E3S9A8/317A1983QCSE

Conseilsupérieurde l'éducationQuébec

THE VOCATIONAL TRAINING 0F YOUNG PEUPLE

A CRITICAL ANALYSIS 0F THE MINISTERIALPROPOSALS AND OTHER FOOD FOR THOUGHT

Advice to thé Minister of EducationMarch 1983

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THE VOCATIONAL TRAINING 0F YOUNG PEUPLEA CRITICAL ANALYSIS 0F THE MINISTERIALPRÔPOSALS AND OTHER FOOD FOR THOUGHTAdvice to thé Minister of EducationMarch 1983

CONSEIL SUPÉRIEUR DE L'ÉDUCATiONC' -"RE DE DOCUMENTATIONl;:", Route de rÉglise, porte 320SL-inîe-Foy, QCG1V4Z4

Ce document est la traduction de ^Favis intitulé La formation professionnelledes'jeunes. Analyse critique es P''opositwns^mimsténe es et que ques consi ërations^com-p émentaires a opté S a e réunion UL ,le 31 mars 1983

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APPENDIX I: Schools Visited and Organizations Consulted 92

APPENDIX II: Thé Interdependence of Accessibility to Educationand thé development of Vocational training

INTRODUCTION

A Vn-zam R^.p&w^tk Pn.om^e.

Tfce. acc^.de.n/fcôo^ Gnswth

Thé vocational training of young people has been a very

controversial subject since thé time in which thé tradeschools were incorporated into thé polyvalent highschoots and thé classical collèges and technical instituteswere intégrated as général and vocational collèges. ThéParent Report had made of vocational training one of thépillars of thé school reforms of thé sixties by proposingthat it be a fundamental part of overall personal

development and an important élément in a plan for thétransformation of Québec society as a whole. Thécommissioners has expressed thé hope of seeing a

significant proportion of our young people being directedtowards a more prestigious vocational sector, better

adapted to thé diverse needs of an expanding society.

Despite thé fact that thé reforms contributed to aconsidérable improvement in thé quality of thé vocationaltraining dispensed in Québec schools, enthusiasm has givenway to not a little pessimism as a result of thé impactof a number of setbacks. Throughout thé school Systemvocational training often seems to play thé rôle of apoor relation. Thé short vocational program hasattracted numerous criticisms, including that of being

a dumping place for students demoralised by earlierfailure and of attracting only those pupils having

little aptitude for abstract intellectual pursuits.Since a large number of young people, parti cularlythose emerging from thé secondary schools, expériencegréât difficulty in finding work, thé vocationaltraining offered in thé schools is blamed for failing

to realize thé aims of thé Parent Report, i. e. that

young people find satisfying employment as a result of

thé polyvalence of their training. There is no way

in which thé schools can suffer from thé i 11 s of

which their severest critics accuse them; they are not

alone responsible for ail thé problems faced by young

people. For some years important events hâve permitted

thé secondary schools to examine seriously their activities

and thé responsibilities arising from them, thus indicating

for vocational traimng paths to reform and renewal.

Thé. î>£4^A, e. ^O^LChange, andRe-neim^

In 1979, thé Gouvernement du Québec took thé initiative

in inviting its partners in éducation to take stock of

thé state of vocational training. In thé Schools of

Québec, it announced its intention to lay down a policy

on vocational training «which will hâve as its objective

thé revitialization of this sector, which is essential

to thé future development of Québec"». Thé following

year saw thé appearance of a preliminary working document

intended for discussion at an important conférence of

ail thé interested parties. It never took place; thé

conférence was cancelled and thé working document

entitled Thé Vocational Traim'ng of Young People in

Québec was withdrawn from circulation.

Thé récent appearance of a new ministenal project on

vocational training has renewed thé discussion on a

différent basis; hère major problems, such as work and

unemployment among young people are taken up, as well

l. Ministère de 1'Education, Thé Schools of Québec, Policy Statement andPlan of Action, Québec, 19 , p.

A S-te-p Fo/imcngPOA/É o^ a.Co-ttec^ufc E^o-tt

as thé new requirements of industry, thé social andéconomie needs of young Quebecers who hâve beguntheir «working lives», thé difficulties encounteredby educators working in institutions dispensing vocationaléducation. This document is at thé moment thé subject

of widespread consultation.

Thé Conseil sees thé présent opinion as part of théwork it has already carried out concerning thé vocationaltraining of young people. It wishes, among other things,to participate actively in thé général discussionstimulated by thé proposais for revitialization andrenewal contained in thé ministerial document. To this

end, its members hâve parti cipated in thé régionalconférences organized by thé Ministère; they hâveexamined some of thé memoirs submitted to thé Ministère

by organizations and groups; they hâve carried on theirown consultations with educators, administra tors andreprésentatives of thé world of business and industry.One major préoccupation guided their efforts: toenrich thé government's analysis and proposais to thébenefit of young people and thé schools. Thé Conseilhas chosen to propose certain complementary perspectiveswhich mitigate or strengthen thé guidelines and thémeans suggested in thé ministerial document; it élaborâtesa certain number of hypothèses for thé improvement of thé

quaiity of thé vocational training of thé young peupleof Québec. While thé ministerial document examines,in one way or another, every level of éducation, this

2. See Appendix l

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An attempt atco^eA.e.nc.e and&i/wthu^

Thé basis of thé ministerial analysis

A broad and cohérent edyçational_EersBeçt^ye

Thé writers of thé ministerial document hâve chosen tosituate their analysis of vocational training in abroadened perspective of thé Québec school system. Whilethé earlier document on thé same subject placed théaccent on school organization and on thé schools'responsibility to prépare young peuple to take theirplaces in thé labour market, thé présent study places iton thé cultural influences amid which this traimnqoccurs and on thé social context of which it is a part.Willingness to consider thé subject in such a broadperspective goes hand in hand with an attempt at cohérenceans synthesis. This perspective makes it possible toexamine points of interest which are essentially pédagogie,such as thé obligation to provide ail young people witha rich and soiid basic éducation and thé need to give totechnical éducation enhanced status in thé curriculumfor elementary and secondary schools. Thé document squarelyfaces thé problem of young people's experiencing théeffects of académie failure by reminding thé reader ofthé urgent need to find solutions to learning problems,by giving them spécial attention, by using techniqueswhich permit of thé identification of their causes, bydiagnosing and correcting difficulties. Thé textcontinues by calling for thé development of a pedagogywhich renews itself and is adaptable to thé needs and

5. Ministère de TEducation, La formation professionnelle des jeunes auQuébec, 1980, 78 pages.

An ^yvte^Aja^t&dpe^ôpe.c^cue. o^e.duca.fcc.on

expectations of thé most diversified nature. Thé

analysis reminds us of certain proposais regarding

learmng difficulties, éducation in economically

disadvantaged régions, as well as thé new dispositions

an" sing from thé application of Thé Schools of Québec;

thus an attempt is made to assure a level of cohérence

and of continuity with thé complexity of educational,

cultural and économie poli ci es which thé government has

already published.

Thé document goes to thé source of some educational

problems and analyses some pédagogie difficulties at thé

school 1eve1. Thus thé reader is informed that a large

number of young people are parachuted, for better or for

worse, into thé vocational sector because they are thé

victims of learning problems which hâve been poorly

identified and left uncorrected for a very long time.

In order that thé vocational training sector not become

thé dumping ground for ail thé poorly adapted pupils in

thé System, thé document proposes that a number of

significant steps be taken to im rove its image, not only

at thé 1eve1 of vocational traimng, but at thé level of

thé eneral éducation dispensed to ail secondary school

pupi'ls.

ïç^îlçï!^l-î!C^lr21r]3-ln-terms-of-çontlnylty

ContiwLitif o^.tune.

To begin with, thé ministerial document lays daim to

continuity with thé basic perspectives laid down twenty

years ago in thé Parent Report. It identifies certain

of its most important proposais for thé future of

Thé. n.wJi mw.vwa.Qo^ potyvaJi.e.nc. e.

vocational training with thé objectives of thé gréât

reform; it takes into itself thé choice of vocational

training, «which called for thé institutional intégration

as it is known today - of vocational training which, for

thé vast majority of candidates, is within thé educationalstructures, accessible to thé entire population"». Thé

document is in thé same trajectory as thé important

announcements and movements for renewal which hâve laid

daim in récent years to thé ideals of thé school reforms

of thé sixties; it refers, among others, to Thé Schools

of Québec, thé elementary and secondary régimes pédago-giques, Children with Learning and Adaptation Problems,and thé work of thé Jean Commission. It draws attention,

finally to its fidelity to certain major cultural, scientific,économie and social poli ci es of récent date. Thé document

goes beyond a simple restatement of thé idéal s of thépast or of thé spirit of récent publications. Théministerial analysis brings out some new aspects of

vocational traimng; thé same is true for such concepts

as polyvalence and démocratisation.

A faithful illustration of thé concept of polyvalence

as conceived in thé Parent Report is to be found in a

description givensome years later by thé authors ofL'école coopérative, polyvalence et progrès continu

concerning graduated options:

6. Technical and Vocational EducatiQn, p. 9

TowaAd& a.b^.oa.denw.go^ thé. c.onc.e.pto^ poiyvaience.

«At a given level (for example, 10th year)and in thé basic subjects, such as mathematics,

thé school curriculum la s down two or three

courses which are différent from each other,

in terms of lengthor of content, or of both

of thèse. Thèse courses are said, thus, to be

graduated and, because thé pupils hâve a choice,they are referred to as graduated options ».

This notion is to be found today in thé Comprehensive

High Schools of thé United States, developed to dispense

to pupils of thé ninth to thé twefth year of studiesa course with a multitude of options and freedom of

choice. Hère, thé new régime pédagogique which is

currently being applied brings us doser to thé French

model of thé «Collège unique», and more generally to thé

European model of thé «middle school», which dispenses

thé second level of compulsory éducation following

elementary school. As opposed to thé diversity ofcourses and o tions which are thé rule in English

secondary schools in North America, Québec now proposes

a common trunk made up of literary and scientific sudjects

for ail pupils; thé régime pédagogique opens a window to

technology by offering ail pupils a course in Initiation

to Technology in thé third year of secondary studies.

Thé spécialised vocational courses are not normally

taken until after thé fifth year of high school. Thé

document opts for a concept of polyvalence which aims at

7. L'école coopérative, polyvalence et progrès continu. Commentary onegu ation o t e ministère e ucation. Que ec, September, 1966,

p. 72.

thé pupils' acquiring a certain number of basic conceptswhich wi11 make it possible for them to become partof thé urban community easiîy and harmoniously, 1t is

to this concept of éducation that thé ministerial documenton vocational éducation refers when it states that:

«Thé aims of secondary school remain essentially

those of basic traininq, and (... ) there can be

no question of bartering this basic traimngfor any hurried professional spécializationdidacted by thé sort term fluctuation of thé

job market".»

Thé document also aims at making thé school more

autonomous, less subject to thé demands and requirements

of subséquent studies:

«Thé school System cannot be designed solelyfor those who will attain higher level of

éducation'..»

Thi ctcue^ô^y Thé ministerial document compensâtes for thé cuttingtmch^iQ^a.pp^oac.hu ^ ^g number of options with a variety of teachingftdtheA. ïhanqua.wt.Uy o^ approaches:OptÂX)VU>

«Is it not possible, while maintaining and pursuingthé common objectives, to innovate and use more

diversified training methods, better related to

day-today life and more suited to individuals whoare less «academically» incluned""?»

8. Technical and Vocational Education, p. 46

9. Ibid, p. 27.9a. Ibid, p. 48. 9

This tendency would appear to answer thé need to take

into considération thé diversity of needs and interests

of young peuple, thé variety of motives by which they

are driven and thé wealth of their expérience. Since

thé régime pédagogique foresees thé réduction in thénumber of courses offered at thé same time as it rai ses

thé levé") s to be achieved, one can only hope that a

variety of pédagogie approaches win be found corresponding

to thé many roads to learning followed by young people,

This idea of polyvalence aims at equiping them for thé

challenges awaiting them in later life.

VwiocAjCLtUation Thé Parent Report identified thé main points of an

éducation which would provide access to an éducation of

quaiity for ail young adolescents.

«Thé polyvalent secondary school is that

institutionwhich welcomes ail pupils who hâve

completed their elementary course and which

provides them wlth thé basic éléments of a

complète éducation'"».

Thé conception of thé démocratisation of éducation which

is apparent in thé analysis of thé government's proDosals

has its roots in a dialectic which is coloured by

sociological considérations which were not current at thé

time of thé gréât reform:

10. Report of thé Royal Commission of Inquiry on Education in thé Provinceo uë ec. Que ec, 96 , Part l , p. l .

10

«Could it be that thé System has not digested ail théimplications of thé major educational décisions which wehâve made? Could it aïso be that, without our knowing it,thé System has for économie disparity which its représentativesare thé first to denounce? Could it also be that, afterhaving democratically opened its doors to everyone, théschool System discreetly confines and discriminâtes in théname of values which will eventually serve minority groups,thus compromising thé général level of development of thécommunity as a whole ?»

This perspective of thé démocratisation of éducationgoes well beyond thé principle of equality of access toéducation; it leans in thé direction of quai ity traimngfor ail pupils, regardless of différences in socialorigin; it proposes a homogeneous school expérience,accessible to ail oun eo le. Thé document forbears

to «normalize» school expérience for ail thé pupils. Thé

reader cannot, nevertheless, fail to consider théenormous difficulties such an orientation could bringabout for weaker students, whose only interest 1n

schooling arises from their vocational training. Thisorientation will also upset thé efforts of some schoolswhich hâve set up, for pupils electing enriched and shortvocational training, an interesting program of personaland social development closely linked to thé learning

expériences of secondary school adolescents.

11. Technical and Vocational Education, p. 28,

n

Thé analysis avoids falling into thé trap of moraldenunciation of any kind and of taking sides w1th

parti cular interest groups; it draws thé reader'sattention to thé following pragmatic question: where do

we go from hère? To this question thé Conseil has someanswers of its own.

Thé strengths ans weaknesses of thé ministerial

proposais

Thé «proposais for revitalization and renewal» concermngthé vocational training of young people hâve aroused a

gréât deal of interest. Some of thé document's orientationsappear as strong points for thé simple reason that theyexpress ideas with which anyone can agrée. Others, onthé other hand, provoke hésitation, objections, callfor révisions and further study; hence thé label of

«weaknesses» which we hâve applied to thèse aspects of

thé document. Thé intent of thé following observations

is to contribute to thé enrichment of thèse questionable

parts of thé document and to make their applicationpossible and relevant, ail to thé benefit of quaiityvocational training in thé secondary schools of Québec.

Voc-aitiowJi VtOiin-^ng at thé. ^eA.v^c. e.o^ young pe.opii

Thé strong points

Among thé strong points of thé governmental analysis,attention must be drawn, first of ail, to thé désire

to assure for young prople equal opportunity for anéducation of quality. This notion is expressed interms of an access to éducation which tries to avoid

thé many préjudices and influences which normally

12

develop from thé division of society into levels orclasses. Thé document reminds us that thé school

plays a déterminant rôle, and has a positive and spécifiefunction concerning thé relevance of vocational training

of young people in our society:

«Thèse cultural, social and économie inequalities

straight away place vocational training at théheart of what is at stake in économie development.

Not so much as some superficial analyses would

hâve it, because of thé necessity of assuring a

stn'ck correspondence between spécifie jobs andthé profiles of vocational training, but ratherbecause of thé necessity of increasing thé level of

training and compétence, of increasing thé numberof highly qualified people, of ensuring that asmany people as possible receive a basic trainingwhich allovcfor mobility, adaptation to changes,

autonomy, thé sensé of initiative^as well asintelligence in carrying out tasks'^.»

This position of thé ministenal document has théadvantage of keeping at arm's length those schools ofthought for whom thé function, objectives and influenceof thé school are of lesser importance than certain

économie imperatives, certain socio-cultural constraints,or even certain géographie and historical variables.

12. Ibid., pp. 26-27.

13

A fi&nwaJL ntSAttUi 0^ thûttwkuLh thé. éc-hooi-&^ou£d butp^ov^de.

Thé affirmation of thé spécifie rôle of thé school

is reflected in thé importance accorded thé fight

against académie failure, particularly early failure,

and in a pedagogy which adopts thé courses of studies

and teaching methods to individuals and to groupswhich become more and more diversified as their school

careers develop. In this way thé analysis opens thédoor to a number of orientations and solutions which

call for an improvement in teaching methods. Even more

than having thé merit of having chosen to deal with thé

question of vocational training in terms of thé whole

school System, thé text attempts to go beyond thé

temptation of proposing only structural changes where

thé problems are fundamentally pédagogie:

«Owing to thé task entrusted to thé school System,

which is to provide young people with initial

vocational traim'ng programs, thé revival and

renewal considered hère will firstly and

fundamentally be of an educational and pedagogical

nature and it will ensue directly from thé school's

cultural and educational mission"'.»

Thé Weakenesses

Too ^ncLUe.ct an Thé departmental document's insistence on a common basic

aS^S^bu^ education is genera-lly considered as being more orless justifiable. Some of those with whom thé Conseil

met would hâve wished that thé spécifie problems of

13. Ibid., p. 19.

14

vocational training and its opérations had been approachedas directly. Certain educators, in parti cular, remaini11 at ease when faced with an overaîl analysis of thésituation. They are ambivalent when presented with

an argument in favour of thé need to bring thé schoolinto thé orbit of a new technological culture. Educators

can conceive quite easily of technical ability andopenness to technology having pride of place in théschool's scale of values in thé future; they doubt,

however, whether thé announced change of direction canbe effected suddenly and everywhere with thé same

intensity and wiîl be welcomed by ail with thé samedegree of conviction. By pl seing too much emphasis onthé need to change mentalities and radically transformthé whole of society, thé document paralyses educatorswho hâve a much more modest conception of their work

with young people.

An ab^tw. ct vU>Lon Thé governmenfs analysis puts forward a given conceptiono^ c.uJUuA.e. of culture and a conséquent idéalization of objectives

which are not shai-ed by thé educators and citizens

of Québec with thé same degree of unammity as thédocument would hâve us believe. For thé authors ofthé ministerial document, social institutions such as théschool are at once thé reflection and thé dynamo of agiven hierarchy of values which they promote and uponwhich they confer status. Thé schools hâve for a longtime, so they daim, maintained a distinction between thé«noble» subjects and a back door labelled «vocational»,creating a blind ailey at thé expense of a large proportionof thé population. Thé document proposes taking a new

15

look at society where «planetary culture has becomeprofoundly technological in its message as well as itsmédia14». Thé minimal attention paid at thé momentto technology in both teaching and course content arecited as évidence of thé need to establish a new social

order based on a technological culture which would become

«in thé final analysis thé dynamo of social and économie

development... » and which would be expressed in thé

schools in terms of «a training which allows schools

in terms of «a training which allows for thé

acquisition of knowledge and skills in thé vast field

of techniques and technologies. This sector is part

of an essential dimension of contemporary culture'".»

Too e-v^dewt CL For many of those to whom thé Conseil bas listened, thédfc&<<Ai?'opo<&£. ministerial document promûtes its vision of a technologicala. cjuJUuMjoJL v^à-con0^ &OCÀ.&tLf culture with such insistence, that it succumbs to a

biased analysis of thé schools and of society; peopleare far from being convinced that a treatise, no matter

how noble and generous it may be, concerning thé relevanceof a turning to technology is sufficient to establish anew System of values requiring thé unanimous consentof thé whole of Québec society. Others find it an

oversimplification to propose that by renaming vocationaltraining «technological training» or «technologicaléducation» (p. 51) it becomes thé «royal» road (p. 50)of éducation, prov-iding thé same général training as

Arts, Letters or Science. There is some doubt as towhether thé course on Initiation to Technology is

14. Ibid., p. 25.

15. Ibid., p. 32.

16

adéquate (assuming that ail secondary pupils wouldhave'access to thé laboratories, workshops and equipment)to permet a11 of them, not only to «wet their foot»in thé shops (p. 50), but also to achieve «familiantywith and mastery of them» (p. 50). Finally attentionis drawn to fact that thé uncompromising attitude of thédocument concerning thé type of culture which QuébecShould acquire succumbs to thé same temptations regardingthé schools' responsibility for thé transmission ofvalues as thé same paper earlier denounced in thé case ofthose institutions which promote «certain activities ofsocial life and éducation (... ) by calling them -généralknowledge-, (and giving) them a certain prestige^at théexpense'of other essential segments of thé overall basictraimng""».

^^. 0^.. The g°ver"ment's_a"a!ys:s;: :pelî\::lt »Tsms^",1t

an^'yJi&^n d^UnQ ^^ ^ thé question of thé school System as sucn,^thp^obt^ and"attempts to examine vocational training in terms of

thé problems to which it is subject, of thé resources ^ ^available to it, and of thé dynamism which it must seek1t-is to be improved. Thé main weakness identifiedby thé Conseil is thé lack of follow up and rigour^involved in its description of thé new situations tobe'created by thé application of thé ministerial proposais.

iitop-wno^ie.wtoiti.on^

Thé governmenfs document would seem to accord verylittle importance to what is most likely to occur inthé schools, outside of thé aims and proposais which^it has submitted for consultation to educators; U 1s

16. Ibid., p. 49.

17

pointless to describe thé tangible results which

its proposais may bring about in schools dispensing

vocational training. Hence thé label of «utopian» which

many observers would apply to aims which appear to be

out of contact with thé real school situation. For

example, thé first part of thé document states that

«vocational training is not, in itself, sufficiently

related to thé realities of 1 if e and thé work place»

(p. 18). Ail would agrée that this is a fundamental

problem for which they look to thé text for solutions;

such hopes are dashed, since thé document skims over

this aspect of thé question.

A v^ô^on oui o^touiCLh w^th thé.éc-hooU and theÂA^<iaJL pwbtwu,

Mov^-ng ^om ïke.^e.c.ondcui.y &chootto c.oUe.ge.

When thé document considers certain problems related

to school opération, it seems of overlook what has

been said in its opem'ng pages regarding thé spécialities

taught in a large number of schools and collèges,

regarding vocational training teachers, and regarding

on-the-job traimng sessions, for example. Such data

are largely ignored in subséquent paragraphs. Thé impression

is given that thé analysis is being carried on at a

level much higher than that of thé every day realities

of thé schools; they opéra te lower down on thé scale.

AIT too little attention is paid to thé obstacles

encountered by educators, as well as to any description

of attempts made to improve thé situation.

Among thé problems raised by thé mimsterial document,

that of students completing their secondary vocational

studies going on to collège is an example of abstract

thinking. Thé document approaches thé problem by

stating that thé fact that thé percentage doing so has

18

kd.(LUUjondiaAÀ. d.atiovi oi>unpowboint po-u^ÉA

increased from H in 1975-1976 to 11% in 1979-1980

indicates «thé possibility of achieving realprogress17». Thé real basis of thé problem is not smatter of accessibility, but of thé actual possibility,

of interest and of motivation which will lead young

people to take advantage of access to collège studies.Such an argument in favour of an increase in thé rateof passing from secondary vocational to collège studiesis even more unrealistic in thé light of thé document's

proposai that young people not receive a vocationaltraining certificate until they hâve been awarded aDipl orna of Secondary Studies. What on earth could possiblymotivate a young persan, whose secondary studies hâvealready been lengthened by two years, to opt for thépossibility of going on to collège before enteringthé workforce?

Thé document demonstrates an évident willingness to gloss

aver thé state of vocational training and to recognize its

«right to nobility». In order to do so it lists numerousphenomena which would appear to be based upon unattackablestatistics. Careful considération of this long listing

of factors held to be either successes or causes of

disquiet (pp. 14-18) leads one to thé conclusion thatthé authors hâve chosen to ignore analyses which merited

deeper study and development.

For example, thé document states that «approximattly60% of young people leave school without

17. Ibid., p. 16.

19

spécialized vocational training""». At first sight

this would appear to be a real failure on thé part of

both thé schools and vocational training. If one

considers that at 1east one young person in five

enrolls in secondary vocational studies, that one of

every two goes on to thé collège level, and that 19%

go on to thé university, one cornes to thé conclusion

that a large number of young peuple acquire «vocational»

training taken in its broadest sensé. That is to say,

they acquire training which is adéquate in terms of their

participation in thé workforce. Thé document, itself,

reflects this point of view when it states that «any

training that accomplishes what it sets out to do, would

thus, at least in thé final steps, end up being a vocational-j

training'''». There are, therefore, many more young people

in possession of spécialized vocational training than thé

document would lead one to believe.

Voung pe-op^e. a.ndu.nempioyment

Thé document is again inaccurate when dealing with thé

question of unemployment among young people by stating:

«More than 40% of unemployed Quëbecers are young people

between 15 and 24 years of âge; most of them do not

hâve their diplomas, nor do they hâve any spécial1zed20

vocational training"". » This affirmation does not

take into account thé distinction which must be

made between men and women. According to thé statistics

18. Ibid., p. 18

19. Ibid. p. 24.

20. ibiA, p. 18.

20

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7wo m^^ng poin. te 11 would hâve been very illuminating had thé proposaifor thé revitalization and renewal of thé vocational

training of young people dealt with thé link whichexists between thé school and thé workplace and

with thé expérience and expec. tatiop. s of yçuth,Concerning thèse two latter points thé government'sanalysis is ail but mute. Thé Conseil will attempt inits opinion to fill thé gap concerning thèse questions,which would seem to be an essential part of any studyintended to soive real difficulties in thé real schools,for thé saké of thé young peuple whose needs and expec-

tations must be considered.

Thé. fcxpacAi.fcconA, A proposed policy concerning vocational training shouldhopu <tnd mo;U- ^ strictly within thé limits of thé problems andvpa&o^!i °iît Ï^ ot hopes of young people in thé secondary schools. Thèsevoea^Lonai VuuyuMQ la^gy. hâve, on many occasions, made known their opinions

concerning various aspects of their préparation forwork and living; there is littl. e évidence of theirprotestations in thé ministerial document. Thé Conseilwill 1 end an ear to thé needs of young people, parti cularlyto those who hâve been shortchanged by thé System, whenit deals with various problems and suggests particularsolutions for vocational training in schools undergoing

renewal.

Thé. \}o<wtÂjOYwJLfyuîiyUnQ o^ youngpe.op-C.e and ^&won.kpia.c.e.

In order to enrich thé ministerial document and to

make it more relevant, thé Conseil must also exploresuch related areas as thé important question of thélink between vocational training and thé world of work.Thé schools' interest in young people, as well as

their désire to provide them with a future based on

22

realistic forecasts, require study of such relevant

topics as thé examination of thé needs of théworkplace in terms of thé schools' capacity of response,or, further, thé question of thé foreseeable requirementsof thé workplace andof thé type of vocational quaii-fications which wi'11 be needed for expanding fields

in terms of thé kinds of training whtch thé schools are

equipped to provide. Such are thé additional points ofview to be developed in succeeding chapters.

^tLtdy o^ tho.éc-hooU

CHAPTER II

Young peuple confronted by training and work

Voung pe.opie. houJid Thé ministerial document gives little space to théoc. c.apy a p/uwe opinions, hopes, needs and expectations of young peuple

^yi any ' '. '..... , _ .. ^.- ^i--..confronted by their training and work; in this wayit lacks that perspective which would guarantee thérelevance of its anatysis and conclusions. This documentfor consultation has not been thé subject of discussionat thé secondary school and collège levels. It isremarkable that thé organizers of régional conférences

seldom, if ever, invited young people to submit theirréactions or to express their point of view; one can

find only a few adolescents, lost ami d thé adults whoexpressed their opinion concerning thé schools ofwhich thé pupils are thé main beneficiaries. Thé programof national hearings consists of a copious menu composedof some forty-two organizations among which there wasnot a single students' association, no voice to speakfor thé young people. Thé several comments which

23

Thé. di^eAence.beMMe.e.n anobj&ctive. ta be.otttaÂne-d and CLgoaji to fa& n.iijaidha.dmuL&t A.&ôpe.c.t fke.dÂ.v&u-Lty o^Indiv^duj CLt

a.pp/woLc.h

follow are intended to fill this gap by drawing attention

to thé point of view of young peuple concerning thé

training they receive in school and how they see théfuture. Thé Conseil is very much aware of thé mordant

comment of one young person on thé occasion of thé

International Children's Year: «Adults should listen

to us, we could help them».

Young peuple confronted by their training

Thé first proposai in thé document states that ail young

people should hâve access to a rich and soiid basic éducation.This objective is justified by thé principles which

hâve until now oriented ail those projects aimed at

making thé schools accessible to thé greatest possible

number and at improving thé quaiity of éducation services.

This generous target lays one open to thé hazard of

doing a disservice to an idéal, without realizing ail

of thé anticipated benefits. Thé risk of excessive

généralization cannot be avoided except at thé price

of a sound understanding of thé needs and expectations

of young peoplè vis-à-vis thé world of work which is

thé objective of many of them. Thé Conseil has alreadydrawn attention to a certain number of thé diverse

approaches followed by young people in their school

careers'"'"; it is enough at this point to refer to their

relevance.

22. Conseil supérieur de Tëducation, Life in Secondary School, A springtimeof frustrations and hopes. Opinion to t eApril 1982.

24

T^ hoot c^e^ô Many young peuple say that they find thé climate ofo^a JUAge. numbeA o^chools educationally valuable, thé courses of studyw^/£ad ;to satisfactory and thé' educational activities and human^U. C.Û&Ô-Ô

relationships worthwhile. Under such conditions theyare able to explore thé unknown, their motivation 1sstimulated, their lives are enriched and they areencouragea to face thé future with confidence and tosucceed. They attend school because they hâve realizedthé importance of éducation as a means of reachingtheir goals. Weaknesses in thé quaiity of teaching anda lack of interesting activities are of little moment;they succeed. Whether they be going on to furtherstudies or entering a trade, their motivation is suchthat thèse young people benefit from thé schooTsaims which «are essentially to provide thé complèteéducation of individuals... induding those dealing withthé work force, with thé carrying out of rôles and

functions in society, as well as activ^participationin thé fields of labourand production"».

Other pupi1s profit to a lesser extent than does thémajority from their school expérience. Thèse pupils,who' are not as well served by thé school System, demonstratetheir dissatisfaction through absenteeism and lackof motivation, they expérience failure after failure andare thé most prône to dropping-out. Unfortunately, théshort vocational courses hâve been seen as a sort ofpanacea for this situation. Thé difficulties encounteredby such pupils must be met with stratégies which motivate

23. Technical and Vocational Educâti. on, p. 27,

25

LcujLdabte. &^o^t&ta dÂveA&^yca^A. e.eAA and toCL&^^t plipU^

them and by remédiai teaching which wiTI he1p themto overcome their failures. Thé Short Vocational Course

was orgam'zed in response to thé particular needs of

a category of pupils who were often older than their

peers, and for whom thé school provided more concrète

activities, more appropriate to their aspirations and

to their désire to find a job as soon as possible. To

use thé Short Vocational Course as a short of «dumpingground» for ail those pupils having difficulties with

their school careers, whould be to lay it open tojustifiable cri ticism and to betray its intent.

Many schools hâve escaped this trap; they offer courses

appropriate to thé short vocational stream which give

thé pupils a feeling of self respect and of being wellprepared to undertake thé jobs they hâve chosen and for

which they are eager. Thé Conseil has met some of thèse

young people whose statements lead one to believe in

thé relevance and value of their school expériences. At

1'Ecole Saint-Jean-Baptiste (Québec) and at 1'Ecole poly-val ente La Magdaleine (Laprairie), boys and g iris hadchosen thé Short Vocational Course in order to become

welders, carpenters or clerks; they wère proud of their

choices, satisfied with their courses; they felt

that they belonged to thé school and faced thé future

with smiles. For such pupils, rich in ambition but

poorly endowed «academically», thé government's orientation

proposing to lengthen theduration of général éducation

would appear to deny thé existence of ski 11 s other than

those of a cognitive and intellectual nature; 1t

would condemn many of thèse young people to failure and

droppi'ng-out.

26

A wo^whA le. Thé ministerial document states with so much insistence

common objic^Lve. ^^ ^g schools uniformly ensure éducation of quaiity^n a. vaAÂ.&ty o^ """' -. ------ -^- - - , ^ ^ __ _... 4...ïe. c^nïng^Uimtio^ that it becomes difficult to detect any parti cular

concern for those young peuple who do not share thé needs,aspirations or abilities which would permit them to pursuethé same objectives as thé majority with any hope ofsuccess. Thé document proposes certain arrangments to

do away progressively with thé short vocational courses.To this end, it suggests a renewal of pedagogy to reducethé number of pupils with learning problems, to eliminatethé word «Vocational» which it calls «misleading», to

reaffirm thé schools' obligation to offer to ail pupilsthé same educational objectives. Many of thé participants

at thé régional meetings made known their uneasinessconcerning such orientations. First of ail, they indicatedthat thé so-called short vocational course answered aneed both of thé young people and of society; there isconsidérable doubt whether thé trades to which théshort vocational course leads are neither «vocational»nor «noble». Even though thé vision of a society

resolutely open to «a planetary culture become... profoundlytechnological» (p. 25) be clearly accepted, thé factremains that some young people like thèse trades and that

society still requires welders, clerks, tinsmiths,machine operators and carpenters. Some educators drewattention to thé fact that in many communities thé shortvocational course had been thé object of reforms whichmade it both relevant and useful. Thanks to efforts

made in thé guidance of pupils, of thé choice of subjectswhich offer job possibilities, thé in-service traimngof teachers and thanks to assistance in finding job

openings, thèse communities possess long and short

27

82

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61 L ^P 9uo Aeiu Â94^ sqo.r eqî ^o sseLp^eBs^ (spoL|î9iu

pue sesjnoo suies auff. o^ 9[do9d 6unoA [[G q.Liuqns 0^

4S9uoL|SLp eq i.ou q.i. p[noM .q.s^eiu qop sqq. UL sBui-uedo

et|ï o^ se s^a^.s6unoÀ j.o ssi.îi.ti.qe pue sepnq.i.q.de eq^ o^

qonui se puodse^uoo q3i.qM /Çpn^.s j.o sssjnoo ^o îuaiudoLSASp

aqt uo p9^.e^îU93uo3 eq ptnoqs 9^19^3 LU LM sqî j.o sî^o^j-a

eq^ '^eq^ey .i'Ldosd 6uno j.o s^9qiunu-86jie[ Êui.îsjnoosi.p Svru-rwy TijnjMip^om

^soo LLB ÏG P^OAÇ sniu LSASL A^epuooes aq^ îe 6uLU.Le^ 9?°^?^^[euoi.^.ieooA o-^ pai.[dde pue paui.eï3^ a^ç qoLqM ssjnseeiu 9Lji y3-3u< i^-3'njM ç^vnçn^w

"ï.no ^.uLddojp Â[jç9 10 9an[Lej. j.o >jsu siji. Bui-uun^ ^noq^LM

<9>ie^9pun o^. qsiM p[noM jou '^.ou p[noo ^8îq.ie[ BLJÎ

qoiqM 'ssLpn^s .s^a^sBuno/Ç ^leqq. j.o uoL^e6uo[o^d Àue

6ULUJ93U03 lUSl.Ol^dSQS UI.G1.J93 ç pS-î.e^SUOUIBp s^ued

-pi.-î.^ed eqi .etj.qMqîJOM a^ie qoiqM s^io^oes [euoiîeooA

Knowing this, thé schools will be in a better positionto sélect thé teaching methods which best meet thé

youngsters' expectations; they would then know howto establish their priorities so as to ensure thé young

peuples' acquiring useful and self-fulfilling employment.Thé school must be able to guide young people in their

choice of a career and of ways to maturity which will

permit them to face thé future with ail thé realism andenthusiasm with which thé possibilities of youth endow

them.

EnemptoymwL, an Thé labour market does not présent a particularlya.yigoYu^^vig ^ ^ encouraqinq picture for young people; there is no needpeA^pe-c^cve. ^ thé. ^-"-""-"y-a r. --. - . -. ^---^ r~^-^ ^ ^ ^_.^u.tuA. e. to describe what anyone may see by simple observation

nor to repeat thé feelings of worry engendered in any24 y^-^_---i-^

young persan who contemplâtes thé future"''. Statisticscoldly describe thé situation which threatens thé jobopportunities of young people; thé Bureau de la statis-tique du Québec places thé rate of unemployment ofpeople between 15 and 20 years of âge at 23, 1%'"'. Inthé case of pupils enrolled in vocational trainingprograms and hoping to enter thé labour force in thénear future in an interesting position, thé prospect

of unemployment, of having to accept just any job, witha less than satisfactory salary, has a definite effect on

their perception of thé world of work.

24. See Pierre Fortin, Le chômage élevé des jeunes: causes et remèdes,Colloque Les jeunes et e travai , Secrëtan at permanent es con ërencessocio-économiques du Québec, 1981.

25. Revue Statistique du Québec, April 1978-March 1979, Québec, Bureau dea sta is ique u ue ec, 979, p. 36.

29

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thé A. S. O. P. E. inquiry showed that: «It is only a

minority - 31, 9% of boys, and 25, 9% of giri s - who seework as thé main source of satisfaction in life""».

It is tempting to conclude that thé coming génération

has définitely broken with thé function that their eldersattributed to work if one limits oneself to certain

books, such as Allergy to Work, or if one takes suchexpressions as «young people don"t want towork» orsuch jeremiads as «young people are still wet be'rnnd théears», seriously. Researchers hâve rushed to add nuancesto thé complexity of sometimes hurried conclusions byreminding us that «it would be prématuré to be toocategorical concerning thé retabionship between youthand thé traditional work ethic'~'»;they remind us that,

in thé absence of any truly sophisticated scientiflc

tools, «thé clarifications provided by thé studiesconsulted do not permit us to formulate any very fi rm

conclusions concerning what young peopte expect to gain

from working'"0». Thé last word has not been saidconcerning thé attitudes of youth to work, far from it.Such an affirmation pleads in favourof much more attention,

of a much more serious study of a subject as cômplex as it

is new. Any mimsterial policy concerning thé trainingof young workers in Québec cannot but stop to examine

26. Dumas, Rochais, Tremblay, Une génération silencieusement lucide^(Vers un profil socio-culture es jeunes e à ans mmstërede T Education, 1982, p. 49.

27. Ibid., p. 45.

28. Ibid., p. 55.

31

Sc-hooJUngcoyU>titiite CLpUA.me. maanA o^p^. e.pa/Lt. ng ^oft thé.^uAt^-e.

thé value placed on work in thé lives of young peopleif its aim is to make of thé schools thé site of real

éducation and thé crucible in which thé pupils prépare

themselves to face up to life.

Thé government's proposai gives thé impression thatschooling is thé only response to thé expectationsof youth vis-â-vis thé future, as though thé factof having studied guaranteed to ail pupils thépossibility of obtaining employment:

«Indeed, as we ail know, when important

technological changes take place and compétitionin thé job market is tierce, thé best investment

possible is a good basic éducation, a pre-

requisite for any worthwhile spécializationor for positive mobility... Thé benefitsare so gréât, as expérience will prove, thata student who complètes his secondary éducation

even in a non-specialised school, is better

prepared and has more advantages than a studentwho cuts short his basic éducation in order

to take vocational traimng which is too

restrictive and too short to be of any help

in thé future""».

It is clear, according to studies carried out by théministère de TEducation that thé level of scolarity

influences thé probability of finding a job; in 1978,

29. Technical and Vocational Education, p. 46,

32

23, 5% of high school graduâtes were unemployed, compared.with 13, 0% of collège and 4% of university graduâtes.Faced with thé picture of a society fearful for théfuture of its youth, it is comforting to think thatinstruction may ease thé scourge of unemployment. Théstudies of Relance on equality of opportunity in

employment - remind us that in 1980 thé proportion ofunemployed women was generally greater than that ofmen having thé same levels of scolarity; among

secondary school, graduâtes women with dtplomas hâve ahigher unemployment rate than do men without dipl ornasin thé same sector. Thé principle that ait pupils

(meaning both boys and girls, pupils in both thé généraland vocational courses, of no matter what socio-economlc

level, both rural and urban) benefit from thé same

possibilities of employment because of their studies isstill far from uni versai acceptance.

30SchooLivig clo^ to Thé Conseil has already drawn attention"" to certainLi^whÂ&h p^pa^&s factors which continue to shackle thé school careersone. ^ Liv^ng ---. - ..... -. --.. -^ - ^ ^

of some young peop1e, which influence thé coursetheir studies, which décide under what conditions

they will enter thé labour market. Factors relatedto social origin, sex, to thé capacities of eachindividual, profoundly influence thé attitudes withwhich young peuple regard their life in school and theirfuture. This is yet another reason why we must continueto listen as young people describe their needs, andthé real and sometimes painful conditions in which

they live. Québec schools must provide an éducation

30. See Mireille Levesque, Poursuivre ou non ses études après Técolesecondaire. Conseil supérieur e ucation, .. -.

33

for life and work whose cultural, social and économie

aims will nourish thé flowering, thé expression, thé

dynamism and thé prosperity of our society; thé schools

must, also, cause young people, taken as they are to grow

so that they may develop and contribute to thé progress

of thé society to which they belong.

Thé. -îic. hoots> ^n thé.dock.

CHAPTER III

VocationaT training for young peuple closely related to

changes in thé world of work

Many voices hâve been raised in criticism of thé way

in which thé secondary schools prépare young people for

thé labour market. Thé principal complaint concerns

thé lack of concordance between thé préparation resulting

from thé vocational training dispensed in thé schools

and thé realities of thé work place which lie in wait

for young people in those businesses, industries or

services where they manage to find employment. Those

responsible for traimng in industry accuse thé schools

of an attitude of indifférence as far as thé changes

which arrive so quickly in thé workplace and which

radically alter* working condition are concerned;

according to them, thé result is incompétence on thé

part of young workers which thé enterpn'se must try to

overcome on its own initiative. Teachers readily

accept this complaint; they lay thé blâme on several

factors, induding budgetary restrictions which limit

thé purchase of adéquate machinery and up to date

34

tools, their lack of récent expérience on thé job,their own outdated training and deficiencies in thé

organization of on-the-job training for pupils. Despiteail thèse weaknesses, thé young people survive thé

high and low points and their school careers, hopingto find employment: «Man must work, otherwise whatshall he do31».

Since thé ministerial document on thé vocational

training of young people does not deal at any gréâtlength with thé question of thé relationship of théschools to thé workplace, it would seem useful toexaminesome of thé problems raised by this important

question.

AdjiL!>ïme. nt o^ thé. Two priorities seem to be clear on first examination.wwLiovwJL c.ko^cu ^^ç ^g ^gy.y purpose of vocational éducation is théopen ta you.ng -... - -. - . --^ ._~ . ^ ^ ^ .. _, _. _ ^^. ..p'e.opte. to " préparation of future citizens and workers, it is^^mbt2. op&^^S^appropriate to examine first thé relatlonship whichw thé. JUbouA. "^t-. -t-. -- ---...... -^. -^moA.kei ïna. n iUovt exists between thé choice of a possible career and wnereat^coopeA^aon by ^ ^y ^gg^^ ^^ ^ ^ ggy ^at openings may beait tho^e. . ~-j , --, -- ~ ^ " ^ ^ . ^-^nvoiv&d available to those newly arrived on a labour

in a state of constant effervescence. In thé second place,

and at thé very heart of éducation activlty, we shallattempt to examine thé relevance of thé vocationaltraining courses offered to young people in terms ofthé changing requirèments of thé trâdesând spécial izedjobs to which they lead. Thé organic link which joinsthé vocational traimng of young people and thé world

31. Ministère de TEducation, Les valeurs des jeunes de 16 à 20 ans,Secteur de la planification, ue ec, une , p.

35

Th&. c.ho>iie. o^ a.caAe. eA. mit&t ^emcu.n^&e and pzn^onat

of work cries out for an approach involving dialogueand co-operation between thé schools and their social

partners: in this way thé conditions of both study

and work would be improved for thé youth of Québec.

Thé corrélation of thé vocational choices of young

people with foreseeable openings in thé labour market

It is simply not possible, outside of a purely theoretical

discussion, to think that there can be any true

corrélation between thé planning of économie priorities

and thé need for workers. In a free society, personal

choice is paramount in deciding upon a career, even

though thé options available may be influenced by many

factors and clear information concerning them not easy

to procure. Once thé pnnciple of freedom of choice

is established, thé school cannot avoid thé responsibility

which is part of its educational mission, to guide youngpeople during that period of growth which leads to ever

expanding horizons and a satisfying work expérience. Thé

senous examination of thé openings available to youngpeople in thé labour market should take many sources

of information into account. Data concerm'ng trends

within thé existing labour force and information concern-'ng

thé rates of growth and shrinkage in various sectors of

économie activity are basic to thé making of an informed

sélection. Full information of this type should be

available in order to clearly define thé options open to

young peuple in their choice of a career.

fcLcÂ-ng thé. ^u-tiiftii Economists attempt to estimate labour requirements bya-bte. to ^yiteAptvtthé. p^-u&nt

36

32.

33.

closely followin thé évolution of Certain sectors oféconomie activit . This king of analysis, found in

thé government's statement of économie pol-icy, clarifies,in retrospect, thé current situation in certain sectors:

«From 1973 to 1978, for example, for ail sectors

therè was a net création of 190 000 jobs, and

of this number some 113 000 are to be found in

«community, commercial and personal services»and 11 000 in thé public service. Almost ailof thèse new positions are thé result of growthin thé tertiary sector. During thé same périod,

agriculture, for its part, increased by 2 000jobs, whereas thé manufacturing sector underwenta net decrease of 22 000 positions, due primarilyto thé loss of some 24 000 jobs in thé traditional

sectors aver thé last several years. On thé

average, net annual job création in Québec basbeen of thé order of some 38 000 positions over

32thé last five years""».

Thé distribution of jobs by sectors of activity is also

very useful and informative. Study of thé work forceby fields of activity has thé advantage of bringing tolight short term changes in particular jobs and makespossible thé prédiction of future trends. Tables,such as thé following, developed by C. Laflamme and

N. Bengle from publications of Statistics Canada^ , give

BStir le uébec: énonce de oliti ue économique, Québec, Editeur officiel,1979, p. 23.

Table taken from C. Laflamme andN. Bengle^Lê secteur^prôfe. ssionnel^dans'1en seignement secondaire et dans la société, in Revue es sciences

e e ucâtion, vo . , no. < D.

37

some idea of thé changes that took place between 1979

and 1980 showing how men and women were variously affected:

EMPLOYMENT IN QUEBEC ACCORDING TO FIELD 0F ACTIVITY AND SEX l

Annual Averages 1980/Dec. 1979

Dominantsex

Both sexesT980 1979 Men Women

Agriculture

Non-agricultural

Other PrimaryBranches

ManufactunngIndu stry

Construction

Public Transportand Other PublicServices

Commerce

Finance andReal Estate

Services

Publie Service

Total

74% M 78 000 (68 000) 58 000 19 000

61% M 2 590 000 (2 534 000) 1 588 000 1 002 000

96% M 49 000 (54 000) 47 000 2 000

72% M 614 000 (601 000)

91% M 114 000 (122 000)

81% M 228 000 (238 000)

61% M 448 000

57% W 149 000

57% W 804 000

70% M 185 000

100%

(438 000)

(124 000)

(770 000)

(187 000)

441 000

104 000

186 000

275 000

64 000

342 000

129 000

172 000

10 000

42 000

173 000

85 000

462 000

55 000

=61, 7% + 38, 3%

2 667 000 (2 602 000) 1 646 000 1 021 000

Note - 4, 7% of jobs are pr-iroary27, 3% of jobs are secondary68, 0% of jobs are terti'ary

100%

38

K.now^ng how toA.e.cogiu.za nommaiop&vung^ {^on.&mpioyme.wt

Analysis of thé forecasts for employment and recruitmentin industryconstitutes another source of informationconcerning possible openings in thé labour market; it ismatter of being aware of thé forecasts of those industrieswhich hâve médium term plans regarding thé number of

posts which will be vacated by those who leave or retire.It must be remembered that thèse jobs, as well as thosemade availabié in ail sectors as a result of thé mobilityand ageing of staff, are open to young workers. Inworking population of almost three minion" soûls, animpressive number of jobs are available when one considersthat thé duration of thé average career is thirty-five

years. Statistical projection of thé effects of théphenomenon of ageing reveals that some 85 000 jobsbecome available every year. Thé distribution of thèseis not constant; it is, to some extent, subject to thévagaries of life. Certain sectors, such as teaching,may reach a saturation point which lasts for some years,leaving few new positions for young people ready to takeup thé struggle. Sooner or later, job openings will occur,since thé low rate of recruitment créâtes over thé years a

large pool of employées who arrive at almost thé sametime at thé âge of retirement. It sometimes appearsdangerous to predict exactly thé relationship which mayexist between thé vocational spécialities for which itis thé schools' mission to prépare candidates and thé

number of jobs which may be available: there are too

34. BStir le Québec estimâtes thé active population at 2 827^000 in1. 978 and considers thé annual rate of increase as being z, û%.(e. f. p. 20).

39

35many slips'twixt thé cup and thé Iip"". Such projections

hâve at least thé advântâôè ôf giving a général è$t1rhâte

of re uirements in a given fi el d of employment. To thé

analysis of data cullen from expérience in thé majorsocial and économie fields must be added another

dimension; thé vocational guidance of young people

must be such as to ensure that they look forward to what

thé future holds with hope and enthusiasm.

V&wtuA^Mg topA.&ctcc-É ^. e.

^itnuLfLK.: tong tvunpe^L&pe.c^ivu

Thé initiatives for économie development undertaken or

envisagea at thé moment by both private enterprise and

government agencies do not only condition thé number

of jobs to be made available; they also influence thé

level of vocational qualifications which will be

required for thé new sectors of employment they create.

Thé fields of thé future, those related to thé development

of energy or to electromcs, for example, call for a

more and more spécialized technological préparation.

Ail eyes are, therefore, on thé young people to whom ail

doors are open, on condition that they accept thé challengeto be ready and able.

35. «Those who will fill thèse positions /forecast/ in 1985 wi11 corne,obviously, from many fields: some will be récent graduâtes, othersnewly-arrived immigrants, some will corne from other trades and,in thé case of thé projections for provinces, from outside thé province.It is easy to see that manpower project-ions are not very useful forthé planning of teaching programs or courses, if ope does not knowhow many will be coming from différent sectors. However, there are nostatistics regarding such movements». Du travail pOurdèrtiâln, Lesperspectives pour les années 1980, Ottawa, ouse o ommons, ansard, p. 127.

40

A ^lituA-e. ut^tUnthé. ftejo.c. h. o{s thé.

anib^fctonA a.ndc.a.poLc>Ule^i o^youih

IdiwU^nge.cononuA t^. &.ncU

This notion meets with some résistance among young

people, already too aware of thé bitterness that mayarise from having completed their schooling and notbeing abîe to find jobs. There are many fields whichhâve so many job openings that they are consideredas suffering from a shortage of labour. Close study ofthèse areas most often reveals that they call foradvanced technical training, at thé collège level, or morefrequently, a spécialized university background.It is very difficult, therefore, for young peuple toidentify what fields will be open to them in thé futurewithin thé limits of their capabilities. In order to

be in a position to predict more satisfactor-ily thétrends in thé labour market, so that thé schools mayadjust their courses accordlngly, we must identify. thetrends of économie activity, thèse must be bettercommunicated to young people preparing for thé work placé,and training must be adapted to thé requirements offoreseeable changes.

Thé studies undertaken by Relance with graduâtes of

secondary schools, collèges and universities provideindications of changes within thé labour market and oftheir effects on thé various sectors of vocationalactivity. Thèse tools are abundantly used by gu-idancecounsellors; it would be désirable were those who drawup plans and whose mandate it is to décide whether thévocational spécialities offered in thé schools are to beextended or reduced, referred to thèse instruments with

thé same degree of interest. Because, in order tounderstand thé répercussions of économie activity on

41

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to thé vocational training of young people. Studyof trends would permit of thé planning and organizing

of courses related to expanding fields. It would serve

as a guide, encouraging pupils to choose areas offeringpossibilities of employment. Awareness of trends wouldenable educators to adapt thé objectives of vocational

and général courses to thé challengers to be faced bythé young people. Such a policy calls for more thanmère knowledge of thé off ers and requests current in thélabour market. However, were such information at least

available to thé schools, were there some progress in

forecasting thé needs of thé labour market, were thésocial partners to limit themselves to working togetherto define certain économie priorities, one might be

in a position to hope to see thé dawning of greatercorrélation between thé needs of thé labour market and

thé vocational training provided in our schools for thé

youth of Québec.

Educators hâve an obligation to pass on to their pupils

what they may hâve learned concerning économie trendsand thé requirements of thé labour market. Thé importanceattributed to thé work of guidance counsellors, to courses

in choosing a career and to académie and vocationalinformation by thé document entitled La formation profes-sionnelle des jeunes au Québec is thé same today as it waswhen thé document was published in 1980. Thé content ofthèse various informative activities should, by its

clarity and pertinence, guide young people towardssectors of activity which, in addition to meeting their

aspirations, open thé doors to their talents, creativity,

43

enthusiasm and efforts. It should be remembered that

thé choice of course and thé 1eve1 of success and

satisfaction which it engenders is for thé pupils yet

another means of deciding whether they hâve made

thé right career choice. In this regard, an interest

in science and mathematics aswell as thé ability

to pass in demanding courses are criteria which détermine

which pupils will be able to further their studies, in

many domains. Unfortunately, certain well established

sexist or cultural stéréotypés are stin invoked

to keep woman away, for example, from mathematics and

physics, under thé pretext that thèse subjects are a mâle

préserve. A study of thé factors which influence thé

décision to pursue post-secondary studies, recently published

by thé Conseil"", sheds some very interesting light on

thé orientation of thé female school population towards

careers other than those considered traditionally féminine

and towards higher levels of vocational qualification.

Thé study leads one to believe, for example, that giri s

hâve a différent perception from boys of thé difficulty

of further studies, they see them as being of less benefit,

and finaïly, they lower their aspirations in thé face of

anticipated problems. Thé conclusions of such a study

naturally call for résistance to sexism in career choices,

not only by developing interest in non-traditional

fields, but also by thé changing of those attitudes

and ideas which weaken thé désire for a high level of

vocational qualification.

36. See Mireille Levesque, Poursuivreou non ses études après 1'école secon-daire. Conseil supér1eur-c[ë-Trë3ucatTon, 1982, pp. 31-33.

44

An OLvU.on uMc.hwouJLd ct&A^ôt thé.^chooti, to ^uJL^WLtheÀA uîuc. atiovuiinu^^-wn

ade-quate^-y

Thé. &chooU nu.nthé. -^càfe o^-c&o-tofccngthm^eÂvu ^omth.^ toLbouA.moA.qu. e>t

Thé adjustment of thé courses to practices in thé labourmarket as part of a co-operative effort by ail involved

Those responsible for training in business and industryhâve often raised their voices, with those of theirother social partners, to déplore thé fact that théschools hâve chosen to provide youngsters with a richand diversified basic éducation rather than a spécializedvocational background. Without inany way sharing thispoint of view, thé Conseil has detected in thèsecomplaints a perfectly legitimate expectation on thépart of thé world of work, as far as thé schools areconcerned: that of turning out workers with adéquatevocational préparation. While conceding to thé schoolstheir primary rôle in thé training of young people, théworld of work demands that thé workers of thé future bein a position to accept thé many challenges posed bymore and more complex and diversified job descriptions.It is important that thé school and thé workplace gettogether and that thé courses offered to young peoplebe adjusted to meet thé requirements of both fieldsof endeavour.

A very valuable tool for thé révision of vocationaltraining courses by thé analysis of spécializ^d job

37 It isdescriptions is available to Québec educators'thé product of collaboration between those responsible

37. Thèse instruments, for the^development and_up^ating^o^voca^o^^" tlr^MngJ co^sera re"distributed;under thé genera^. tU^e^ , Rë^oi^deuDr:of^rd e"formation~professionnene and Répertoire des e ements e

connaissance par umtës mo u a^es, ^or_e^h^o_t em^ J^J^a^tï'vityu "y\Ke'D'î'rect:ion" es po itiques et plans of thé ministère

1'Education.

45

for courses and examinatlons in thé ministère de

TEducation and de la Main-d'oeuvre, working in an

interministerial committee. Paradoxically, thèse

instruments find much greateruse on thé part of personnelofficers in industry, than in course development in théschool System. In thé latter case, more use is madeof them in adult éducation than -in regular classes.

This phenomenon reveals, perhaps, a tendency on théschools' part to ignore thé facts and requlrementsinvolved in thé real world ofwork. One result of this

is that young people risk growing up in a vacuum,insulated from thé constraints and requirements of thé

trades and jobs which will one day be theirs. An écho ofthis situation is to be found in thé not altogether

humourous comments of a Fifth Year teacher of business

and secretarial courses regarding thé on-the-job sessions

which are offered to pupils as a complément to theirtheoritical studies.

«If s fortunate that thé pupils' three-week

on thé job sessions corne near thé end of thé

year, because, to their gréât surprise theydiscover that most of what we show them in class

is useless. Mère this to occur in January,

they wouldn't want to know a thing" for thérest of thé yearl»

Thé vocational training of young people at thé secondarylevel is basic, a général trainingpreparatory to a

particular area, not a highly spec-ialized tra-inlngwhich guarantees spectacutar performance from thé first

46

day on thé job; Compétence cornes from thé complementarityof study and expérience. Ideally, such vocational training

should be based on alternating sessions of classroom

work and on-the-job training. Ne shall return later to

this complementarity between in-school instruction andon-the-job training. It is an important key to thé quality

and relevanceof thé training of youth.

Thé. &c.h.oot and ^U Speedy and efficient improvement in thé complementarityAOC^ pcuU.n&u ^^^ should characterize thé relationship betweenmuA-É eonceA/ÉtheÂA a^o^ÉA to theory and practice 1s dépendent on thé willingness forwp^°.ve'^. qwlLuy co-operation and dialogue of ail those involved. It iso^ thé. tA^unin.go^ you.ng p&opte. urgent that a co-ordinating committee, consisting of

représentatives of industry, thé unions, thé professionalassociations (brotherhoods, corporations, orders) in ait

fields where jobs are available, and of thé various

ministères concerned, be constituted in order to offer

a real possiblity of meeting together, of suggesting

hypothèses for co-operation and renewed effort, of

developinga P1an of action and of ensuring its beingcarried out.

ReAponÀe. to a.mttuLai ne.e.d

Thé ministerial document of 1980 on vocational training

invited thé school System's various partners in thé

économie fi el d to a common effort; existing needs

justify a re-issuing of thé invitation. Particularlyfor Fifth Year pupils, thé on-the-job sessions callfor greater concertation between thé schools and business.Thé aduït éducation sector has demonstrated that it

is easier to sélect learning objectives more closely

related to concrète job requirements when dose attention

47

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satisfactory results. Another possible outcome of adialogue between thé schools and industry is co-operationin welcoming pupils who are undergoing sessions of on-the-job training.

Thé. poAAxn-t n.oU Thé important rôle that thé unions should play in théo^ tha u.yu.on& vocational training of young peuple is too often overlooked,

Thèse organizations hâve a spécial interest in fôllowingclosely thé drawing-up of criteria for training whichdétermine access to various trades and of having a sayin what should be required of young people for thé

acquisition of their competèncy cards. Thé vocationaltraining of young peuple will never achieve thé level ofexcellence of that offered to adults unless thé unions

are closely involved. On thé other hand, thé latter mustpromote thé social and vocational intégration of thèsefuture workers with thé same zeal as they demonstrate intheir defence of their présent members.

An oht tkat c.an If thé vocational training of young people is seen 1nu.p&vt ^ey,^ of a continuous process of alternating sessions in

thé classroom and on-the-job, then industry and théreprésentatives of thé workers mustagree to put themselvesout to accommodate them. Th-is involves much more thanparticipation in one or more sporadic consultations on whatis goinq on in thé schools. It is above ail a uestlonof setting up ways of carrying ôut vocationâl traimngthat will be, at once, more consistent, more interestingand more profitable for thé young people. Thé changeswhich are called for in thé first of thé recommendationsto be formulated further on in this documents call for

49

this kind of collaboration among thé schools, thé industries

and thé unions. Such a coming together would augurwell for thé revitalization and relavance of thé vocational

traim'ng of young people.

50

Lcgfct on thé.Àubj'e-ct

Light on th&.o\}<2AjaJUi p^ctuA-e.

CHAPTER IV

THE VOCATIONAL TRAINING 0F YOUNG PEUPLE WITHIN THE SCHOOLSYSTEM

Discussion of a subject as unique and as complex as thévocatiQnal training of young people runs thé risk of beingsidetracked in two ways byblind spots. Thé first anseswhen attention is so intently focussed on thé very subjectof thé analysis that sight is lost of its context, as thoughvocational training were an abstraction, unrelated to théeducational System and thé schools of which it is a part.Thé ministerial document falls into this trap when itrecommends, for example, that thé courses of study integrateand stress thé value of content of a technological nature.This désire would seem to ignore thé fact that this dimen-sion is not emphasised particularly in thé new courses ofstudy which were called for in Thé Schools of Québec andwhich hâve barely seen thé light of day. Hence thé feelingof being part of a closed world, out of touch with what hasbeen laid down in that other world which is thé school,battling against thé contradictions of thé System.

A second danger is that of wanting to cover thé entireschool System and of believing that, by solving thé généralproblems of thé secondary schools, one solves, by ricochet,thé problems of vocational training. Thé ministerial anal-ysis attributes such importance to thé général training thatail pupils must acquire in secondary school, that vocationaltraining is to some extent sidetracked and its very senousproblems notably reduced. Many hâve drawn attention, forexample, to thé way in which thé document skirts aroundthé serious problems caused in many communities by children

51

with problems, and those who, in large numbers, vacillate

between thé désire to leave school and that to remain,

because of thé risk of failure. In laying down thé same

objectives and content for ail pupils, thé ministenal pro-

posais overlook thé difficulties faced by an extremely

fragile and vulnérable group whose attitude to studies is

very ambivalent. Because of their very broad implications,

thèse goals may very well aggravate thé problems of thou-

sands who are already having trouble with thé System.

Vocxitijona^. -fytaU-vung To re-establish equilibrium between thèse two ways of seeing^ wibu.e.d w^Uh . _. _^. ^.. _^ ^. _. _.. __.. __ . _ ^_ _. ... .oby&cAZv&A"p^opeA vocationa1 traimng 1s to give justice to a problem awaiting

récognition and solution. Vocational traimng demands toto thé. ^c.hooi^y&tiim be recognised as a valid educational option, on thé same

basis as any other existing in thé public school System.

It cries for récognition, while, 1ike any other living thing,it shows évidence of problems for which solutions must be

found. Vocational éducation is nourished by thé springs

which feed thé schools' educational mission. In this way,

thé schools may facilitate access to studies of quaiity for

thé largest number of young people seeking them.

This picture does not overstate thé situation, since in 1981

some 37% of young people left our secondary schools without

acquiring a Certificate of Secondary Studies^. In addition,

vocational traim'ng, because of thé very nature of its

objectives and methods, aims to rai se thé uality of thé

éducation offered to young people. Vocational training

38. «Also, for each group of 100, having thé same expérience of 1 if e as thésame âge group in 1981, there would be 63 with regular Secondary SchoolDiplomas... Of thé same group of 100 people, 45 would be enrolled in fulltime regular collège s. tudies and would receive a diplomâ».Education in 1982-1983, Maintenir le cap. Speech delivered by Dr. CamilleLaurin, 4 May, 1982.

52

Wh&n ^É&a-^-C&dw^thÂ.n anedjLC.citionaJL piwj&c. t,wca. doYwJL .ÙLOÂn^nQma&tA u^h &p<LcÀjaLpn.obtem& andn.e.quAM.u U^ ow.obj'e-cALue^

Accfc&A^b^Zt/Ét/ -tae.du.ccuUx/n cLndvocationoLttULi.vung

shares thé schools' responsibilities and suff ers from thésame problems in terms of thé relevance of course content,thé value of teaching expériences, thé quaiity of teachingmethods and thé extent to which it meets thé needs andexpectati ons of young peopl e.

Vocational training has become part and parcel of schoolprojects where delays are common because of thé abundanceof problems incurred. Because it is an organic part of théschool project, careful study is required of thé effectsproduced, not only on thé System, but also on thé pupils'lives and careers. It is in this perspective that théprésent chapter will be devoted to an examination of somespécial problems. Thé organisation of vocational trainingas part of thé pupils' school expérience, thé courses ofstudy, thé granting of certificates, thé time availablefor vocational training, thé distribution of pupils and thégeogra hic distribution of courses are ail areas which meritstudy.

VOCATIONAL TRAINING MUST FACILITATE ACCESS TO THE SECONDARYSCHOOL

Thé importance with which it is désirable to invest voca-tional training, as well as that which should be accordedits objectives, hâve their relevance in that principle ofaccessibility which is basic to Québec éducation. Twoquestions corne to mind concerning thé policy on vocationaltraining. First of ail, does vocational training hâve aplace in thé secondary schools, or should young people bereferred to technical courses at thé collège level? Fur-thermore, if vocational training is to be retained, shouldit be a part of secondary éducation, or otherwise? Whenthé ministerial document opts for thé postponement of thé

53

vocational training of tradesmen and skilled workers to a

later time, thé accessibility of éducation to thousands of

Québec young peuple is brought into question. When it

indicates a préférence for a System which éliminâtes thé

current practice of traimng skilled workers in thé

secondary schools, considération must be given to thé effect

that such a step would hâve on their school expérience

and on their right of access to an éducation which meets

their needs and expecfations. Thé Conseil will refer to

statistics on school attendance at thé post-obligatory

levels to illustrate thé possible effects of such a develop-

ment. A more exhaustive analysis of thé problem is in-

cluded as an appendix"". For thé présent discussion, thé

following table, demonstrates thé changes which hâve occured

in the. school attendance patterns of three groups of Québec

young people who reached thé âge of 17 years in 1971, 1976

and 1981, respectively:

39. See Appendix II.

54

17 yrs. Age 17 yrs. Age ]7^yrs,'în 1971 in 1976 in 1981

a) enrolled inpre-universltycëgep courses

b) enrolled incëgep vocation-ai courses

some 32%, 25, 5% ^25, 9%

40, 6% 45, 9%

15. 1% ^-20. 0%

40e) receiving LV

d1pl ornas and SVcertificates

d) those with généralsecondary cert-if-icates entenngthé labour force

s orne 15%? s orne 16% some 18,5%

e) others from LVand SV

f) other «drop-outs;»past compulsoryattendance (i. e.after their 15thbirthday)

g) those droppingout before théâge of compulson/attendance

50% ormore

46% 36,3%

40. LV= Long VocationalSV= Short Vocational Courses.

55

Re.a^on^ to

/i-e-yo-cce. and tobe. cLL&iu^be-d

Thé conclusions arising from such a comparison are encour-

aging. It is clear that there has been progress in thé

provision of vocational training at thé secondary level

during this period and an improvement in thé number obtain-

ing Secondary ^chool Certificates. Thé figures also show

that there has been an increase 1n thé number of young

people having access to collège level vocational training

during thé same period. One important shadow hangs over

this table: in 1981, one young person in three still failed

to acquire a Secondary School Dipl orna. To thé extent that

thé schools must bring thé largest possible number of young

people to thé completion of thé courses proposed for them,

and should recogm'se what they hâve learned, it is urgent

that measures be taken in order to make access to studies

easier for those wishing to do so to enrol in vocational

studies.

A ^^L&t option:^^t&t ta pwv^de.oJii. wikh a ba^-cct^uiiyung o^quaLUi/

What hypothèses should be used for thé efficient organisa-

tion of vocational training in secondary schools, while

respecting thé principles which define thé school's «primary

task as (thé provision of) ail students with a basic train-

ing as complète and as sound as possible» (p. 46) and to

«give every student in secondary school thé possibility of

acquiring a high quaiity... training» (p. 52), while at thé

same time «stepping up thé pupils' persévérance and rate

of success» (p. 46). Thé authors of thé ministerial docu-

ment, faithful to their option of according préférence to

thé quality of basic training, opt for beginning vocational

training, as such, after eleven years of studies, that is

after Secondary V, being prepared to prolong it according

to course requirements as a thirteenth year of studies,

which would be regraded as being at thé secondary level.

56

An hypothëÂ^wh£.h. fiUpe.c^Uthi &c.hooV&e.ducaAcona^.ffM^-à-uin,

^oûtLô^ad onthd AUCG. &64 0^thé. KjiVtQ<i^tnumbeA. o<îpup-c&ô

Thé. advawta-geAo^ thé. ^oJ^UonOÀ U. e^e.c.tôa.ûce^-&^b^tctyto aduc. cvU.on

A second hypothesis is offered for discussion. It is thatof situating vocational training partly in thé eleventhyear, with thé largest part çoming in thé twelfth. Thédifférence of a year by comparison with current practicearises from thé requirements of thé Régime Pédagogiqueconcerning those options remaining in Secondary IV and Vwhich take effect in thé autumns of 1984 and 1985. Giventhé statistical trends apparent in thé school careers ofyoung people, and considering thé need to provide a meanswhereby thé greatest number may be enabled to obtain atleast a Certificate of Secondary Studies, thé Conseil seesmore advantages than problems in lacing secondary vocation-ai training in thé eleventh and twelfth years of studies.Thé Conseil leans in thé direction of this solution whichoffers less risk of discouraging young people and of doinga disservice to thé principle of accessibility to school-ing. This option takes into account thé fact that théquaiity of basic training is not measured only in termsof length and of course content, but is based above ailon thé effectiveness of teaching methods and on thé dyna-mism inhérent in eda o ic ro-ects susceptible ofappea-ling to thé educational needs of groups and individuals.Thèse basic re uirements are res ected in an or anisationwhich would permit young people to take up their vocationaltraining at thé begining of Secondary V.

A rasing of thé général level of qualifications in théworkforce is inséparable from thé effects of thé accessi-bility to young people of a given level of éducation andof thé quality of such training. Thé Conseil is of théopinion that an increase in thé level of qualificationswill not result simply by abolishing vocational traimngin secondary schools and then hoping that ail young people

57

Coizôe.çu.e.nc&ô^owi&e. &.a.bJL&. {^on.voca.U.onatt^Liyu.ng ^omthé. ^e.c.ondcVLif&c.hoot to th&umwu>À^y

will go on to cégep and umversity. If it be necessary to

ensure that a greater number of young people actuatly go on

to higher levels of training and acquire a gréa ter degree

of spécialisation, surely thé place to begin is with thé

significant 37% of our youth at thé secondary level who

do not obtain a certificate, most often because they hâve

left school as a result of insurmountable faitures. Thé

Conseil is of thé opinion that it is more by concentrating

our efforts on thé improvement of secondary school teaching,

induding vocational training, by reducing thé number of

failures, and by supporting ail those efforts susceotible of

providing this sector thé means of accomplishing its mission,

that we sha11 bring about a général improvement in ail

branches of thé vocational training offered in thé school

System.

In thé light of thé trends cited above, thé hypothesis

selected permits one to believe that thé number of young

people electing traim'ng as a tradesman or skilled worker

at thé secondary level will remain relatively unchanged.

Improvement is to be expected in thé number of young

people who will succeed, leading to a decrease in thé num-

ber of dro outs and unqualified workers in thé System.

Following such an increase in thé number of pupiis with

diplomas, an increase in thé number of admissions to voca-

tional training in thé cëgeps and of stability in those to

pre-university studies is to be anticipated. Any increase

in thé number enrolling in university studies would then be

based on thé proportion of those who pass thé pre-university

courses in thé collèges. If thé number of qualified gradua-

tes is to augment it is necessary to bring about an increase

in thé number of technicians in thé spécialised vocational

fields. Any increase in enrolment in such studies dépends

58

M^À.gyu.yiQpnÂjotLty tope.doLgog^c.pn.obtem&

on thé progress of those who obtain their Certificate ofSecondary Studies. Any maintenance of thé level ofenrolment in vocational training at thé secondary level

goes hand in hand with an increase in enrolment at otherlevels of vocational compétence, notably in thé cégeps

and universities.

LIMITATIONS AFFECTING VOCATIONAL TRAINING IN SECONDARY

SCHOOLS

Thé ministerial document on thé vocational training of

young peuple refers to thé many laudable efforts which hâvebeen made aver thé years to improve thé quaiity of thééducation dispensed in thé public schools. More recently,their objectives hâve been defined in terms of thé contentand structure of studies, thé validity of pédagogie ap-

proaches and methods and, finally, acceptance, at thé levelof thé school, of responsibility for particular aspects ofits opération. Thé ministerial document solemnly affirms itsadhérence to thé principle of thé pédagogie revitalisation

of thé school:

«... thé renewaT will be of a pedagogical nature

ofherwise there won't be any true renewal. Beyondail thé institutional adjustments that one can

imagine, we can see emerging thé unavoidable neces-sity of renewing thé quaiity and diversity ofpedagogical practices which should enable moreyoung peuple to benefit fully from thé time spent

,41

in school".»

41. Technical and Vocational Education, p. 30;.

59

Thé. cou/tàe^o^ ^t.acLiu>!ïh&. p^imaAytCUtQ<2^&

Th.e. u-pdcttAng o^couA^e^ mti4.É .tofee.^yito a.c.c.ount thé./ie.qLuA.e.me. yit& o^.thé. ta-bouA. maA-k&tand th<2. &c.hooV&^pe.cÀMÂ. fujie.

This willingness to let fresh air into thé realm of pedagogy,

laden down by thé dust of t1me, leads to an examination of

thé traim'ng courses. Many of them are subject to time

limitations, their outdated content no longer relevant to

thé jobs for which they prépare pupils. Others are too

closely concentrated on manipulative détails, to thé detri-

ment of thé development of skills and any understading of

thé processes basic to learning. Some courses are criti-

cised as being limited to theory alone; in such cases prac-

tical applications occur anly in on-the-job sessions, which

are, themselves, held to be inadéquate and much too short.

There is, therefore, a need to point out a number of targets

at thé start of any pédagogie renewal.

First of ail, much could be gained were thé courses respon-

sive to requirements an'sing from developments in science

and technology, such as thé émergence of completely new

fields of employment and thé radical changes occurrin in

existing jobs. Thé analyses of job requirements recently

published jointly by thé Mim'stëre de 1"Education and dela Main-d'oeuvre could serve as a valuable source of infor-

mation in this regard. In this way priority would be given

those fields most subject to rapid and radical change. It

must be remembered that thé vocational courses offered in

thé secondary schools are not intended to quaiify young

people to assume highly spécialised positions from their

first day on thé labour market. Secondary level courses

must provide broad and non-specialised traim'ng; thé

opposite is undesi ratale, because of thé school's educational

mission, nor is 1t possible, given thé constraints imposed

by thé âge and level of matun'ty of thé young people, and

thé dispositions of thé Régime Pédagogique for Secondary

Schools. Spécialisation will corne later, within thé school

60

Stnuc>tiLfungthé. COUAA&A^n c-umuÂjCvtÂ-ve.un-céà

System for those going on to further studies, on thé jobfor those who secure employment. Industry generally

assumes thé spécial ised trainingof thé young people itenlists; it is generally agreed that young people shouldacquire a sound generatly background and soiid basic train-ing in their secondary school expérience. Companies thenassume thé responsibility for introducing young people to

spécifie job requirements, thus permitting them to developcompétence in a trade or vocation on thé basis of thé know-ledge and ski 11 s acquired at school. Thus young people whohâve chosen plumbing, or pipefitting at school may seekemployment with a natural gas supplier, in a paper mi 11, ashipbiuilding yard or in a chemical factory. Thé context

of thé workplace will bring about some spécialisation and,at thé same time, develop thé ski 11 s required by thé parti -

cular trade.

Thé trends toward thé structuring of courses in cumulative

units, that is of establishing a hierarchy of those skillsand abilities required for thé graduai attainment of asatisfactory level of knowledge and performance, has becomevery important in récent years. Thé effect of thé recom-mendations made to this end in thé 1980 version of Technical

42and Vocational Traim'ng for Young Peuple are évident"". Thismethod of course building encourages thé constant upgrading

of content and makes possible, thanks to a much clearer

définition of thé objectives of each unit, fairer and more

exact évaluation. This approach has already given excellent

results in thé continuing éducation sector; it would be

profitable toidentify in thèse courses guidelines respon-sive to thé needs of young peuple.

42. Ibid., pp. 41-42.

61

S&paAat& Thé ministerial document, faithful to thé guidelines on^ogyu. tMjn vocational training published in 1980, maintains thé

Ae.condaA.t/ . ^--. -.. -. ----- ^ , ^ .. _, _. _.. . ^... j..andvocaïionat principleof a récognition of secondary studies separate&twLi^ fyQ^ ^g^ accorded vocational and technical skills. Thé

Conseil accepts thé relevance of this principle. Thé problemof how to recognise acquired learning then ar-ises; that is,how to assess for certifi cation purposes thé degree of

mastery of learning acquired by a pupil both within théclassroom and outside. Many hâve been thé objections tothé fact that thé récognition of Tearning is merely amechanisn which is apt to restrict thé content of trainingto narrow fields of knowledge and to limited ski 11 s. Studyof this question suggests thé ignoring of a finicky account-ing of crédits and thé abusive defence of institutionallimits inorder to rai se thé discussion to thé 1eve1 of anunderstandin of thé needs of young peuple and of theircareer re uirements. Certification calls for thé setting

up of mechanisms capable of recognising and deciding uponthé relevance of what has been learned from thé content ofcourses or from other équivalent sources. Thé Ministère 1sinvited to carry on thé efforts already undertaken t^develo an efficient a aratus for thé measurement andévaluation of learnin which would permit young peuple to

be judged in terms of what they actually know. It should bepossible to find more flexible mechanisms which would permityoung people who hâve left thé school System to return withrécognition of both thé. ski 11 s and expérience they hâveacquired for vocational qualification.

Thé tune. dwote. d Those young people who now sélect thé so-called «Long» Voca-ts wwtiowL ^ ^ tional Course, hâve thé équivalent of a school year in which

[ : pOAA^D-te - -

^ ^ ^

aïîansS'^'""""'^ to acquire, in thé classrooms or specialised workshops, théideas basic to their trade. Thé time available is divided

62

FOA CL moftii.

^te. xÂ.bte. a.ndo^Lg^MLi^wteAp^.<ita>Ujono^ thé. Rag^ne.P&dCLQOQ-iq^

between Secondary IV and V, according to that given over tooptional courses. It is possible to add a sixth year,called «a supplementary year», which is completely devotedtospecialised vocational training. Thé ministerial docu-ment interprets thé effects of thé Régime Pédagogique forSecondary Schools in thé following way:

«Actual vocational training programs will beoffered after thé fifth year of secondary schooland thé new pedagogical System will surely establishthis practice"».

Thé document goes on to state that thé objectives of some^simple trades may be reached in less than twelve months; inother cases préparation for more spécialised fields may re-quire up to two years. In most cases vocational trainwgwould not begin until after completion of five years of basicstudies.

Thé new Régime Pédagogique opens thé way to other arrang.e.roents.It'makes it possible to dévote thé twelve optional units ofSecondary V to vocational subjects presently offered inSecondary IV and to limit Secondary VI to vocational special-isation. " In this case. thé addition of a year to thé totallength of thé secondary course ives basic trainin addition-ai time équivalent to 2/3 of a year, whereas vocationaltraining in turn is augmented by thé équivalent of fourmonths. This allocation of time to optional subjects^infourth and fifth years, before and after thé application ofthé new Régime Pédagogique, may be represented as follows:

43. Ibid., p. 52.

63

Legend: soi 1 d line for compulasory courses 44dotted line for optional courses

Situation before thé ap-pli cation of thé newRégime Pédagogique

Situation after théapplication of thé newRégime Pédagogique

Sec 4 L. V. 24 cr.

Sec 5

12 cr .

12 cr. 24 cr

Sec 4 28 uni ts

Sec 5 24 umts

8~^.L!optionalcourses

1ÏU> .3j optional

.^courses

Total :

r-Sec 6 !36 uni ts \(Voc. )!________j^

Général tràining 36 crédits Général training 60 units

<,c, t, on. 1 - 36 crédits ,"""""" w\i/^r)(+12= 1/3 year)

Mafe^ngvoc.outioncLttuu^unQa.c.c.u^-t.bte.eja^ttisA.

Article 38 of thé Régime Pédagogique makes it possible,

under exceptional circumstances, however, to provide voca-

tional training at an earlier stage, at thé discrétion of

each school community. Thus, some young people might elect,

in Secondary IV and V, for example, thé five optional courses

prescribed by thé Régime Pédagogique and dévote them, along

with ail those of Secondary VI to courses related to a given

44. Régulation concerning thé Secondary Rëgime Pëdagogique, Instruction of 4December, 1981 (AE-10-82-01) Québec, Ministère de 1"Education, 1981.

64

field leading to qualification in their chosen trade. 'Thistime allocation to vocational training, while greater thanthat presently available, would respect both thé dispositionsof thé Régime Pédagogique and thé objectives of généraléducation which should not be affected by such an arrange-

ment. Thé mimsterial document recognises this possibility,

but prefers to refer to thèse options as «technologicaléducation» and conceive of them as being a part of généraltraining; this playing with words carries with it thé riskof turning off those young people who want to begin voca-tional training as early as possible.

«Technologically oriented programs for secondarystudents will be part of thé 24 optional créditcourses in thé third, fourth and fifth years of

secondary school. Enrolling in thèse programswill not necessarily mean that thé student is

45enrolled in thé vocational training section».

While thé Régime Pédagogique may make inévitable thé additionof a year in order to ensure that thé schools provide quaiitygénéral and vocational training, it does not exclude thépossibility of using thé options of Secondary IV and V asthé base on which to bui1d vocational training. Schoolcommunities are free to sélect thé interprétation which

they judge best to provide young peoplewith early accessto vocational training. Whether they opt for this formula,which intégrâtes général and vocational training, or prefer,-as thé ministerial document suggests, to delay vocationaltraining until thé end of five years of général éducation,

45. Technical and Vocational Education, p. 51.

65

Thé. c.ho^ic.e. o^COUAA&Â andempioymewtp044-tb-tZ^frL £4

V>iveA^>i^{/^ngthé. cou^à&&o^eA-e-d taifoang pejûpte.

they must not in any case reduce thé time devoted to voca-

tional training. It would be well, in many fields of train-

ing, to try to increase it.

Among thé numerous pédagogie problems of which any school

desirous of leading young peuple up thé right path must beaware that of thé reievance of its courses in terms of thé

limited opem'ngs in thé labour market is far from thé least.

Many courses lead directly to fields of employment which are

either saturated or phasing out. It is not easy to grasp

thé motives which guide thé pupils in their choice; some

fields hâve an irrestible attraction for an irrationally

large number of candi dates, While others, for lack of

interest fa11 by thé wayside. Thus, in 1979 and 1980, thé

aesthetic field (hair dressing, etc. ) produced 5 456 gradua-

tes, while fishing had only eleven. Thé so-called «service»

sectors attracted 32 248 candidates of whom 30 146, giri s

in thé majority, opted for jobs listed in those catégories46

offering thé poorest perspective for employment'". Stepsmust be taken to avoid young people's being swallowed up by

this type of course. In order to do so, those courses

offering thé best prospects of employment must be made as

attractive as possible, as much by thé uality of thé u-

blicity in use as throu h content susce tible of stimulatin

enthusiasm. In this way dead ends will be avoided.

Young people currently enrolled in thé Short Vocational

Course are easy casualties of courses with a limited future.

In some schools, those wishing to avoid repeating Secondary

II enroll in thé Short Vocational Course and are facedwith

a choice between cooking and sewing. At thé same time, in

46. After Paul Corbeil, Relance, Finissants du secondaire 1976-1981.Québec, Ministère de TEducation, 1982, pp 203-204.

66

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Courses requiring additional periods of vocational training

during a sixth year offer young people, who hâve already

reached thei'r eighteenth birthday, thèir nineteenth if they

hâve failed along thé way, superior opportunities for

securing employment. Once again, thé facts plead in favour

of an increâse in thé time devoted to vocational traimng.

Thé présent allocation of time to those fields calling for

an advanced 1eve1 of techm'cal skill appears inadéquate.

Thé Conseil draws attention, in this regard, to thé soiu-

tion outlined earlier with a view to increasing thé time

available for vocational traim'ng without adding more than

one year to thé secondary course. It must not be made too

long, in fact. Thé mimsterial proposai delaying to after

thé fifth year thé essentials of vocational traim'ng forces

young people who hâve elected thé most difficult courses

to finish at thé same âge as that at which cégep students

in thé pre-university program complète a course which is

he1d to be superior in nature. There is risk of this

factor's inciting pupils to elect thé shortest possible

course, intending to supplément their spécialisation with

on-thé-job traim'ng.

Many educators hâve indicated their lively appréhension of

any national map of vocational spécialities drawn up by

thé Ministère de 1'Education. They point out thé danger

of thé urban centres', always thé winners in any division

of human and financial resources, gaining, once again, at

thé expense of thé geographically isolated régions, which

are low in population and economically disadvantaged. It

has been claimed that in most of thèse régions thé young

peuple sélect, more or less automatically, courses that

are more or less satisfying, in order not to break family,

social and school ties and to seek their fortunes with

68

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will be assuaged to thé extent that those responsible forthé project are in a position, thanks to efficient methodsof consultation and concertation, to identify in each

community both thé ositive aspects of thé vocational train-ing dispensed, as well as thé problems. Thé rationalisationmust not serve as a pretext for thé élimination of communityprojects and customs. Thé needs and expectations of thoseimmediately responsible for vocational training should begiven thé same considération as thé préoccupations of indus-tries, of employment planners or of socio-economic élitesin thé development of a national plan. A manifest willing-ness to develop vocational training would appear to be thémost efficient too for disarming thé fears engendered by théidea of a national plan. Such a government project will berelevant to thé extent that its conclusions and analysesare translated into clearly announced guidelines and théallocation of thé resources required for their application.

71

CONCLUSIONS

AND

RECOMMENDATIONS

Thé analysis carried out in thé preceding chapters has, to a

large extent. focussed on thé problems encountered by voca-

tional training pupils; it was intended to bring to light

thé unsuspected wealth of this educational highway and to

identify those signs which indicate thé nature of its future.

Some of thé main threads lead directly to concrète proposi-

tions for thé modification and revitalisation of thé schools.

Their only aim is to provide support for a distinct and

fertile field of training in secondary schools attempting

to realize their full potential.

Thé conclusions which thé Conseil is about to elaborate

differ from those of thé ministerial document principally

in that they draw attention to thé existential context under

which young people pursue their vocational training in thé

secondary schools. Thé quaiity of this training, thé chal-

lenges implicit in thé accessibility of éducation, thé

relevance of certain courses and school organisation, and

thé concordance which must exist between thé content of

courses and thé évolution of économie activity and fluctua-

tiens in thé labour market from thé background against

which ail those involved in thé drama of vocational training

play their parts. Throughout its study, thé Conseil has

kept young people at centre stage, they hâve been thé main

subjects of its thoughts and préoccupations. From thé logic

which has controlled thé unrolling of thé picture and in

considération of thé importance of thé effects it may hâve

on thé évolution of vocational traimng and on thé future

of young people, thé Conseil concludes with thé following

72

Th& qiiaLUy o^voccuUxinaA.iA.cun^. ng

recommendations.

Whereas any increase in thé quaiity of thé vocational

training of young people in thé various trades and jobs theymay choose is dépendent on a dose rapprochement betweentheory and practical expérience, thé Conseil recommends:

1. That ail pupils who hâve successfully com-

pleted that périod of studies devoted tovocational training in secondary school be

enabled to benefit from a voluntary period

of apprenticeship in thé work place, fora period of from twelve to eighteen months,at thé end of which they would receive reco-

gnition for thé skills so acquired.

Thé public secondary schools provide young people with ini-tial vocational training. At thé end of their school

careers young peopte still hâve a long way to go to perfecttheir knowledge and to acquire thé skills demanded in théexercise of a specialised trade.

It is possible in thé immédiate future to foresee thépossibility of making available to every pupil who hassatisfied thé requirements of secondary school vocationaltraining such an apprenticeship expérience under théguidance of highly qualified people. In many trades therealready exists a framework under which apprenticeship iscarried on as well as reco nition of thé status of appren-tice conferred upon thé candidate. Thé présent recommenda-tion reflects existing practices wich could do with modi-

fication.

73

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establish an organic link with thé initial polyvalent tralmngreceived in school. This way of organising vocational train-ing could gain by profitting from thé best that adult edu-cation offers in terms of methodology, activities and inits attitude towards thé vocational training of its students.There is no lack of educational resources at thé disposaiof secondary school pupils; they hâve only to besought out.By refusing to operate as a closed shop and by not attemp-ting to restrict vocational training of young people to théschools, at any price, thé Ministère will demonstrate realopenness to a host of partners who are disposed to assumetheir responsibilities for thé training of young people.This is thé key to a true policy of concertation.

Thé apprenticeship period should include provision for a fi-nancial allocation sufficient to assure mobility and économieself-sufficiency. Thèse allocations could, as is thé casein some European countries, be équivalent to a consistentfraction of thé minimum wage.

Thé attraction for many young people of linking their voca-tional studies with a period of apprenticeship in thé work-place within thé framework of their secondary school ex-perience, cannot be understimated; thé vocational sectorwould be flooded with recruits, as a result. It wouldbecome more stimulating, more satisfying for such pupils to

carry on their studies and to reach thé objectives set bythé school by means of vocational studies which respond totheir aspirations and needs, rather than being stifled by«académie» subjects which many among them lack thé meansof mastering. At thé end of their course, thé young peoplewould hold a Dipl orna of Secondary Studies and another ofVocational Studies which would open to them thé best chances

75

Âcc.u^b^Utyto voc.cuUonait^uuyung o^qimLUy

of securing a spécialised position. Those pupils who under-

took thé apprenticeship session would see their compétence

recogmsed by a spécial attestation. Thé government's

Project, aimed at a général upgrading of thé qualifications

of Québec's manpower, would faîl on fertile ground.

Whereas, there are many factors affecting thé organisation

of secondary studies, as well as thé relevance of thé ob-

jectives and pedagogy of vocational training, thé Conseilrecommends:

2. That no effort be spared to maintain and

progressively increase access to vocational

training for quai ified workers.

Thé number of young people who learn a trade as a result

of sound général studies and vocational training of quaiity

is directty proportional to thé establishment of efficient

and practical means for so doing. Thé Conseil has under-

lined, throughout this opinion, those conditions which

appear most favourable to thé acquisition of quaiity train-

ing: promotion of those courses most likely to be fruitful

in terms of employment, research into ail aspects of peda-

gogy, in order to make it more adéquate, and thé reliability

of thé guidance available to young people in their choiceof a career.

Thé Ministère has made public its préférence for certain

options, particularly that of prolonging thé period of

général studies for ait secondary school pupils and of

delaying, in most cases, vocational training until after thé

completion of five years of basic éducation. Such an on'en-

76

[/oc-atwnatVuuMÀng >Lncomparu, on M>U.hotheA ^e.condaA.y&c.hooi c.aA.e.&u

tation carries with it serious risks, which we hâve indicatedin this opinion. It is extremel im ortant that anmodification of thé structure of thé secondary school ro-gram not turn away from vocational training any younperson inclined to follow such a course. On thé contrary,thé credibility, relevance and attraction of this road toéducation should be such as to attract large numbers ofadolescents who will find there what they require to de-velop their potential and to become responsible and involvedcitizens, as well as efficient and compétent workers.

Whereas, there are many factors affecting thé accessibilityof éducation to a large number of pupils as well as théquaiity of such training, thé Conseil recommends:

3. That vocational training be offered at thésecondary level during thé eleventh year ofstudies, as a normal practice, through théutilisation of thé time allocated to Secondary

V optional courses, in conformity with thédispositions of thé Régime Pédagogique, andduring a twelfth year of studies devotedsolely to vocational training.

In placing vocational training, to ail intents and purposes,after Secondary V, thé ministerial proposais open thé doorto thé extension of such training over a two year period,that is Secondary VI and VII. Postponing thé whole voca-tional training course until after completion of five yearsof général éducation is irreconcilabié with thé concept ofobtaining thé V. T. D. in a single year, since this formularisks making it impossible to provide thé time required by

77

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So accelerated, vocational training would then make possible

thé granting of thé V. T. D after a year of spécialisation.Thé inclusion of spécifie vocational material as an inte-

gral partof their général éducation, as well as thé addi-tion of a sixth year, would give pupils more time for bothbasic and vocational training throughout their school careers.

Thé prolongation of vocational training beyond its présentlimits involves thé prospect of there being no candidatesfor one or two years to corne. Thé situation is similar tothat brought about by thé intégration of thé institûtes oftechnology with thé cégeps; whereas young people had enrol-led in thé institutes after eteven years of studies, twelve

years were required for entry into thé cégeps. Such a gapcannot be avoid without brin ing thé whole Ré ime Péda og1 ue

into question; it must not result in thé teams of educatorsbeing demobilised or broken up. Thé resulting availabilityof thé teachers will make possible ambitious in-service

training programs for staff members in thé most up to datetechniques, in workshops which many of them daim to hâveleft too long ago. Those responsibte for pedagogy will,thus, hâve at their disposât ail thé time required for de-veloping modem teaching methods, for thé planning of newpédagogie approaches, for thé révision of course contentand for thé drawing up completely new course outlines.

Thé ministerial document on thé vocational training of young

peuple recognises thé need for spécial measures to meet théneeds of those for whom thé normal path, conceived of for

thé général school population, risks becoming thé road todropping out and irrémédiable failure. Thé Conseil reco-gm'ses thé interest which would be aroused by a programwhich offered pupils aged thirteen to sixteen years a basic

79

éducation of a personnalised nature, followed by alternating

sessions of classroom and on-the-job traimng for those in

their sixteenth toeighteenth years. In thé light of thispreamble, thé Conseil recommends:

4. That steps be taken to make it possible for

secondary III and IV pupils to benefit in

equal parts from a basie éducation in thé

principal subjects according to teachinn me-

thods adapted to their needs and motivation

and of pre-vocational traim'ng, including

both theory and practice, in van'ous fields.

Such a program would lead pupils to a fifth year and also,

if they so desired, to vocational traim'ng in a trade.

Thé présent recommendation is intended to improve thé lot

of those young people who tumble into thé Short Vocationat

Course after a chaotic school expérience. It also meets

thé needs of those who are turned off by school , accustomed

to failure and for whom thé future is less than bright. It

extends a hand to that group of young people who do not,for a multitude of reasons, succeed in their studies and

receive a dioloma. Besides thé conviction that any impro-

vement in thé situation must be based on through reformula-

tion of courses, changes in teaching methods, personal

services, encadrement and thé évaluation offered to youngpeople by thé schools, more down to earth arran ements are

catled for.

Thé hypothesis which thé Conseil proposes differs from thé

Ministëre's proposai, in that it includes thé possibility of

80

Voc.cuU.onaJL.ùuuMinQ and.thé. A/taÙLô o^wome-n

thé young people's being qualified foremployment on leaving

school; it would permit them to do more than simply put in

time until thé expiration of thé period of compulsory schoolattendance and then to face a lifetime of unskilled labour

in some community organisation, municipality, or industry.

Thé pedagogy of thé so-called «académie» subjects calls for

a radical change in methods in terms of thé aptitudes and

needs of children with problems. Such an objective becomes

more readily attainable where compétent and willing teachers

take up thé challenge of devetoping interesting educational

projects and where they agrée to accompany their pu ils

through ail stages of their school careers. Thé teaching of

thé so-called vocational subjects could also gain from

being made much more relevant and demanding. Many teachers

of thé existing Short Vocationat Course improve thé Gatibre

of thé courses for Secondary III and IV by borrowing ideas

and content from thé more spécialised outlines of thé Long

Vocational Course intended for Secondary IV and V. This

practice, far from being discouraging, stimulâtes motivation,Thé young people in Short Vocational then elect to pursue

their studies, by moving, with no gréât difficulty, into

thé Long Vocational Course. Thé teachers daim that thé

care they take to respect thé pupils' learning patterns, to

adapt course content to their capacity for understanding

and progressing is enough, in many cases, to relight théflame of motivation, to uncover unsuspected strengths in

many pupils and to ensure their progress.

Sexist stéréotypés play a large part in many aspects of thé

vocational training of women; this is particularly évident

in thé choice of vocational spécial ities made by thé

female population of thé secondary schools. This is why

81

thé Conseil recommends:

5. That thé action of thé Ministère and thé

schools to make thé vocational guidance of

pupils less sexist go farther than thé hunt

for stéréotypés; that such action involve

getting women out of thé employment ghettos

usually reserved for them and that steps be

taken to strengthen in women thé désire to

seek a high level of vocational qualification,

in harmony with thé job openings resulting

from technological change.

That, in their opération, thé teaching

services and ail other support services in thé;

vocational training sector, work to this end.

Thé school community could gain by borrowing from thé

expérience of thé awareness sessions organised by adult

women in groups with a view to modifying their perceptionof various fields of endeavour. Many schools hâve alrea-

dy elaborated less segregationist méthodologies and acti-

vities for thé technological exploration which leads to théchoice of a trade or career. Certain trade courses now

included in thé Short Vocational Course are sti11 closed

to girls. One way of remedying this situation is to in-

vite women carrying on what has, up till now, been consi-

dered a mâle occupation, to talk about their work; another

is to encourage both men and women teachers to work as ateam in van'ous trades.

Thé académie success of women, remarkable from a statisti-

cal point of view, should also serve to stimulate thé

82

Thé. c.h.o^c.i o^cou/LAe^> and thuA.ada.ptjoitiûvt to thé.

^.e.quÂA.eine.yuU o^thé. £abouA. maA-k&t

interest of girts in those vocational fields which demanda high level of expertise and scientific knowledge. Effortsmust be continued to counter thé effects of thèse cultural

préjudices which undermine that confidence, to which womenhâve every right, in their ability to manipulate tools, usemathematics or operate machines. Thé pupils must be madeaware of thé breadth of thé new avenues opemng up in new

sectors of industry; ail possible means must be used to

ensure that gir1s embark thereon and make use of ail theirtalents.

Whereas, any improvement in vocational teaching requiresthat thé sélection of courses be closely linked to thé

évolution of thé economy and to thé development of new

skilts; and, whereas, certain conditions are required to

ensure thé relevance and quaiity of such courses, thé Conseil

recommends:

6. That thé Ministère de TEducation and ail

those in any way responsible for thé voca-

tional training of young people be in pos-

session of a manpower policy, or at least

of some éléments of such policy, in order to

be in a position, within a reasonable delay,to décide upon thé maintenance, thé cancel-

lation, or thé development of vocational

training courses; and

That ail those responsible for thé relevance

of vocational training courses in a commum-

ty give absolute priority to thé up-dating

of teacher training, particularly through

in service sessions in industry, to thé

83

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thé future by making them aware of trends in thé world ofwork and by defining thé level of qualification requiredto secure a, worthwhile position. Such trends, such forecasts,would serve as basis on which thé Ministère and thé schoolcommunity could develop vocational training courses: voca-tional uidance courses first of ail, capable of provid-ingyoung people with clear insights regarding thé objectives ofthé schooTs various training options and of where they lead.Révision and development of thé content of thé courses them-selves, in virtue of more précise objectives, adapted tothé capacities and needs of youth, capable of providingthem with an accepted level of skills, and, in thé

final analysis, of enabling them to find employment in ajob market which is in thé midst of radical change, mustf on ow.

Thé vocational training of young people would profit greatlyfrom thé coming together of studies and apprenticeship. Thémost important effects of such a new relationship would bean improvement in thé effectiveness of on-the-job traimngsessions, clarification of thé décision as to which coursesto offer or withdraw, and an increase in thé relevance ofteaching content and thé quaiity of pedagogy. With this inmind, thé Conseil recommends:

7. That permanent and efficient means of concertation be established among those responsiblefor éducation, thé governmental representa-tives in charge of manpower, representati-ves of industry and spokespersons for those

workers organised in unions.

85

That coming together of thé school and thé world of work,

which is hailed by ail as being «devoutly to be wished» for

thé improvement of thé training of young people, has thé

gréa test chance of seeing thé light of day when concrète

roposals invite those involved to work as one. Thé exam-

pie of adult éducation is very clear on this subject. Those

responsible for éducation, for différent sectors of thé

labour market and for various levels of government share

initiatives, actions and budgets in thé carrying out of

projects for thé up-grading of ski 11 s or thé création of

new areas of employment.

Acceptance of this challenge will hâve begun when thé

educational authorities become convinced that such colla-

boration between thé schools and thé wOrkplace is not only

thinkable, but indispensable. Thé school often has a ten-

dency to turn a blind eye to objectives other than its own.

Without, in any way, mimmising its own aims, thé school

has everything to gain, in thé interest of young peuple,

above ail, in undertaking an open dialogue with business an

industry. Thé présence of thé unions at thé table with those

representing éducation and business is also necessary, for

two reasons. First, in order to improve and to ensure access

to thé practice of a trade for young people. Secondly, becau-

se of thé extremely important rôle of thé unions in thé upgra-

ding of thé vocational ski 11 s of their members, to guarantee

that young workers will enjoy thé same advantages and services

during and after their period of apprenticeship.

Thé objective most likely to encourage a rapprochement

between thé school and thé workplace is thé a rentice-

shi sessions, as defined by thé Conseil in 1ts first

Recommendation. Some may remain sceptical to thé idea of

employers and business représentatives acting as patrons to,

86

or showing any interest, whatever, in young apprenticescoming, fresh minted, from thé schools, while économiedifficulties beset them and require them to struggle to

gain their daily bread. This analysis does not proposeto find solutions to thé problems faced by employers, nor

to respond to thé needs and préoccupations of industry;its sights remain focusses on thé educational relevanceof thé vocational training of young people within itssocial and économie context. It must be remembered, totheir crédit, that employers and industry hâve, on manyoccasions, received favourably and with some enthusiasmministenal guidelines for thé vocational training of youngpeople; we refer to thé consultations on thé Green Paperin 1977 and to those of 1980 and 1982 on thé vocational

training of young peuple.

Do businesses hâve any interest in welcoming young learners

when they are struggling, with considérable difficulty,to retain thé services of their regular employées? Itmust be remembered that thé number of young apprentices

joining thé labour force in this way would be minimal,in terms of thé number actually employed. Further, since

apprenticeship training is already carned on in a goodlynumber of trades, it is to thé advantage of industry to

welcorne thèse young workers; thanks to what they would gainfrom thé expérience of working, they would provide continuityin industry and would represent, because of their compétence,an investment in quaiity and prosperity. There is no questionof suddenly inundating every trade with a flood of young man-power, thirsty for practical expérience. Some planning 1srequired in order to distribute thé number of places amongindustries and to anticipate what would be required in théway of supervision, so that thé needs and expectations of théyoung people might be satisfied.

87

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laboration of ail those with an interest in thé vocationaltraining of young peuple a takes on particularly urgentcharacter; each of thé partners and society as a whole hasmuch to gain from it, or to lose. If thé cost of éducationbe high but if society reçoive in return for its investmentwell-rounded citizens, and industry quai if ied workers, no

one will quibble at thé expense. Any discussion of th1s ques-tion must deal with thé degree of moral, social, économie or

political responsibility each party involved should assumein thé name of thé common good and its own légitima te inte-

rests. But, even greater than thecosts of éducation, arethose to be paid by future générations as a result of lossof jobs, ignorance, unemployment, aimless youth and théunderutilisation of human resources. Among thé initiatives

that one would hope to see arising from concertation bythose involved would be thé channeling of thé colossal sums

currently swallowed up in unemployment insurance paymentsand welfare allocations into vocational training; such

could be thé result of more open discussion and more effec-tive concertation. Thé vocational training of young peuple

costs society a gréât deal. There could be an incalculablereturn on this investment in terms of an improvement in thé

quaiity of éducation and in thé level of préparation ofyoung peuple for work, and in thé stabilisation of thé socialclimate, as well as thé assurance of an upturn in économiedevelopment. Thé game is well worth thé candie.

8. Thé Conseil recommends that thé Secondary

Régime Pédagogique be modified to permitthé courses in Initiation to Technology,

compulsory in Secondary III, to be offeredbeginning in Secondary II, in those schoolswhich so désire. Thé Conseil hopes that thé

89

optional courses in technological éducation

laid down for Secondary III, IV and V will

hâve a tendency to awaken an interest in tech

nology in young people, to stimulate motiva-

tion in modem techniques and to encourage

them to aim for thé high level of qualifica-

tion required to cope with technological

change.

If thé optional courses in technologicat éducation were

offered beginning in Secondary III, a pupil who had already

made a career choice would hâve available options related

to that vocational orientation, without being obliged to

repeat thé compulsory course in Initiation to Technology,

already covered in Secondary II. In this way thé three

optional courses laid down for Secondary III and IV could

be oriented in thé direction of an exploration of thé

various fields of vocational activity.

Thé Conseil invites educators to make their pupils aware

of thé technological dimensions which underly many secon-

dary school subjects, such as thé biological sciences,

physics, chemistry, logic, mathematics and many others.

Thé removal of inter-disciplinary barriers encourages young

people to achieve thé objectives of their basic éducation,

as much in their acquisition of technological background,

as in thé many aspects of vocational training.

Thé. ge.og/iCLpkic.cii&t^ibutLon o^vouLtionaJi.tULuung couA^&à^oft youi ïiQ pe.opte.

Whereas, many factors militate in favour of an équitable

distribution of traimng courses over ail thé school

commum'ties of Québec; and whereas, a national map may

become an efficient means of assuring that thé most

90

relevant courses be offered where needs are thé most appa-

rent and expectations most pressing, thé Conseil hopes:

9. That those responsible for thé drawing up

of thé national map will seek thé parti ci -

pation of various représentatives of schoolcommunities and of others involved in voca-

tional training from ail régions of Québec;

and,

That thé allocation of courses in each

région be accompanied by thé human and financial resources required to guarantee their

success. That thé distribution of courses

not be based solety on providing young peoplewith employment at thé local level in thé

spécialities offered, but that it be basedon planning in time and space, in order tosatisfy thé long term needs of a growinglabour market in those sectors expenencing

expansion.

91

APPENDIX l

LIST 0F SCHOOLS VISITED AND 0F ORGANISATIONS CONSULTED

Schools visited

Ecole polyvalente La Magdaleine (C. S. R. Lignery) Laprairie

Ecole St-Jean-Baptiste (C. E. C. Q. ) Québec, limited visit(2 members)

Conférences and Hearings

Régional conférence for thé Québec Administrative Région

Conférence for thé Trois-Riviëres Administrative Région

Conférence for thé Montréal Administrative Région

National hearings at thé Centre Montfortain, Montréal,28 February and 1 March, 1983.

encountered

Représentatives of Industry and Training Centres

Mr. René Duhamel, Directeur de formation à 1'éducation desadultes, Cegep Beauchemin, Tracy;

Mr. Marcel Colette, Directeur de la formation technique etprofessionnelle, C. E. C. M.;

Mr. Léopold Turcotte, Director of Technical Training, QuébecIron and Titamum.

Mr. Hermann Lambert, Supervisor of Technical Training, Prattand Whitney Aircraft of Canada;

Mr. Jean-Pierre Raymond, Directeur de la formation. GazMétropolitain;

92

Mr. Robert J. Plamondon, Assistant^D^isional ^^ef^o^. ,^^.. -. . . - - - ^^gg^g^^ Training, Bell Canada.

Représentatives of sectors related to thé Vocational trainingof oung Peo le at thé C. S. R. de Tilly, Québec

Mr. Vincent Tanguay, Director of Educational Services

Mr. Marcel Mius d'Entremont, Directeur de renseignementgénéral

Ms. Lorraine Therrien, Coordonnatrice des programmes deslangues;

Mr. Jean-Noël Toulouse

Mr. André Halle, Vice-principal, Ecole Secondaire Beaurivage

Mr. Martin Bouchard, Vice-Principal, Ecole polyvalente LesEtchemins;

Mr. Jean Duquette, Coordonnateur de la formation profession-nelle.

Thé Commission on Adult Education, Conseil supérieur de1'éducation

Mr. Rosaire Morin, Chairperson

Mr. Jean-Pierre Lamoureux, Co-ordinator

Ms. Suzanne Fontaine, Research Assistant.

93

APPENDIX II

THE INTERDEPENDENCE 0F ACCESSIBILITY TO EDUCATION AND

THE DEVELOPMENT 0F VOCATIONAL TRAINING

In order to support recommendations based on such an exact

assessment of thé situation, it is helpful to examine récent

developments in thé vocational training of young peuple in

comparison with overall school attendance. At thé same timethis will provide an appropriate framework for thé projection

of changes which are both possible and to be desired.

In thé following pages, we shall, then, study thé paths

followed in thé school System by thé principal groups of

young peuple, in terms of thé van'ous types of vocational

training, and thé évolution of such paths.

1. Frame of Référence

Thé statistical data published by thé Ministère de l'Educa-

tion makes possible study of récent years in terms of two

concepts:

thé concept of thé accessibility of éducation, clarified

in part and imperfectly by data concermng school atten-dance and thé course selected;

thé concept of vocational training in its broadest sensé,

including specialised skills acquired as much at thé

university or collège as in thé secondary school or

spécialised institutions (e. g. Agricultural Technology,School of Dramatic Art, or of Applied Art).

94

We shall begin this analysis by defining sub-groups in termsof various school careers. Seen from thé point of view ofthé school System, thèse careers may be considered as«threads», typical pathways through thé various stages ofthé System. Thé analysis of thé situation which we proposein order to clarify debate on thé desired future of voca-tional training will focus attention on thé use made ofthèse various "threads" in thé educational System by youngpeople.

Thé term «thread» means hère a typical progression throughthé school System. Each thread refers to a sub-group ofthé school population, characterised by thé length andnature of its studies, thé results (diploma or not, voca-tional training or not) and its. eventual destination (voca-tion, trade, unskilled labour, etc. ).

TABLE l

«Threads» or Typical Careers Retained for Comparison andAnalysis

COMMENTS;

a) admitted to pre-uni- 1.versity studies atCëgep

b) admitted to vocationaltraining at Cégep

e) Graduâtes with LV andSV dipl ornas* ^-

d) graduâtes of secondaryschool without spécialisa-tionentering thé labour

T. hose with vocational traimngat thé secondary level, tosome extent, are to be foundin catégories e) and e) forthé most part, and somewhatin catégories b) and a,through course changes

Those entering thé labourmarket without vocationa]training corne principanyfrom d) , f) and g) , .but sometimes from catégories

. Thèse sy»bo1s 1n current "sage, >-efe^respect1. e1y to: Long Secondary Vocation.1and''Schort'Secondary Vocational courses.

95

market a) and b)

e) others leaving LV or SV 3.

f) other dropouts followingcompulsory attendance(i. e. after their fif-teenth birthday)

g) dropouts before comple-tion of thé pei-iod ofcompulsory schooling

For purposes of ease andclarity, thé less typicalcareers, e) to b) or a) ,for example, or of a) tob) are not examined separa-tely, since thé data availabledoes not permit of their bei ngfollowed exactly.

Thèse catégories hâve thé advantage of hetping in thé identi

fication of those who benefit from vocational training, at

thé secondary level, catégories e) and e), at thé collège

level, category b) or at thé university level, a percentage

of category a).

Thé catégories are not completely mutually exclusive. Less

common phenomena (Cëgep admission without a secondary cer-

tificate, or, common without being an avalanche, admission

from secondary vocational) create a situation where some

may find themselves in two catégories at thé same time.

Thé nature of thé "threads", while more or less obvious, is

similar to, yet differs somewhat from, thé officiai struc-

ture of thé school System. It differs in this way: thé

threads show how individuals and groups use and livewithin

thé structures of thé System. It is, without any doubt, a

facet of school reality which permits of thé interprétation

of thé interdependence that exists between thé norms and

régulations, which, on thé one hand define that which is

most lasting and cohérent in thé System, and thé hopes,

expectations and school behaviour (in its broadest sensé)

96

of a population which is evolving in ways completely divorcedfrom thé school.

In order to make a statistical comparison, we hâve attemptedto trace a parallel between statistics for thé seventeenyear old age-group for 1971, then for 1976 and finally for1981.*

1. 1 Thé situation in 1971

What did things look like?

Thé elementary school is cutting back slowly from seven tosix years; of some 135 000 children aged from eleven tothirteen years, 75 000 are in seventh year, on thé otherhand, thé elementary schools are setting up spécial classesfor children with learning prob1ems, socio-emotiona1 problems,behavioural problems and various handicaps; there were, infact. 35 286 children with «learning problems» in September,1971.

Thé lowering of thé âge for completing thé course is affectedby a number of formulae for holding children back: readinessclasses between kindergarten and first year and spécialseventh year classes for thé older pupils. 14 000 sixth yearpupils (of 129 000) were one year or more behind.

Thé s^condary schools underwent a transitory period of over-population in 1971: as thé same time as they received verylarge age-groups, they absorbed a part of thé effect of théélimination of thé elementary grade seven.

Unless thé contrary be^indicated, ^e_de^graphi^^ta^^ta^^m^the^^'nnSaî statistics'published'by thé Ministère de TEducation^ Clientëlessco-laires des organismes d"enseignement, for thé relevant years.

97

Thé System of streaming of pupils (slow, regular and ennched)

was still being applied without pity or second thoughts. In

effect, continuous progress and adaptation to individual

différences was seen, essentially, as a matter of pacing;

it was carried out by settïng up more or les s homogeneous

groups, each having 1ts own course in thé van'ous subjects.

Thèse «streams» are very similar to thé parallel school net-

works of thé récent past; classicat and sdentific course,

commercial course, trade schools, schools for home économies,

etc. ) Thus, thé secondary school, whose interdisciptinary

barriers had been démolished, was structured in «streams»

which for administrative reasons, affected certificates and

timetables. There was even, qui te frequently, a fourth stream

(thé «practical stream»>J which included those unable to cope,

who arrived in thé secondary school with thé équivalent of

third or fourth year.

Thé «streams» determined to some extent thé pupils' on'enta-

tion in terms of fhe inclusion or exclusion of vocational

training and of its level.

Many young people left school with only a général basic

éducation. Thé number of dropping out before thé end of se-

condary school was quite large, but was not considered as

very sigm'ficant, by comparison with today's attitude towards

thé same problem. 58 673 young peuple received Secondary

V diplomas in 1971, 56 365 in 1972. * If, for purpose of

comparison, an attempt be made to distn'bute thé seventeen

year old age-grouping among thé various threads for 1971,

thé picture which develops resembles that shown in Table II-

* See Clientèles scolaires 1971-1972, (Québec, MEQ, 1974) p. 3

98

TABLE II

Estimated Distribution of 17-Year Olds

among thé Threads of SchooT System for 1971

a) admitted to pre-universityinstruction in thé Cégep

b) admitted to vocationaltraining in thé Cëgeps

e) graduâtes with LV and SVdi pl ornas

d) graduâtes of secondary schoolwithout spécialisationentering thé labour market

e) others leaving LV or SV

f J other dropouts followingcompulsory attendance(i. e. after their fifteenthbirthday)

g) dropouts before completion ofthé period of compulsoryschooling

s orne 32%*s orne _45 to 50%

some 15%

50% ormore

We lack sufficient data to trace with certainty thé paths

followed by our selected group of young peuple across théthreads of thé school System in thé past or on into thé fu-

ture. It is interesting, nevertheless, to note that, on thé 30

September, 1971 a little more than haï f of thé group werestill in school (74 877 of approximately 135 000) distribu-ted as follows: **

* Diplômés 1972, coll., Démographie scolaire, no 9-30, p. 58, Québec, MEQ, 1972** Ibid. p. 87

99

Secondary

Secondary

Secondary

Secondary

Secondary

î

II

III

IV

v

1

4

15

33

320

023

436

925

869

Children with Learning Problems (Secondary) : 1 580

Cégep

Cégep

Cëgep

l

II

III

14

3

457

221

56

At thé same time, taking into account ail those enrolled at

both thé secondary and collège levels, 96 279 pupils were

registered for vocattonal traimng, distr-ibuted as fonow:*

Secondary

Secondary

Secondary

Secondary

Cêgep l

Cégep II

Cégep III

II

III

IV

v

: 4

: 6

: 18

: 27

16

12

: 9

748

135

695

552

945

701

503

In what way is thé situation of 1971 différent from that of

today?

Thé society of 1971 accepted that young people would require

a shorter period before achieving autonomy and joining thé

labour market, ptaced less emphasis on thé need for longer

studies and probably asked less frequently for a school

* Ibid., pp. 8 and 11.

100

dipl orna for unskilled positions. In this context, théschool System, submerged by enrolment (2 500 pupils crammedinto space pianned for 2 000, often with a double time-table in thé same quarters) turned a blind eye to thé lossescaused by dropping out.

1971 is also a useful point of référence in time because of

a change in attitudes concerm'ng évaluation and failure.Thé principle of continuous progress and thé System ofsubject promotion meant that, to ail extents and purposes,failed courses were no longer repeated; thé pupil simplytransferred to a less demanding stream for thé following

year, for example from Secondary l Général to Secondary IISlow. Continuous progress came to mean almost automatic

promotion. As thé failing and repeating of former years,particularly because of learning deficiencies at thé begin-ning of secondary school, became less apparent, thé processof sélection for post-secondary studies changea in form andoccurred somewhat later, by means of pre-requisite courses

for cêgep admission.

What finally happened to those young people who reachedSecondary V in 1971 ?

Thé A. S. O. P. E. Inquiry provides reasonably exact answers.

Alain Massot* provides thé principal éléments of thé responseto this question with thé help of thé two tables whichfollow:

* In Cheminements scolaires dans Técole québécoise après 1a réforme,^Que ec, mversitë Lava , , PP an es ça i ers e . ^. u. c. L.,Vol 5)

101

TABLE 6

Evolution of Group III, T-1-T-5, 1971-75, French Sector

(Based on an enrolment of 10 000 pupils in Secondary V)

Dropped out 1514 227 546Total2287

^SEC. V

Général 590° -3957

^

Transferred

^SEC V

VOCa- 4100 . 0849tional

\

<?CEGEPl

2451 . 8374

\

^OGEPI

.2070 . 8229

^

.^

CEGEP II

2156 . 6582

/CEGEP II

1782 . 8604

^

UNIV l

1428

CEGEP III

1698

1428

1698

Dropped out 3524 243 227 3994Remainder 593

102

TABLE 7

Evolution of Group III, T-1-T-5, 1971-75, English SectorÏBased on an enrolment of 10 000 pupils in Secondary V)

Dropped out 2398 386 865Total3649

^SEC V

Général ssoo . 6278

.^

^CEGEPl

5785 . 9023

°<.

CEOEP II

5343 . 8069

.^

UNIVI

4377 4377

Voca-tional

SEC V

1200 . 0592

^l

720 .6696

<ff.

^

CEGEP II

568 .7601

^

CEGEP III

581 581

Dropped out869 112 66 . 1047

Remainder

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study of school attendance figures at thé secondary level:

1. At a given moment between 1971 and 1976 thé proportion

of young people receiving a Diploma of Secondary Studies

exceeded one in two, thé percentage for 1976 being 54*,

2. Dropping-out, while remaining fréquent, and occurringat a very variable rate, according to areas and schools,

diminished somewhat during thé same period, and tended

to occur more and more later in secondary schooling.

3. Thé gréât majority of young people, then, stay a little

longer in school. A somewhat larger number of young

people obtain their Secondary School Dipl ornas, aftereleven, rather than twelve years of study, unlike their

predecessors.

Thé most négative indicator remains thé large différence

between thé number who enter cégep and those who succeed.

This is not to say that there is no value to be gained from

one, two, three or four semesters at collège, even though

no diploma be received. But thé question remains crucial

from thé point of guidance and of thé number of young peuple

who enter upon their working lives with practically no

specialised training.

How many peuple pass a watered down secondary program whichleads to collège entrance and sure failure after a brief

* R. Maheu, D. Maisonneuve: La ro ression des élèves au secondaire et aucollé iai: 1ers résultats: 76-81. Que ec, ,

** See thé statistical data and analyses of G. Boudreault: L'accessibilitê enéducation: les abandons scolaires dans les écoles de commissions sco aires,

^ ^ 6-iQ 7, Quv. ec, M ,

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1. 3 Threads of 1981, where are thé young peuple of 1964and where are they going?

Thé typical pupil of Secondary V in 1981 began elementaryschool in 1970 and completed it in 1976. Thé first yearpupil of 1979-80, who is affected throughout elementary andsecondary school by thé measures so effectively summarisedin pages 37 to 42 and elsewhere in thé document on thévocational training of young peuple will, perhaps, beadmitted to Cégep in 1990-1991, or, perhaps, to vocationaltraining at thé secondary level.

A long view helps to restore a sensé of perspective. It iseasy to forget what is being done in thé short term, between1983 and 1985, for thé young people in thé second cycle ofsecondary school, made up of those who began their elementa-ry schooling between 1971and 1974, and not those coveredby «thé proposais concerning pre-school éducation and théelementary school». Nevertheless, it is an important matterfor considération, if one wishes to imagine what thé schoolpopulation will look like in 1986 .

Another defect in thé sensé of time sometimes affects«accepted ideas» and current stéréotypés concermng a givenaspect of thé school System. Thus, for example, thé open-line radio programs denounce in a virulent fashion thépoor teaching of French in elementary school, neglect ofthé written for thé saké of thé oral, thé absence of anyinstruction in handwriting, spelling according to sound,and thé religious beliefs of university professors teachingtwenty-year old students. Thé callers who crystalise intheir words thé «ideas that are in thé air», thé «acceptedideas», do not réalise that things may hâve changea since

107

1968-70, when thpse young people were in elementary school.Even though everything indicatesthat it has greatly changea,thé image we hâve of reality évolues very slowly. Thé same

is true of vocational traimng. , Thé picture drawn by thégovernment's document seems often to be at midstream between

ideas more related to thé situation in 1976 than to that of

1981, and to thé actual facts.

Thé secondary schools of 1981 approach a rate of two out of

three in thé awarding of school diplomas to young people.

In fact, according to R. Maheu and D. Maisonneuve*, 63, 7%

received diplomas in 1981, namety 60, 1% of boys and 67, 6% of

iris. By comparison thé figures for 1976 were 53, 9%, that

is 48, 2% of boys and 59, 7% of giri s.

Thé secondary schools of 1981 make such less use of stream-

ing (slow, général and enriched) as far as courses are

concerned as a result of thé criticisms voiced in thé periodunder discussion.

Thé secondary schools of 1981 1ed 45, 9% of each âge group

to Cégep enrolment, by comparison wi'th 40, 6% in 1976, thé

proportion of boys having progressed, in thé same penod,

from 39, 2% to 41, 9%, and of girls from 42% to 50, 1%.

Thé proportion of pupils enrolled in vocational training

did not drop during thé same period. Promotion from thé

secondary vocational sector to thé collège level had, on

thé contrary, somewhat increased. A bird's eye view of thé

groups making up thé threads of thé school System shows an

Op. cit. 5 p. 7

108

improvement in thé pass rate and in thé «capacity for re-

tention» of thé secondary level. It is also important to

note that at thé same time as Cëgep enrolment 1s increasing,

thé proportion of young people registering for vocational

training is also on thé rise.

TABLE IV

Estimated careers of thé 17 year old group across thé threads

of thé school System

a) admitted to pre-uni-versity studies atCëgep

b) admitted to vocation-ai traimng at Cégep

e) graduâtes with LV 63, 7%and SV d1 pl ornas ~|

d) gradu-ates of secon-dary schools withoutspécialisation enter-1ng thé labour market

e) others leaving LV orsv

f) other dropouts follow-ing compulsory attend-ance (i. e. after their 36, 3%15th birthday)

g) dropouts before comple-tion of thé périod ofcompulsory schooling

some 46, 9%

some 25, 9%

some Z0%

some 18, 5%

109

TABLE V

Comparitive distribution for 1971, 1976, 1981.Ages

;17 in 1971 17 in 1976

a) admitted to pre-uni-versity studies atCégep

b) admitted to vocation-ai training at Cégep

e) graduâtes with LVand SV di pl ornas

d) secondary schoolgraduâtes withoutspécialisationentering thé labourmarket

e) others leaving SVor LV

f) other dropoutsfollowing compulsoryattendance i. e. aftertheir- 15th birthday

g) dropouts before com-pletion of thé periodof compulsoryattendance

'about 15%? about 16% about 18, 5%

25, 5%

about 32% 40, 6%

15, 1%

17 in 1981

Z5, 9%

45, 9%

20%

50+% 46% 36, 3%

Thé increase in school attendance continues. As access to

vocational training with a high level of spécialisation,

pnncipally at thé university level, increases, that to a

less demanding course in thé secondary schools does not

decrease proportionally. It is, rather, thé number of

early departures which lessens considerably. There is

little reason to believe that thé 1981 group most like that

of 1971 whose members left before receiving a diploma, is

thé one which will obtain a first cycle umversity diploma.

no

How young people hâve changea thé way in which they use théthreads of thé school System is better described as a sliding

of some of thé members of each sub-group from one category

to another, to staying in school a little longer, to succeed-

ing a little more.

While more than 36% of young people remain still in thé three

lowest catégories of thé table, it is easy to see that voca-

tional training at thé secondary level still has a very

crucial rôle to play in attaining thé objective of acces-

sibility, for many years to corne.

Réservations of M. Daniel Baril regarding Recommendations

1 and 6

In order to avoid thé training sessions deviating from their

primary goal, which is to ensure that young people acquire

compétence in a spécialised trade, and in order to avoid

vocational training's gradually slipping under thé control

of industrial concerns, thé mechanisms proposed in recom-

mendations 1 and 6, that is thé général systématisation of

training sessions, thé establishment of specialised centres

for vocational training,and thé setting up of methods of

concertation among thé parties concerned, should be part of

a général policy on training sessions defimng thé rules

within which such sessions might take place.

While providing sufficient latitude to permit of their

adaptation to thé needs of différent working conditions,such rules should, similarly, make it possible to avoid thé

abuses to be foreseen in some fields of training. Such

a policy is indispensable to thé attainment of thé objec-tives of thé White Paper.

m

Edite par la Direction des commum.cati.onsdu Conseil supérieur de 1 'éducation 50-317A

CONSEIL SUPERIEUR DE L'EDUCATION

QCSE000078

Réalisé par la Direction des communicationsdu Conseil supérieur de l'éducation