receipts and forms, and copies of workplace materials and are based on situations and activities that workers likely encounter during the work day.

Both the OCN and CCQ case studies also employ assessments to determine the type of Essential Skills training required. The OCN Essential Skills Upgrading Program begins with an assessment of the trainees’ academic level, aptitude, and life skills. In the CCQ’s Essential Skills Initiative, apprentice candidates are not always assessed for Essential Skills when they enroll in apprenticeship technical training. In some cases, candidates may already be well into technical training when Essential Skills training is also offered.

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3.4 Identify, among apprenticeship stakeholders, awareness of Essential Skills issues and current initiatives which support Essential Skills and apprenticeship training

Provincial/territorial governments lead the majority of Essential Skills initiatives

A wide range of organizations are leading Essential Skills initiatives. Eighteen of the 47 environmental scan initiatives were led by provincial/territorial governments. Nine of the 47 initiatives were led by labour and/or joint labour/management and education organizations, and eight initiatives were led by private sector companies. Only two initiatives were spearheaded by Sector Councils, and one was spearheaded by a community organization. Of all provincial/territorial governments, Manitoba, Nova Scotia and Prince Edward Island were identified as most active in leading Essential Skills in apprenticeship initiatives. Both Nova Scotia and Prince Edward Island currently have five initiatives underway, while Manitoba has one large initiative consisting of a variety of projects and activities.

Partnerships are common among the initiatives, although some of the case study organizations worked primarily alone. Partnerships between organizations are prevalent where provincial/territorial governments either provide funding for the Essential Skills initiative, or develop programs, provide resources, and work with private sector companies in conjunction with educational institutions.

8. Canadian Apprenticeship Forum – Forum canadien sur l’apprentissage. (2004). Accessing and Completing Apprenticeship Training in Canada Perception of Barriers, A Consultation Report. Ottawa, Author. p. 42.
9. Case Study: SkillPlan – Essential Skills Project.
10. Case Study: Essential Skills Initiative – Commission de la construction du Québec.
11. Referred to as the OCN Case Study.
12. Canadian Apprenticeship Forum – Forum canadien sur l’apprentissage. (2004). Accessing and Completing Apprenticeship Training in Canada Perception of Barriers, A Consultation Report. Ottawa, Author. p. 43.
13. 15 ans à vos devoirs, à vos mémoires, CCQ.
14. Ibid.
15. CCQ website. Retrieved from http://www.ccq.org/A_QuiSommesNous.aspx?lang=en& profil=GrandPublic.
16. 15 ans à vos devoirs, à vos mémoires, CCQ.

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