Team+Paper Saskatchewan708 2

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TAKING STOCK PLANNING FOR THE FUTURE

Pre-Symposium Paper for the National Symposium on CareerDevelopment,

Lifelong Learning and Workforce Development

Saskatchewans Submission

Introduction

Career Development requires a concerted effort on the part of everyone to besuccessful. This involves a shared responsibility of individuals, family, serviceproviders, employers and the community-at-large. When these sectors worktogether co-operatively the benefits to the individual and society are significant.In Saskatchewan, our preparation for participating at the National Symposium

has reinforced the belief that it is essential that a broad-based partnership ofcommitted organizations at the provincial level exist in order to effectivelyaddress the needs, challenges and opportunities identified. It is also critical thatwe acknowledge up front that we have some excellent partnerships already inplace and that we can build on these partnerships to expand our efforts toimprove the development and delivery of career services and programs on aprovince-wide basis.

In preparation for the National Symposium on Career Development, LifelongLearning and Workforce Development, a round table with key stakeholders wasconvened in April 2003 to begin discussions and planning for the Symposium. Itwas later determined that the information for the pre-symposium paper fromSaskatchewan would be based upon feedback from a mail-out survey containingquestions suggested by the Canadian Career Development Foundation [CCDF(with a few modifications see Attachment 1)]. Comments were solicited fromthe learning sector, labour, business, industry, community-based organizations,several provincial government departments and Human Resources DevelopmentCanada-Saskatchewan Region. It was also planned that the findings from thesurvey could be used for future province-wide strategic planning in careerdevelopment.

Feedback from the survey was summarized to present commonalties amongrespondents. A Saskatchewan career development profile is included to providea broad context for the report. The section on unique contextual features ofSaskatchewan is important because it provides background for some of theissues and challenges presented later in this paper.

Profile of Career Development Services in Saskatchewan

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In Saskatchewan, career development course offerings are part of the K-12curriculum for Grades 6-9 (Career Guidance) and 10-12 (Career and WorkExploration, and Life Transitions). As well, career development competencies areintegrated in the more than forty (40) Practical and Applied Arts courses and theEnglish Language Arts curricula. Career development competencies, based onthe Blueprint for Life/ Work Designs, are being infused across all subject areasover the next few years. The Saskatchewan Job Chart, Saskatchewan Job

Futures, career fairs, career skills portfolio implementation, and the use of careertools and supports such as RealGame, SaskNetWork, and Career InformationHotline provide additional resources for students, teachers, and counsellors. Jobcoaches and guidance counsellors provide information on career pathways andsupports for students to assist in school-to-work and school-to-school transitions.The post-secondary component of the education system also provides careerdevelopment. The transition from school to work is supported by the post-secondary system through career counselling, supporting learners identificationof knowledge, skills and attributes, providing portfolio development support, andidentifying and making links with employers of interest. However, it needs to beacknowledged that continuous articulation between the secondary and post-

secondary education systems is important to address issues arising from themovement of students through the education system and into employment.

The provincial government through the Canada Saskatchewan Career andEmployment Service Centres (Can-Sask Centres) also provides careerdevelopment services to adults. Twenty centres throughout the province providecareer, training and employment services and supports that facilitate transitionsbetween learning and work. Services include assisted self-serve resourcecentres, individual counselling, workshops, employment/training programs andemployer services. The SaskNetWork web site provides an online source forcareer information on Job search (including job postings) job matching, careerplanning, education and training opportunities, labour market information, self-employment options and general workplace information for employees andemployers.

The public side of career development provides another major source of supportsand services. Outside of the learning and provincial government sectors, thereare various community-based organizations (serving immigrants, Mtis, FirstNations, persons with disabilities, etc.) and private agencies/organizations, thatprovide a range of career and employment services.

There is some concern amongst career development practitioners, policy makersand individuals that services and programs in the province lacks cohesion, wide-spread accessibility by all audiences, systematic monitoring and definedoutcomes. There is no central point through which planning and informationsharing is done that could facilitate joint leadership in career development andassist service providers in moving in a common direction and creating a careerdevelopment culture for continuos improvement.

The gaps in career development services suggest that Saskatchewan lacks a,coherent, broad-based system of career development. A vision of a

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comprehensive system may begin to take shape within a future careerdevelopment strategy being developed in Saskatchewan for the learning sector,which encompasses the K-12 and post-secondary education systems. To beeffective, this strategy will need to engage many stakeholder groups and beresponsive to diverse needs.

Definition of Career Development

The Saskatchewan Career Development Services and Supports Survey askedrespondents to provide a working definition of career development. Definitionsvaried along a continuum that started from a more traditional vocationalapproach focusing on immediate educational and occupational/ employmentchoices towards a broader approach that also included the development of long-term career management skills that could be applied over a lifetime.

The traditional definition of career development is focussed on the goal ofpreparing for the world of work. It is seen as encompassing the development ofthe wholeperson, but places a critical emphasis on gaining theskills and

experience for work in order to findones vocation in life. The primary goal ofthis approach isdirected to improving ones employability for obtainingmeaningful work.

The second view of career development defines it as a lifelong process ofbecoming aware of, exploring and experiencing factors that influence variousaspects of a persons life. The knowledge, skills and attitudes that evolvethrough this path of discovery enable planning and decision making not onlyabout work exploration and related employment and vocational choices but alsoabout personal management and life/work skills. Career development is part oflifelong learning, in that personal and vocational skills constantly change andexpand during a lifetime in response to career changes and emergingopportunities.

Reaching consensus on a common definition of career development will be achallenge that needs to be addressed in any proposed career developmentstrategy. This definition will need to be flexible enough to gain the support of allstakeholders.

Unique Contextual Features in Saskatchewan

Saskatchewan is characterized by a number of distinctive features that have significant influence overthe nature of career development services and supports. The population ofSaskatchewan hovers around one million and a significant proportion of peoplelive in the two major urban centres of Regina and Saskatoon (38%). Theremainder of the population is distributed in a handful of relatively small cities(25%) and rural areas (37%). Services and supports in career development andemployment are limited to these larger centres with rural areas being largelyunder-served.

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Over the last twenty years, Saskatchewans population has remained relativelyconstant, with an average population growth of 0.1% per year, or the equivalentof just over 1,000 people per year. This is one of the lowest rates of populationgrowth in the country.

While our total population has experienced very little growth, its demographiccharacteristics have been changing. First Nations people account for a larger

proportion of natural population growth in Saskatchewan and will represent alarger proportion of our total population over the coming years. Also, the age-structure of our population is changing. Saskatchewans population is ageing andthis is evidenced in the projected population trends. In Saskatchewan, thepopulation in the "baby boom" age group (currently aged 40 to 54) will continueto increase for five to ten years, and then begin to decline. The group of peopleaged 55 to 64 will increase. Younger age groups those aged 15 to 24 and 25 to39 will experience a slight increase in their populations.1

The labour force in Saskatchewan will be affected by these populationprojections, as there will be fewer workers available to replace retiring workers.

1 Saskatchewan Labour Market Trends Report. Saskatchewan Post-SecondaryEducation and Skills Training: January 2000; p.46.

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Projected 1

1998 2003 2008 2013 2018Total Potential LabourForce (assuming constantparticipation rates ofRegistered Indian population)

519,960

531,490

536,745

530,387

518,611

Registered Indian Labour

Force

25,896 32,167 39,962 49,097 59,186

However, the projected rate of growth in the labour force slows substantially inthe coming years, and the size of the labour force in Saskatchewan is expected topeak between 2008 and 2013. Employers will need to draw upon the resourcesof all Saskatchewan people and find ways of attracting and retaining workers witha variety of backgrounds and experiences, including First Nations andMtispeoples, persons with disabilities and immigrant and refugee persons. Therapidly growing Aboriginal population provides the greatest opportunity to buildthe work force of the future. While an estimated 8% to 12% of new labour market entrants(15 to 24 years of age) are currently Aboriginal, this proportion is estimated to increase to about 29%

by 2015.2 Significant efforts will be required to position young Aboriginal people tocompete in the market place with its increasing demands for educationalattainment and acquisition of skills. Also, with many Aboriginal people living inisolated areas of the province, there are additional challenges to be addressed incareer management associated with geographic location.

But even with increased labour market participation of Aboriginal people andindividuals from other disadvantaged groups, Saskatchewan, like all otherprovinces and territories in Canada, will increasingly have to turn to immigrationto address its labour market shortages and other demographic challenges.Immigration is anticipated to account for all net labour force growth in Canada by2011, and for all net population growth by 2031.3

Another distinctive feature in Saskatchewan is the predominance of smallemployers in the private sector. Sixty percent of employers have less than fiveemployees and an additional twenty-nine percent of employers have less than 20employees. While larger employers offer systematic career development withintheir organizations, most small employers have few resources to provide this kindof benefit. Many employers have limited, if any human resource developmentcapabilities. If there is in-house human resource supports, it is limited to hiring,firing and remuneration. Because of the large proportion of small employers in

this province, very few workers have support available for career development.

Saskatchewan has pride in the unique relationship it has forged with theAboriginal community. The partnerships established with the Federation ofSaskatchewan Indian Nations (FSIN), partnerships with other First Nations groups,

2 Saskatchewan Labour Market Trends Report. Saskatchewan Post-SecondaryEducation and Skills Training: January 2000; p.46.3Knowledge Matters: Skills and Learning for Canadians. Government of Canada:February 2002.

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the First Nations University of Canada, Gabriel Dumont Institute (the only Mtisowned and operated post secondary institution in Canada), the Northern TeacherEducation Program (NORTEP) for northern Saskatchewan, are all examples of thepartnerships that Saskatchewan Institute of Applied Science and Technology(SIAST) and the Universities have with the Aboriginal community are all valuedand advance the career development of Aboriginal people.

Strengths in Saskatchewan

One of the key strengths in Saskatchewan is the collaborative approach used toplan and undertake program development and other initiatives. Meaningfulconsultation, linked with collaborative responses to real needs, has created manysuccessful programs and initiatives in the province. Some notable examples are:K-12 curriculum development;the SchoolPLUS initiative; Job Start Future Skills;Sector Partnerships Program; the Northern Labour Market Committee; theSaskatchewan Apprenticeship and Trade Certification Commission;theSaskatchewan Labour Force Development Board;Recognition of Prior Learning(RPL); joint federal-provincial career and labour market product development

projects such as Saskatchewan Job Futures and Sask Job Chart Aboriginalpartnerships; the Canada-Saskatchewan Career and Employment servicesdelivery system, and countless others.

The key to success when undertaking these programs and initiatives andmaintaining their long-term sustainability lies in the commitment to incorporatingthe principles of partnership to obtain stakeholder buy-in and support.Collaboration and capacity building are core principles. All stakeholders must beengaged in a process that is meaningful and is based on common goals and anaction plan that is mutually agreeable.

Important Issues in Career Development

There were a number of issues that were identified by respondents that areconsidered important in building effective career development services. Theyinclude the following:

Individualized Services

Making sure that delivery is based upon a balance of individual and social needsrequires that supports and services are individualized rather than generic. The

approach of addressing the specific barriers of the client is more costly andrequires greater expertise, but results are more long term. Some generic kindsof programs would still be useful but should be designed after careful researchinto current and real needs of the client and service provider populations.

Service Provider Training

The training of personnel in a wide array of career development and knowledgecompetencies is a critical component of successful program and service delivery.

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Standards and guidelines for this development will be essential for both careerdevelopment practitioners and managers.

Dissemination and Effective Use of Information

Access to information is central to effective career management. There aremany excellent career and employment information resources, as well as many

outstanding Saskatchewan products. Unfortunately, those who could benefitfrom them do not always know these products, or if they are aware of them, theydo not always know how to use them effectively. Delivery and effective use ofcareer information is a critical area that needs significant improvement inSaskatchewan. Career information must be comprehensive, impartial, user-friendly, reliable and current. It must be provided in a timely fashion and from awide variety of sources. Preferably career information should be available in avariety of formats including print, audio-visual, computer and the Internet.CommunityNet, a high speed Internet and wide area network, is accessible to60% of Saskatchewan which provides an excellent vehicle for informationdissemination. Information obtained through experience is also invaluable and

people require exposure to real job situations to assist in the career explorationprocess. Service providers and point persons for information dissemination arenot always adequately trained and they need to be given the time forprofessional development.

In some settings, dedicated trained staff in the delivery of career information isnot available. Some career/employment information has a narrow focus anddoes not reflect the broad universe of possibilities in advising on careerdevelopment options and pathways. For example, information on educationalopportunities is too frequently focussed on university level education and, as aresult, it does not reflect the value of trades training. In some circumstances, inorder to achieve a more balanced view of opportunities, schools have createdpartnerships with Can-Sask centres to provide career and employment serviceson site. For the most part, this linkage has proven to be effective.

Standards and Guidelines for Quality Services

In general in Saskatchewan there is the absence of standards and guidelinesgoverning the delivery of career and employment services. Typically, standardscover a broad spectrum of career development components including: access toservices, facilities, the training of personnel, resource support and accountability.The lack of standards can result in career development services being poorlyunderstood and undervalued. Fortunately there has been considerable workdone recently at a national level to develop Canadian Guidelines and Standardsfor career practitioners. These standards will need to be examined in theprovince and if they are deemed to be of value actions planned to see how toimplement them.

Recognition of Prior Learning (RPL)

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The workplace is changing, requiring employees to develop and apply new skillsets, often acquiring these skills on-the-job. Saskatchewan Learning and variouspartners/stakeholders are increasing capacity to correctly assess and reward anindividuals prior learning, from both informal and formal sources. Continuouslearning is a growing expectation in the workplace and recognition of priorlearning is a means to support, encourage and reward that learning. Learningrecognition enhances the performance of businesses, as it encourages staff

members to improve their own skills and abilities by building on what they knowand, ultimately, leads to innovation and improved productivity. Workers alsoseek to build transferable and portable skills, and Recognition of Prior Learningprovides a means to transfer between and among systems.

The demands of learners on the education system are changing and haveresulted in the development of more learner-focused institutions that provideflexible and responsive programming. The growing trend of part-time and non-sequential learners, including learners enrolling in part-time programs whilemaintaining full-time employment, has created a need for RPL services that serveas a bridge to the recognition of workplace learning.

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Strengths and Challenges in Career Development

More supports and resources are required to prepare individuals for learning andwork and for making the multiple transitions they will experience in life. Thefollowing chart presents strengths and challenges related to a number ofcommonly known career transitions that individuals would experience in their

lifetime. It is not intended to discount other career transitions that people willexperience.

Strengths ChallengesPrepare youngpeople forlearning and work

Career development andwork exploration (includingwork-based-learning) isoffered as part of the K-12curriculum.

Career Guidance coursesare compulsoryrequirements in grades 69.

Career developmentthemes have been infusedin several subjects in thecurriculum and plans areunderway to expand thisapproach to all CoreCurricula.

Work is beginning to

incorporate recognition ofprior learning into K-12classrooms so that youngpeople are able to identifytransferable skills andknowledge.

Available information andworkshops on learningstrategies and skills,educational and careercounselling services,

quality career assessmentresources within the K-12education system.

There is wide-spreaddistribution of careerresources to schools.

Training of guidancecounsellors at thegraduate level is available.

Encourage morestudents to take Careerand Work Exploration

All students mustattain basic skills incareer development

Getting information tocareer counsellors,teachers andadministrators andhaving them pass it onto students and parents.

Realign publicperceptions/expectationsregarding realistic careeraspirations (especiallyparents expectations for

their children). Changing

teachers/counsellorsattitudes abouteducation andoccupational options forstudents to ensure thatthey provide balancedinformation on bothuniversity and non-university career

options. Increase efforts in pre-

service teacher trainingto support careerdevelopment initiatives.

Ensure effectivemonitoring of careerdevelopment programsand services to achieve

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Strengths Challengesintended studentoutcomes (e.g.attainment of careerdevelopmentcompetencies).

Provide continuing

training for careerpractitioners.

Facilitatetransitions fromlearning to work

Work-based learning andco-operative educationprograms assisttransitions.

Saskatchewaninstitutions are responsive

to labour market needs.

Making workexperience and co-operative educationprograms available to abroader group beyondyouth.

Difficulty in getting thatfirst job w/o formal work-experience.

Some preliminary workon RPL will facilitatetransition for someindividuals.

Can-Sask Centres assistwith job search techniques,job postings, and labour

market information. Life Transition courses

prepares youth in thesecondary level forsuccessful transitions toareas of choice.

Articulation agreementsbetween K-12 and Post-secondary institutionsfacilitate transitions alongcommonly chosen

pathways i.e., totechnical and tradesprograms, and touniversity programs.

Ready for Work supportmaterials prepared inpartnership with Sask.Labour.

Availability of time

Perception byemployers that youth isunreliable.

Lack of knowledge(especially for newworkers) about how tomove from learning to

work. Little or no follow-

through with studentsonce they leave school.

There are limited jobsin certain regions.

Needs to be more jobmentorship programs.

It is difficult toovercome the stigmaemployers have in hiringpersons with disabilities.

Formal training maynot provide learners withthe soft skills required tofunction effectively inthe workplace (i.e.workplace essentialskills).

Limited recognition of

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Strengths Challengescredits for designatedtrades

Advanced placement intrades training programs.

informal learning andlearning outside ofCanada.

Facilitatetransitions fromwork to learning

Access to PLAR (PriorLearning Assessment andRecognition).

Technology based andenhanced learning.

Opportunities foradvancement.

Can-Sask Centres offercounselling andinformation oneducational/trainingoptions and assist with

income support throughSkills Training Benefit foreligible individuals.

Awareness and comfortwith using PLAR.Number of eligibleentrants into training

Lack of income supportin long-term training(e.g. individual will notbe able to access EI ifhe/she left work topursue further learning).

Support for workers in(re)learning how to learn

Older workers need tobalance various life/roles

Facilitatetransitionsbetween jobs

Individuals have alreadyacquired job skills thatmay be of use in the newworkplace.

Currently facilitated bysupports and services atCan-Sask Centres and ateducational Institutions,

etc.

Limited recognition byindividuals of thetransferability or value ofthe skills acquired in aprevious job.

Broad-based access to aprovincial job bankdatabase (SaskJobs)located on theSaskNetwork.

Ease of access tosecondary level in multipledelivery modes tocomplete graduationrequirements.

Identifying skills thatcan be transferredacross jobs, both intechnical and non-technical skills and areaswhere additionallearning will be required.

Availability ofopportunities to acquireneeded new skills.

Increase in ability totransfer credit betweeninstitutions.

Increased selection oftraining programs inrural areas.

Increased awareness ofthe available services

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Strengths Challengesand supports.

Facilitatetransitionsbetween fields

Individual has alreadyacquired some skills thatcan be of value in the newfield.

Human resourcepractices that assist withjob exchange.

Job equity initiatives.

Limited recognition (bythe employer and theemployee) of thetransferability and valueof skills acquired inprevious field.

Identification of skillsthat can be transferredacross fields and areaswhere additional skillsneed to be acquired.

Availability ofopportunities to acquire

needed new skills. Concerns on the part of

employers about reasonsfor career change.

Facilitatetransitions fromwork to self-created work

Facilitatetransitions fromwork to self-created work(continued)

Facilitated by servicesand support offered byorganizations such asRegional EconomicDevelopment Authorities(REDA) andEntrepreneurial Centres.

Individual has alreadyacquired some skills thatcan be of value

Appreciation forindividual creativity andingenuity.

Secondary level coursesin entrepreneurship.

Individuals not havinga strong understand ofmarketing andpromotion.

Attitudes towards self-created work (e.g., howdo we value self-created

work over work inestablishedorganizations).

Stability issues andhow much our work isworth.

Facilitatetransitions from

beingunemployed orunpaid to paidwork

Individuals may alreadyhave acquired some skillsthat can facilitate thetransition to paid work.

Proactive use ofvolunteerism to gainemployability skills andexperience.

Transitional and bridgingprograms are in place.

Can- Sask Centres

Attitudes on the part ofemployers and potentialemployee who has beenunemployed.

Identifying skills thatcan be brought to theworkplace as well asidentifying gaps in skills

Incentives to leaveunemployment and toacquire new skills.

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Strengths Challengesprovide a vast array ofservices, programs andsupports to individualsseeking employment?

Innovative programs thataddress soft and hard skills

development andfacilitates re-entry plusmaintenance in theworkforce.

Transitional andbridging programs donot necessarily providethe long-term supportthat some individualsmay require to link

successfully with theworkforce.

Programs need to bedeveloped that provideinterventions specific toindividual needs ratherthan generic, or one-size-fits-all programs.

Facilitatetransitions frompaid work toretirement

Greater opportunity at

this point in time forpeople to remain engagedin learning/working later inlife.

Larger employers doannual retirement planningsessions.

Some sectors offerregular retirementseminars.

Ways to deal with

financial limitations. Learning the new

skills required to adjustto retirement continuesto be an area that isunderdeveloped in thetransitional programsand services provided.

Incorporate effective useof succession planning.

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Lifelong Learning Challenges and Responses

Lifelong learning is a challenge. Not all segments of the population are aware ofwhat lifelong learning is, nor are they convinced of its value. The most importantchallenge is to raise awareness about the universal need for lifelong learning,regardless of age or position. Unfortunately, for those who require this kind ofawareness raising, there is no easily developed method for targeting information

to segments of a population.

Another challenge is balancing issues such as social, workforce and individualneeds when assessing needs in lifelong learning. Establishing a balance in theinterface between the individual and society is essential for the creation ofsuccessful programs. Career development services need to negotiate thatrelationship between the individual and society in the service of their clients.

There needs to be a conscious effort to meet with, converse with, and listen toFirst Nations, Mtis and other Aboriginal groups. These groups need to besupported in developing programs for themselves that reflect their culturalvalues, traditions and context. They need to be invited to participate in planningactivities pertaining to the resolution of education and labour force issues inSaskatchewan to ensure that their input informs future action. There are someforums established for dialogue with Aboriginal groups, such as the First Nationsand Mtis Labour Market Planning Forums led by Saskatchewan Learning, theSaskatchewan Labour Market Network and the Aboriginal RepresentativeWorkforce Council. The challenge is how to effectively engage them in theseestablished forums that encourage and promote their participation.

Reliable and valid methods for assessing learning acquired through formal,informal and non-formal experiences need to be established and stakeholdersrequire training in the use of these assessment methods/processes.

Accommodations are required for those learners with special needs or those whoexperience barriers to employment (e.g., stigma against persons with disabilitiesand members of a racial group) to assist with career development. Access toservices for those who require extra support to succeed in developing theirlife/work skills is often difficult or inequitable and these individuals fall throughthe cracks. Given the rate of growth in the Aboriginal population, recruitmentand retention of Aboriginal people into the labour force is critical. The demandfor these services far outstrips the capacity to deliver and more funding isrequired to expand these programs.

Workers who are between jobs currently have few opportunities to acquireneeded new skills. Career counselling services are limited in availability outsideof the education and human services sector to larger employers. Because manychanges in employment will occur over a persons lifetime, multiple (and perhapsnon-traditional) career development supports and services, as well as retrainingoptions need to be available that keep pace with technological and economicchanges, and do not restrict learner access. There are some options to considerthat will make adult access to career development better including more

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innovative approaches to service delivery based oninformation/communications technology and by stimulating private markets forcareer development.

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More opportunities for training need to be made available in the workplace.Small employers have few resources to train their existing staff and they risk thechance of losing employees who are looking for career advancement becausethey cannot afford to train them. Some people lack the appropriate skills forlearning and require opportunities for developing the motivation to learn and theskills to manage their own learning.

Employment and career opportunities in some sectors are limited inSaskatchewan. While assuring that job seekers are aware of all other career andemployment opportunities that are available in Saskatchewan, careerdevelopment service providers can help by making connection to employmentopportunities elsewhere to assist youth in developing careers in a particularsector that is limited in Saskatchewan.

Workforce Development Challenges

The population demographics in Saskatchewan, especially in rural areas, anageing population, and out-migration of youth and the working populationpresent considerable challenges in workforce development. Remainingcompetitive with other western provinces is difficult because wages arecomparatively low in Saskatchewan. Some people perceive the grass isgreener in other provinces because of higher wages but are not fully aware ofthe higher costs of living outside of Saskatchewan. Giving tax incentives to youthup to the age of 29 to remain employed in Saskatchewan has been suggested bysome people as a way to entice these young workers to stay in the province. Asthe rural economy changes there will be a significant need in the near future toretrain rural workers. Other considerations, such as retaining potential retireesfrom the current workforce, have not even begun to be addressed. Suchapproaches as flexible working conditions and establishing the legislative andlegal arrangement conducive to hiring retirees maybe considered. Recognizingforeign and out-of-province credentials would allow immigrating workers toexperience quick and seamless entry into the provincial workforce upon arrival.

Saskatchewan is anticipating a shortage of skilled workers in the future.Employers who are either experiencing a shortage or see an upcoming shortagewant occupations within their sectors/industries (e.g. speech pathologists,framers, etc.) promoted. In particular, not enough young people are enteringtrades and technology occupations. There is an implicit or explicit bias, towardsuniversity as a post-secondary option, rather than presenting all post-secondaryoptions, including the trades, on an equal footing. More information needs to beavailable that provides a realistic view of the opportunities, financial rewards, jobsatisfaction and career path associated with trades and technology occupations.Students, and those who influence their education and career decisions, need tobe able to access information about the requirements for success in a wide arrayof careers, involving both university and non-university training paths. Anotherissue is that apprenticeship training in some trade areas is not offered locally(i.e., as part of the courses offered at each of the four Saskatchewan Institute ofApplied Science and Technology campuses) or in the province at all (e.g. roofing,tile setting) and learners need to go elsewhere for training. Residential

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construction speciality trades have yet to be designated although work is beingdone in that area.

In occupational areas where prospects for employment are non-existent inSaskatchewan, counsellors may need to direct clients to information that willenable them to pursue the appropriate educational opportunities and advisethem as to where to relocate in the country to find gainful employment. Even if

the provision of career guidance may result in a client moving out-of-province, itis an essential part of the role of service providers to support clients in theachievement of their goals.

Aboriginal people must be afforded every opportunity to train and accessmeaningful work experiences and work opportunities. An awareness andresolution of workplace equity issues needs to occur to remove barriers to hiringAboriginal workers. Employers need to address negative racial attitudes thatprevent the development of a positive and welcoming workplace climate in orderto retain Aboriginal employees over the long-term. Saskatchewan is aiming for arepresentative workforce now and in its shared future.

There is a low level of literacy/education in some sectors of the population, manyof whom also have very limited work experience. In recognition of the need toaddress improvements to literacy programs and services in Saskatchewan, thegovernment is developing a Provincial Literacy Strategy. The Strategy outlinesnew approaches to planning, coordination and collaboration that are required tosupport an effective, accessible and sustainable system. An evaluation of theprovinces Basic Education Programs occurred in 1999 and, as a result, a BasicEducation Redesign Task Team was created in March 2001 to oversee theimplementation of the recommendations. The consequent redesign of the BasicEducation curriculum is addressing the needs of the changing demographics ofthe provinces Aboriginalpopulation and meeting labour market demands.There is a lack of awareness of workforce development issues in many areas,including the private sector. Workforce development requires attention to allelements of the equation, employers + job seekers = employment. Apiecemeal approach can result in redundancy, inefficiencies and gaps. Aprovincial strategy needs to be developed that engages service providers andemployers to raise awareness and develop a holistic response to these issues.The business community needs to be engaged to identify challenges andparticipate in planning to find solutions.

Human resource practices are outdated within some sectors. Employers oftenneed assistance with developing human resource processes. For example,oftentimes performance evaluations are not linked to employee careerdevelopment planning. Also, employers require support in planning, developingand implementing strategies for effective employee recruitment and retention.Employers often do not have the capacity/capability in-house to undertake thesesteps. These employers need to be made aware of the Sector PartnershipProgram that will link them within an industry/sector/occupational grouping that

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provides funding support for planning, developing and implementing recruitmentand retention strategies.

More work needs to be done to encourage employers to support and hire workersthat experience barriers to employment. Subsidizing wages and providingtraining-on-the-job and job coaching support would serve as motivation foremployers.

Employers undertake minimal succession planning. Many companies requiresupport to effectively identify the current set of knowledge, skills, judgementsand values in their employee base and use this for human resource developmentand succession planning to met future requirements.

More incentives are required to attract and support people to undertake self-employment opportunities. There are a number of supports emerging to addressthe limitations some people face while seeking self-employment.

More Effective Career Development Service ProvisionThe following represent recommended actions by respondents to the survey toimprove career development service provision (they are not arranged in order ofimportance).

1. Develop a provincial strategy for the delivery of career development servicesin Saskatchewan, including working definitions of key terms and services, aswell as a model for the delivery of these services. The strategy shouldidentify priority areas for action and roles and responsibilities of differentsectors (government, education system, business and labour, industry, andthe volunteer sectors).

2. Encourage and provide a forum for direct dialogue among employers, unions,policy makers, educators and career service practitioners to identify andbegin dismantling the systemic barriers to positive change. For example,certified journeypersons cannot teach vocational courses to high schoolstudents unless they have professional teaching certification; high schoolstudents who receive vocational training from a professional teacher whodelivers the approved apprenticeship curriculum do not receive credit withinthe apprenticeship system unless the teacher is a certified journeyperson.Recruitment practices may prevent creative problem-solving and better serveprofession turf protection at the expense of serving clients most effectively.

3. Continue to seek input from key stakeholders and build inclusive communities everyone has something to contribute. Using a team approach coupled withthe definition of shared purpose and common goals would be a goodbeginning. Continuing consultations with employers, seniors, recentimmigrants and special needs clientele is essential to determine their needsand to ensure their awareness of services and supports that are available.

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Most Important Elements of Career Development Services andSupports to be Addressed

From a lengthy list of important elements to be addressed there were severalthat were given a high level of importance. These were:

1. Develop a long-term comprehensive strategy and plan with requiredresources and supports.

2. Services and supports need to be individualized to address needs andpotential barriers of all clients and to ensure that there is equal access toemployment opportunities.

3. Career development must shift focus from top down to a cooperative effort ofcommunities/ government/education institutions/industry as equal partners.

4. Develop essential work skills, across occupations and fields, transferable skillsand life/work management skills.

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SaskatchewanCareer Development Services and Supports

Survey Questionnaire

1. What is your definition of career development?

2. What are the career development services and supports that yourorganization/department offers? Who do you serve? What do you see as themost important issues related to career development services and supports inSaskatchewan? If applicable, focus on the current strengths and challengesof services and supports that:

Prepare young people for learning and work; Facilitate successful transitions (for example, from learning to work, work to

learning, between jobs, between fields, from traditional work to self-createdwork, from unemployed to work or from paid work to retirement);

Facilitate learner/worker participation in lifelong learning and careermanagement in the workplace, school, home and community.

3. What are the lifelong learning challenges in Saskatchewan to which careerdevelopment services and supports could/should respond? How could careerdevelopment services and supports respond to these challenges?

4. What are the workforce development challenges in Saskatchewan to whichcareer development services and supports could respond? How could careerdevelopment services and supports respond to these challenges?

5. How can providers of career development services and supports be moreeffective sources of expertise and support for employers and policy makers,as well as for their clientele?

6. Incorporating the perspectives of policy, practice and employer stakeholders,what are the most important elements (2-5) of career development servicesand supports that need to be addressed in Saskatchewan?

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Team+Paper Saskatchewan708 2

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Transcript of Team+Paper Saskatchewan708 2