Technical-Vocational

Education Overview
Te c h n i c a l- V o c a t i o n a l
Educ at ion Overv iew

2018
Ma n it o b a Ed u c a t io n a n d Tra in in g
Manitoba Education and Training Cataloguing in Publication Data

Technical-vocational education overview

Includes bibliographical references.

ISBN: 978-0-7711-7739-2 (pdf)

1. Occupational training—Manitoba.
2. Technical education—Manitoba.
3. Technology—Study and teaching (Secondary)—Manitoba.
4. Vocational education—Manitoba.
I. Manitoba. Manitoba Education and Training.
607.12712

Copyright © 2013, 2018, the Government of Manitoba, represented by the

Minister of Education and Training.

Manitoba Education and Training

Winnipeg, Manitoba, Canada

Every effort has been made to acknowledge original sources and to comply
with copyright law. If cases are identified where this has not been done, please
notify Manitoba Education and Training. Errors or omissions will be corrected
in a future edition. Sincere thanks to the authors, artists, and publishers who
allowed their original material to be used.

All images found in this document are copyright protected and should not
be extracted, accessed, or reproduced for any purpose other than for their
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Schools are encouraged to share this document with parents, guardians, and
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Any websites referenced in this document are subject to change. Educators

are advised to preview and evaluate websites and online resources before
recommending them for student use.

This resource is available on the Manitoba Education and Training

website at www.edu.gov.mb.ca/k12/cur/teched/sy_tech_program.html.

Disponible en français.

Available in alternate formats upon request.

Contents
Acknowledgements v Articulation 11
Accreditation 12
Introduction 3
Apprenticeship Manitoba: Level 1 Standing 12
Vision 3
Non-apprenticeship Areas 12
Goals 3
Assessment and Reporting 13
Technical Vocational Initiative (TVI) 4
Prior Learning Assessment and
Recognition (PLAR)/Challenge for Credit 13
TVE and Curriculum Revitalization/Review 4
Safety 14
Technology Education Program 5
Safety-Related Learning Outcomes 14
High School Apprenticeship Program (HSAP) 5
Employability/Essential Skills and
Curriculum Framework and Implementation 5 Career Development 15
Strands in Technical-Vocational Curriculum 6 Employability Skills 2000+ 16
Implementation 6 Fundamental Skills 16
Grade 9: Sampling 7 Personal Management 16
Grade 10: Exploration 7 Teamwork Skills 16
Grade 11: Specialization 7
Grade 12: Transition 7 Essential Skills 17

Manitoba Curriculum Framework of Outcomes 7

Sustainable Development and
Course Goals 7 Technical-Vocational Education 18
Learning Outcomes 8 Background for Education for Sustainable
Development (ESD) 19
General Learning Outcomes 8
Benefits of ESD in TVE Curriculum 20
Sample Goals and GLOs 8
Specific Learning Outcomes 10 References 21
References to Apprenticeship and Red Seal
Objectives/Tasks 10

Contents iii
Acknowledgements

Manitoba Education and Training gratefully acknowledges the contributions of the following individuals in the development of
Technical-Vocational Education Overview.

Manitoba Education and Carole Bilyk Development Unit

Training Staff Project Manager (until 2016) Instruction, Curriculum and Assessment Branch

Louise Boissonneault Document Production Services Unit

Coordinator Instruction, Curriculum and Assessment Branch

Dino Di Fabrizio Development Unit

Project Leader (until June 2010) Instruction, Curriculum and Assessment Branch

John Finch Learning Support and Technology Unit

Coordinator Instruction, Curriculum and Assessment Branch

Kris Grapentine Document Production Services Unit

Desktop Publisher Instruction, Curriculum and Assessment Branch

Gilles Landry Learning Support and Technology Unit

Project Leader (from February 2010) Instruction, Curriculum and Assessment Branch

Dan Lemieux Learning Support and Technology Unit

Consultant Instruction, Curriculum and Assessment Branch

Peter Narth Technical Vocational Education Unit

Coordinator (until 2013) Instruction, Curriculum and Assessment Branch

Ken Nimchuk Technical Vocational Education Unit

Consultant (until 2015) Instruction, Curriculum and Assessment Branch

Kim Poirier Learning Support and Technology Unit

Consultant (from 2016) Instruction, Curriculum and Assessment Branch

Marjorie Poor Document Production Services Unit

Publications Editor Instruction, Curriculum and Assessment Branch

Acknowledgements v
Te c h n i c a l- V o c a t i o n a l
Educ at ion Overv iew
Introduction Goals
When students learn in an environment modelled after the
Vision workplace, they will acquire not only trade-related skills,
but will also develop
We live in a globally competitive and knowledge-based
economy where technological changes and a concern QQ employability skills required to make an effective
for sustainability are the norm. For Manitoba’s youth transition from school to work
to function, compete, and excel in this twenty-first QQ an understanding of career development and planning
century environment, they require educational and
QQ an understanding of the importance of becoming an
training opportunities that are current, engaging, and
autonomous, lifelong learner in order to adapt to the
responsive to labour market needs. The goal of technical-
skills and knowledge needed in the future
vocational education (TVE) is to provide students with
the skills and competencies that will allow them to QQ an awareness of safety in school, in the workplace, and
transition successfully into the workplace, apprenticeship at home
opportunities, post-secondary education, and their daily QQ an awareness of sustainability as it relates to the specific
lives. skilled trade area and society as a whole
Manitoba and Canada continue to experience labour In recent history, TVE has made some significant
shortages in the skilled trades. This problem will be pedagogical contributions, such as the following:
magnified by an aging workforce and too few young QQ problem solving–based learning
people entering trade and technology careers. Technical-
vocational education in Manitoba serves to address those QQ cooperative and self-directed learning and instruction
deficiencies in the skilled trades and encourages students QQ assessment of competencies gained along a continuum
to explore career options in trades and technology. TVE QQ contextual learning
provides students with opportunities to apply their
learning using an interdisciplinary and cross-curricular QQ integration of academic and vocational learning and
approach while at the same time integrating learning from instruction
their own personal experiences. A competency-based QQ the conscious and targeted development of work-related
framework based on learning outcomes allows a student’s employability and essential skills
prior learning to be applied and recognized, whether
obtained in a formal or informal setting. In order to remain innovative and current, TVE teachers
must look at educational developments and incorporate
them into teaching practices. Inquiry-based problem-
solving approaches to teaching and facilitative teaching,

Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w 3
 for example, provide students with the opportunity to 3. Ensure programming relevance to labour market needs.
construct knowledge and incorporate their own personal 4. Facilitate programming articulation between high
experiences into engaging and meaningful learning
schools and colleges.
experiences.
5. Develop strategies to address technical vocational
The new TVE curriculum must support exploration, teacher currency and shortage issues.
articulation, and mobility. Allowing students to access
technical-vocational education through a flexible 6. Increase funding to support technical vocational
curriculum model provides opportunities for more equipment upgrades.
students to broaden their knowledge and skill set, and Based on the Pillars of Action, TVI was engaged in
to explore and access more and more diverse career developing an articulated, outcomes-driven approach for
opportunities. These changes and challenges have an skilled trades education that leads to increased student
important impact on students, teachers, administrators, enrolment, graduation, and transition rates from high
and the public, and thus clearly demand a new, flexible, school to technical vocational programs and increased
and responsive curriculum model. employment in technical vocational careers.
In 2012, the Technical Vocational Education Unit (TVEU)
Technical Vocational Initiative (TVI) was formed as a unit within the Instruction, Curriculum
and Assessment Branch of Manitoba Education and
The government of Manitoba recognized the pressing Training. TVEU took over the responsibilities that
need to address socio-economic changes, labour market previously belonged to TVI. Since 2014, the Learning
needs, and the ability of Manitoba youth to compete in Support and Technology Unit has been responsible for TVE.
a global economy. Consequently, in 2004, the Technical
Vocational Initiative (TVI) was formed with the goal of
offering technical vocational education programming that TVE and Curriculum Revitalization/Review
was accessible and aligned with labour market needs.
Curriculum renewal has two main purposes:
The TVI mandate was predicated on six Pillars of Action
designed to revitalize technical vocational education in 1. Review and revise existing technical vocational
Manitoba: curricula so as to be current, engaging for the learner,
and relevant to labour market needs, and create new
1. Improve the image of technical vocational careers.
curricula as needed. This involved establishing a
2. Enhance awareness of technical vocational meaningful dialogue with industry, business, and
programming. labour to ensure that the curricula met the above

4 Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w
 objectives. The inclusion of innovative approaches, from a specific cluster. This allows curriculum to be
sustainable practices, and technology into programming adapted to meet the local conditions or regional needs.
were also important considerations in the process.
High School Apprenticeship Program (HSAP)
2. Facilitate the dialogue and processes necessary to
increase programming mobility and articulation among The High School Apprenticeship Program (HSAP) falls
all levels of Manitoba’s education system. within the Senior Years Technology Education Program.
In Manitoba, apprenticeship training, including HSAP, is
Through a curriculum review process involving input administered by Apprenticeship Manitoba. Apprenticeship
from stakeholders, courses and programming are being is a training relationship involving a trainee (known as an
revised, created, or deleted in order to promote currency apprentice), an employer, and Apprenticeship Manitoba.
and relevance to industry standards and address current An employer hires an apprentice to meet an existing or
labour market needs in Manitoba. The review process was projected skill need. A contractual arrangement, known
also cognizant of contemporary workforce requirements, as indentureship, is established among the employer, the
sustainable practices, global competitive forces, and the apprentice, and Apprenticeship Manitoba. Students can
need for programming and courses to fit into the desired, receive up to eight credits from HSAP towards graduation.
seamless educational pathway.
In some instances, in an accredited secondary
In order to facilitate interactivity and allow for rapid, apprenticeship program, students who complete both the
ongoing response to changes, curriculum is available Senior Years Technology Education Program requirements
online, not in print. and HSAP can receive their full Level 1 status upon
graduation. More information on HSAP can be found on
the Apprenticeship Manitoba website at www.gov.mb.ca/
Technology Education Program wd/apprenticeship/discover/youth/index.html.

To graduate from a Senior Years Technology Education

Program, students must fulfill the graduation Curriculum Framework and Implementation
requirements outlined by Manitoba Education and
complete a minimum of eight credits from an approved To ensure credibility and relevance of content and
cluster of technology education courses. processes, the specific programming and course learning
outcomes included in these documents were determined
Unit credit funding encourages schools to provide through a collaborative, consensus-building model with
programming comprising courses from different clusters relevant stakeholders. Working development teams
of vocational subject areas, in addition to teaching courses were established that consisted of representatives from
stakeholder groups including, whenever relevant,

Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w 5
 technical-vocational schools, industrial arts programs, Technology Fundamentals: Students develop foundational
Apprenticeship Manitoba, community colleges, knowledge related to the area of study. Students will
industry, and industry associations. The intention of this make connections to cross-curricular areas that include
collaboration with stakeholders is to revise and develop numeracy and literacy, sustainable development, and
curriculum that will facilitate articulation opportunities scientific literacy as it relates to the subject area.
for students.
Technology Skills: Students develop the technological
skills necessary to enter the related industry.
Strands in Technical-Vocational Curriculum
Professional Practice: Students develop the knowledge,
The general and specific learning outcomes for each course skills, and attitudes required to make a transition to
belong to three distinct but related strands. As students post-secondary education or the workplace. Students
move from Grades 9 to 12, the expectations within each will demonstrate an understanding of health and
strand will increase in complexity and depth and will safety standards and issues. Students will develop
move the students from sampling to transition to work or the employability skills to successfully continue in
post-secondary education. the industry and explore career opportunities and the
education and training required in the field of study.

Technology Fundamentals [Theory]

(Foundational Knowledge, Technological Literacy, Numeracy and Literacy, Implementation
Sustainable Development, New and Emerging Technology)
The implementation model for technical-vocational
Technology Skills [Practical] education provides for nine credits from Grades 9 to 12.
The Grade 9 credit is optional, depending on local
(Processes based on the fundamentals, tools and equipment, ICT)
school resources. The eight courses developed from
Grades 10 to 12 form the foundation courses within the
Professional Practice
specific cluster.
(Health and Safety, Employability Skills, Career Development)

Sampling Exploration Specialization Transition

Vocational (minimum of 8 core courses)

Grade 9 Grade 10 Grade 11 Grade 12

½ or 1 Credit 1 Credit 3 Credits 4 Credits

6 Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w
Grade 9: Sampling Discussions with committee members indicated the
working document should be concise and provide enough
The curriculum in Grade 9 will be designed in a flexible direction to a teacher to implement the curriculum. In
model to support sampling. The course can be offered as developing the learning outcomes, the assumption was
a half or full credit based on local school resources and made that the courses are taught by experts in their field;
requirements. therefore, the terminology and language used in the
curriculum is specific to the trade/technical area.
Grade 10: Exploration For each subject area, the Framework consists of the
Students will explore the specific technology area. following:
Students are encouraged to explore various technical- QQ Course Titles
vocational areas. QQ Course Grade Levels
QQ Course Descriptions
Grade 11: Specialization QQ Course Goals
Students will specialize within the technical-vocational QQ General Learning Outcomes
subject area of their choice. The learning outcomes will be QQ Specific Learning Outcomes
linked to post-secondary training or apprenticeship.

Course Goals
Grade 12: Transition
Each individual subject area (such as hairstyling or
Students will continue to specialize and develop the skills automotive technology) includes between 10 and 13 course
to facilitate transition to the workplace or post-secondary goals. These goals are identical in each course in that
education. The learning outcomes will be linked to post- subject area. The goals reflect the strands in technical-
secondary training or apprenticeship. vocational education as listed above.
Course goals are broken down into general learning
Manitoba Curriculum Framework of Outcomes outcomes, which are broken down into specific learning
outcomes.
The Manitoba Curriculum Framework of Outcomes
for each subject area is intended to provide a guide for
curriculum implementation.

Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w 7
 Learning Outcomes a subject area, each course contains general and specific
learning outcomes that address a particular area of study
Learning outcomes are statements that indicate what related to the subject area.
students will know or be able to do by the end of the
course or sequence of courses or as a result of a learning
activity. Learning outcomes are usually expressed as General Learning Outcomes
knowledge, skills, or attitudes. Outcome-based curriculum
has several benefits—it General learning outcomes (GLOs) are overarching
statements about what students are expected to learn
QQ focuses on the student’s behaviour/action in each course. They identify the broad categories of
QQ promotes student engagement in learning activities knowledge, skills, and attitudes that students are expected
QQ makes the curriculum transparent to students, teachers, to learn and are able to demonstrate in a subject area or
parents, colleges, apprenticeship programs, and course.
employers In an individual subject area, the GLOs might be very
QQ enables students to learn more effectively by similar for each course. For example, a GLO might read
communicating the expectations of the course/sequence something like, “Demonstrate the safe and appropriate
QQ acts as a template to enable teachers to design and operation of _________ equipment and utensils.” This
implement courses/sequences more effectively GLO would be in every course in a particular subject area.
However, the blank would be filled with the name of the
QQ enables teachers to select an appropriate teaching specific type of equipment and utensils, depending on the
strategy for the intended learning outcome based on exact nature of the course.
student needs
QQ enables teachers to select an appropriate assessment All general learning outcomes are identified with two
strategy for the learning outcomes numbers indicating the subject area goal and the general
learning outcome. For example, GLO 1.1 is the first general
QQ provides teachers with benchmarks for formative, learning outcome under Goal 1.
summative, and prior learning assessment
Competency-based learning outcomes lend themselves Sample Goals and GLOs
well to TVE by providing specific, observable, measurable,
realistic, and obtainable objectives to students. Learning Here are some generic course goals and GLOs typical of a
outcomes should be student focused and clearly outline technical-vocational subject area:
the knowledge, skills, or attitudes being assessed. Within

8 Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w
Goal 1: Describe and apply appropriate health and safety Goal 6: Demonstrate the skills related to post-production/
practices. post-service procedures.
GLO 1.1: Demonstrate appropriate health and GLO 6.1: Demonstrate the post-production skills
safety practices. required in the profession.
GLO 1.2: Create and maintain a safe and organized Goal 7: Understand career opportunities in the industry.
workstation. GLO 7.1: Describe apprenticeship, education,
Goal 2: Demonstrate the safe and appropriate operation, and career opportunities, and professional
cleaning, maintenance, and storage of tools and organizations in the industry.
equipment. Goal 8: Describe and demonstrate the transferable cross-
GLO 2.1: Demonstrate the safe and appropriate curricular knowledge and skills as they pertain to
operation of tools and equipment. the industry.
GLO 2.2: Demonstrate the safe and appropriate GLO 8.1: Apply mathematics knowledge and skills
cleaning, maintenance, and storage of tools and related to the industry.
equipment. GLO 8.2: Apply science knowledge and skills
Goal 3: Demonstrate the appropriate use of materials and related to the industry.
consumable items. Goal 9: Demonstrate awareness of sustainability as it
GLO 3.1: Demonstrate the safe and appropriate use pertains to the industry.
of the materials used in the profession. GLO 9.1: Describe the impact of human
GLO 3.2: Demonstrate the safe and appropriate use sustainability on the health and well-being of
of the consumable items used in the profession. technicians and consumers.
Goal 4: Demonstrate the skills related to pre-production/ GLO 9.2: Describe the sustainability practices of
pre-service procedures. the industry and their impact on the environment.
GLO 4.1: Demonstrate the pre-production skills GLO 9.3: Describe sustainable economic practices
required in the profession. within the industry.
Goal 5: Demonstrate the skills related to production/service Goal 10: Demonstrate awareness of the ethical and legal
procedures. standards as they pertain to the industry.
GLO 5.1: Demonstrate the production skills GLO 10.1: Demonstrate awareness of the ethical
required in the profession. standards required in the profession.

Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w 9
 GLO 10.2: Demonstrate awareness of the legal teachers are encouraged to update their learning activities
standards required in the profession. in order to meet the needs of students.
Goal 11: Demonstrate employability skills related to the SLOs do not specify the location where the SLOs are
industry. taught. This means that any course can be taught in the
GLO 11.1: Demonstrate fundamental employability most appropriate location, such as a regular, academic
skills. classroom, a shop or lab, or an authentic industry
workplace location, such as a shop or salon.
GLO 11.2: Demonstrate an understanding of
the business operation of a shop, salon, or SLOs are not necessarily sequential. In other words,
manufacturing facility. they might be taught in an order different from how they
Goal 12: Understand the history, technological progression, appear in the document.
and emerging trends of the profession. All specific learning outcomes are identified with a
GLO 12.1: Demonstrate an understanding of the sequence of numbers separated by dots. These characters
history of the profession. code the general learning outcome and the specific
GLO 12.2: Demonstrate awareness of the learning outcome. For example, SLO 1.1.1 is the first
technological progression and emerging trends in specific learning outcome under GLO 1.1.
the profession.
References to Apprenticeship and Red Seal
Specific Learning Outcomes Objectives/Tasks

Specific learning outcomes (SLOs) are statements that In Apprenticeship and Red Seal subject areas (except
identify the specific knowledge, skills, and understandings carpentry), the Framework contains all of the Level 1
that students are required to attain by the end of a given objectives/tasks from either Apprenticeship Manitoba (e.g.,
course. Teachers must teach and assess every SLO in each cook) or Red Seal (e.g., baker). Those Apprenticeship or Red
course. Seal learning outcomes/objectives/tasks are referenced in
brackets at the end of some Frameworks. In some cases, the
SLOs do not specify the learning activities in which Apprenticeship or Red Seal learning outcomes/objectives/
students will participate in order to attain them. In most tasks have been reworded to make them more consistent
courses, the emphasis is on applied learning activities. with the wording in the Framework.
Teachers are advised to select the learning activities best
suited to teach the SLOs, based on a variety of factors, Teachers teaching Apprenticeship subject areas must
including access to resources or regional needs. In light follow the objectives in those curriculum documents as
of rapid changes in technology, business, and industry, closely as possible to ensure that students have met the

10 Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w
 Level 1 requirement for their subject area. They should Effort is being directed toward creating seamless pathways
read the Trade Level Unit Outlines from Apprenticeship to between programming at the high school and post-
get more detailed information about the Apprenticeship secondary levels and ensuring that graduating students
objectives. They will find them, along with the Red Seal meet entry-level workplace industry skills standards
curriculum, to be valuable resources. These documents can and, where appropriate, learning outcomes equivalent to
be found here: first-year post-secondary or Level 1 Apprenticeship. This
QQ Apprenticeship Manitoba Technical Training allows for increased mobility across education systems
Curriculum Information: www.gov.mb.ca/wd/ both within Manitoba, and for the Red-Seal trades, across
apprenticeship/manage/techtraining.html Canada.
QQ Interprovincial Standards Red Seal Program Articulation in the following areas has been targeted with
www.red-seal.ca this curriculum development:
QQ between Middle Years and Senior Years
Articulation QQ within individual high schools
QQ among Manitoba high schools
Figure 1 Articulation Pathways
QQ between high schools and colleges
QQ between high schools and Apprenticeship Manitoba
QQ between high schools and the workplace
Before and during the completion of Senior Years
technical-vocational education and/or the High School
Apprenticeship Program (HSAP), options include
industrial arts courses or human ecology courses in
Middle years, academic programming, part-time/summer
employment, and personal learning experiences. After the
completion of Senior Years technical-vocational education
and/or HSAP, options include private/industry training,
apprenticeship, community college, and universities as
various pathways to the world of work.
Articulation is based on the premise that institutions
have a responsibility to establish connections between
themselves so that the repetition of learning is limited

Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w 11
 or does not occur at all. Articulation agreements are an It is the expectation of Manitoba Education and Training
institutional response to the need to recognize the skills that schools offering vocational programming, where
and learning previously achieved at other institutions. apprenticeship exists, have their programming accredited
through Apprenticeship Manitoba.

Accreditation Apprenticeship Manitoba: Level 1 Standing

Apprenticeship Manitoba requires that a Senior Years
A student who graduates from an accredited Level 1
Technology Program must be accredited to offer Level 1 of
training program with a minimum final accumulative
that specific trade. Accreditation of a subject area within a
average of 70% or better in the trade subject for which
school is based on the following general criteria:
the program is accredited is entitled to receive technical
QQ licensed journeyperson as a teacher in the subject area training standing in addition to 900 hours towards
QQ facility requirements as outlined by Apprenticeship practical training upon entering apprenticeship, provided
Manitoba the standards outlined by Apprenticeship Manitoba are
met.
QQ curriculum aligned to Apprenticeship Level 1 for the
specific area Students completing the accredited program are required
to complete their practical training in order to receive
Apprenticeship Manitoba has used a standard benchmark
full standing as a Level 1 apprentice. In some instances,
in assessing suitability of accreditation submissions
the outstanding hours required to complete the practical
relative to Apprenticeship Manitoba’s Level 1 curriculum
training component can be done within the High School
content standards. Submissions must have 100 percent of
Apprenticeship Program.
the curriculum objectives that are outlined in Level 1 of
any given Apprenticeship curriculum.
Following the guidelines established by Apprenticeship Non-apprenticeship Areas
Manitoba, each subject area curriculum developed will It is expected that schools offering programming that
have a benchmark document that indicates where in the is not in a designated trade and thus not accreditable
TVE curriculum the Apprenticeship objectives are being by Apprenticeship Manitoba will seek articulation
met. This document will assist secondary schools in agreements with their local community college or
obtaining accreditation in that subject area. For additional university. In these agreements, students would be
information about accreditation, contact the accreditation awarded course credit based on meeting the learning
coordinator at Apprenticeship Manitoba. outcomes established by the receiving institution and
an agreed upon level of performance (e.g., a final grade
of 70%).

12 Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w
Assessment and Reporting to interpret information? for record keeping? for
communication?
Assessment is an integral part of learning. It plays a major In the rapidly changing world of TVE, it is important
role in how students learn, their motivation to learn, and that as teachers we not only encourage skill development
how teachers teach. Learning is viewed as a process of and knowledge, but also encourage students to take a
constructive understanding, during which individuals more active role in their own learning. This begins with
attempt to connect new information to what they already the gradual release of responsibility for assessment and
know, so that ideas have some personal coherence. learning from teacher to student. Skills development and
Individuals construct this understanding in many knowledge not only require a student to demonstrate a
different ways, depending on their interests, experience, skill, but also require the intelligent use and selection
and learning styles (Manitoba Education, Citizenship and of the appropriate skills. Students become skilled and
Youth, Rethinking 3). knowledgeable through the learning activity and by
In this model of TVE, formative assessment is used to actively engaging their minds and reflecting on their
help students to construct knowledge and skills. At times, learning experiences. In TVE, lifelong learning is critical to
assessment needs to be summative in nature in order to keeping pace with the rapid change in technology.
communicate student learning. Suggestions for assessing
and reporting student achievement of the learning
outcomes are offered in other departmental documents:
Prior Learning Assessment and Recognition
(PLAR)/Challenge for Credit
QQ Rethinking Classroom Assessment with Purpose in Mind:
Assessment for Learning, Assessment as Learning, Assessment Prior Learning Assessment and Recognition (PLAR) is
of Learning (Manitoba Education, Citizenship and Youth) defined as “the process of identifying, assessing and
Available online at recognizing skills, knowledge, or competencies that have
www.edu.gov.mb.ca/k12/assess/wncp/index.html. been acquired through work experience, unrecognized
QQ Communicating Student Learning: Guidelines for Schools training, independent study, volunteer activities, and
(Manitoba Education, Citizenship and Youth) Available hobbies. PLA may be applied toward academic credit,
online at toward requirement of a training program, or for
www.edu.gov.mb.ca/k12/assess/docs/csl/index.html. occupational certification” (Human Resource Development
Canada 1). It was determined that by using outcome-based
TVE teachers are encouraged to use many different
language for curriculum development, the clearly defined
strategies and tools for assessment. Identifying the
knowledge and competencies would allow for PLAR or
purpose of assessment is critical to making it productive
Challenge for Credit opportunities.
and efficient. Is the assessment to gather information?

Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w 13
 Students could incorporate their own personal experiences teach the health and safety components of their courses.
and be recognized for prior learning that has occurred in Although these resources may be generic, they can
both a formal (e.g., industrial arts) and informal setting. be modified to the TVE area, and teachers should use
Manitoba Education and Training has provided for this examples from their specific trade or technical area. The
opportunity and outlined the guidelines for students, following are a small representation of the many resources
teachers, administrators, and school divisions in the available:
following document: QQ SAFE Work Student Program (Workers Compensation
QQ Increasing Choice and Flexibility: Changes to Senior Years Board of Manitoba) Available at www.safemanitoba.
Graduation Requirements Status Report (Manitoba com/page%20related%20documents/uploads/programs_
Education, Training and Youth)—available online at student.pdf.
www.edu.gov.mb.ca/k12/policy/gradreq/docs/choice_ QQ SAFE Workers of Tomorrow website at
report.pdf. www.workersoftomorrow.com
QQ Keeping Your Facilities SAFE: A Support Document for
Safety Industrial Arts Teachers (Manitoba Education and Youth)
Available at www.edu.gov.mb.ca/k12/docs/support/
ia_safe/index.html.
In TVE it is essential that students have an understanding
of workplace safety and be able to translate that into Safety is embedded throughout the curriculum and
safe behaviours and actions. This knowledge and modelled in the daily activities and actions of teachers and
understanding of workplace health and safety will benefit students.
students not only within their TVE programming but
throughout their working and personal lives.
Safety-Related Learning Outcomes
Young Manitobans between the ages of 14 and 24 are
injured in their jobs at a disproportionate rate. Research TVE teachers must reinforce safety as a priority to
indicates several causes for the higher rate of young students. The specific learning outcomes related to safety
worker injuries. Among them are are expressed explicitly in each course, but safety should
QQ lack of supervision or training be integrated throughout all courses and reinforced
continually. Because of the importance of safety training,
QQ minimal knowledge of rights and responsibilities development team members concluded that, with a few
QQ lack of experience in recognizing hazardous situations exceptions, teachers need to teach and assess safety in
every course in their subject area. Therefore, all safety-
In light of injuries among youth workers, Manitoba has
related SLOs are repeated in every course in their subject
developed several resources that teachers can use to
areas.

14 Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w
 For example, students will: Essential, employability, transferable, core, soft, or generic
1. Value the importance safety and health procedures and skills are all attempts to examine the common skills
across all occupations. These skills enable technical and
regulations have in reducing injuries and fatalities in the
employment-specific skills to “stick.” These skills are
workplace.
transferable across all situations, including technical-
2. Explain their rights and responsibilities under The vocational, academic, and workplace settings, as well as
Workplace Safety and Health Act. students’ personal lives.
3. Know where to locate information on workplace safety These are the skills not only needed for employability, but
and health. throughout all career and life development activities. They
4. Practise safe work procedures through modelling. are enabling skills that
5. Demonstrate how to handle a potentially dangerous QQ help people perform the tasks required by their
work situation. occupation and other activities of daily life
6. Apply the SAFE acronym in their work/school
QQ provide people with the foundation to learn other skills
environment. QQ enhance people’s ability to adapt to change (Hache,
Redekopp, and Jarvis Appendix D, 10)
7. Apply the Workplace Hazardous Material Information
System (WHMIS). Having and using these important skills, attitudes, and
8. Recognize and follow precautions listed on Material behaviours help students make a smoother transition
Safety Data Sheets (MSDS). and better connections—whether from school to work
or further study, from employment back to education, or
9. Demonstrate the selection and use of personal protective from job to job—and manage the many changes they will
equipment. experience in their lives.
Employers identify employability skills as the top-tier
Employability/Essential Skills and Career priority when hiring. They require new employees to be
Development QQ honest and ethical
QQ able to demonstrate basic social skills (e.g., showing
Employability skills are the skills found in all occupations up regularly, being on time, speaking and dressing
and used in daily activities. The development of appropriately)
employability skills is critical in preparing students for the QQ accountable for actions done
world of work and citizenship, as well as preparing them
for success in school and in their personal lives. QQ able to complete tasks

Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w 15
 QQ able to interact positively with other workers Fundamental Skills
QQ able to listen and understand Fundamental skills form the basis for further skills
QQ aware of work safety development. They include communication skills such
QQ able to assess situations and identify problems and as reading and understanding information, as well as
solutions listening to others and sharing information. Information
management, the application or use of numbers, and
QQ able to set goals and mange time effectively problem solving are other fundamental skills.
The skills identified by employers are consistent with the
knowledge, skills, attitudes, and behaviours identified
Personal Management
by skills frameworks developed by Human Resources
and Skills Development Canada, the Conference Board Personal management skills comprise positive attitudes
of Canada, and the Blueprint for Life/Work Designs. The and behaviours that determine student potential for
following discussion will provide a look specifically at the growth. They include demonstration of responsibility,
Employability Skills 2000+ developed by the Conference adaptability, continuous learning, and working safely in
Board of Canada and HRSDC Essential Skills and all situations.
Essential Skills Profiles and how they can be integrated
and applied in the TVE classroom.
Teamwork Skills

Employability Skills 2000+ Teamwork skills are required for students to contribute
productively in any environment. Teamwork skills include
The Conference Board of Canada defines employability working with others and participating in projects and
skills as “the skills you need to enter, stay in, and progress tasks (British Columbia Ministry of Education 5).
in the world of work—whether you work on your own or as
a part of a team. These skills can also be applied and used Employability Skills 2000+ breaks down the broad skills
beyond the workplace in a range of daily activities.” categories into specific learning outcomes. The complete
Employability Skills 2000+ brochure is available online at
The Conference Board of Canada developed Employability www.conferenceboard.ca/topics/education/learning-tools/
Skills 2000+ to identify and define employability skills. employability-skills.aspx.
These skills are divided into three broad categories:
fundamental skills, personal management skills, and Employability skills include not only skills, but also
teamwork skills. attitudes and behaviours. We need to define the attitudes
and behaviours in terms of actions that students can learn,
develop, practise, and ultimately turn into a set of skills.

16 Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w
Keep the following questions in mind when working to Essential Skills
describe or define the attitudes, behaviours, and skills:
QQ What does it look like? or What would you see someone In 1994, Human Resources and Skills Development
doing? Canada (HRSDC) initiated a project to analyze and
QQ Can you clearly describe the attitude, behaviour, or skill articulate job-specific skills. Recognizing that there was a
so everyone in your class knows exactly what is meant set of foundation skills needed for all occupations, analysts
and expected? job-shadowed and interviewed workers, managers,
practitioners, and leading researchers to identify the skill
QQ Consider the term good attitude. What does that really level required in each of the nine essential skills. The nine
mean? What does it look like? What would you actually essential skills are
see someone doing if he/she had a good attitude?
QQ reading text
When these questions can be answered in terms of specific QQ document use
actions, the teacher can assist the student in knowing what QQ numeracy
has to be learned, practised, and demonstrated.
QQ writing
What is fundamental to the development of employment QQ oral communication
skills is they must be integrated with the technical skills
and knowledge students are learning in the TVE classroom
QQ working with others
and emphasized in the day-to-day activities. Learning QQ thinking
outcomes related to employability skills are included QQ digital technology
in the framework for each course. Development team QQ continuous learning
members concluded that there is a great need for students
to learn employability skills, and for teachers to teach and The Essential Skills Profiles (ESPs) take a closer look
assess those SLOs in every course. Therefore, with a few at the essential skills as they relate to a specific job or
exceptions, all SLOs related to employability skills are occupation and provide a level of competency required in
repeated in most courses in each subject area. that particular occupation. Essential Skills Profiles (ESPs)
describe how each of the nine essential skills is used by
workers in a particular occupation. The profiles include
the following:
QQ a brief description of the occupation
QQ examples of tasks that illustrate how each essential skill
is applied
QQ complexity ratings that indicate the level of difficulty

Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w 17
 In an Essential Skills Profile (ESP), the skills are measured Sustainable Development and Technical-
using levels of complexity ranging from 1 to 5, with Level
1 being “basic tasks” and Level 5 being “advanced tasks.”
Vocational Education
These levels of complexity are assigned to tasks performed
by a worker in a specific job. A task’s complexity rating
will increase as the demands of the task’s content increase.
For additional information visit the Employment and
Social Development Canada web page “Essential Skills
Profiles” at www.canada.ca/en/employment-social-
development/programs/essential-skills/profiles.html.
Essential skills are broken down by occupation. Each
area has been analyzed and relates specifically to the
occupation in question. To explore specific occupations, go
to https://www.jobbank.gc.ca/occupation_search-eng.do.
In TVE, the profiles can be used to help the student learn
more about the skills needed in a particular occupation
or as a career exploration tool. The ESPs can also be used
by students to research the skills and attributes typically
required in their selected occupation.
TVE teachers can also use the ESP for their area to Sustainable development means different things
develop lesson plans and to identify the complexity of to different people, but the most frequently quoted
a skill required in an occupation, or use it as a basis for definition is from the “Brundtland Report,” Our Common
developing assessment tools. Teachers can use the ESP Future: Report of the World Commission on Environment
to incorporate actual workplace materials into their and Development (World Commission on Environment
classroom activities. and Development 41): “Sustainable development is
development that meets the needs of the present without
compromising the ability of future generations to meet
their own needs.” Sustainable development focuses on
improving the quality of life for all of Earth’s citizens
without increasing the use of natural resources beyond the
capacity of the environment to supply them indefinitely.
Sustainable development is a concept based on

18 Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w
integrating socio-cultural, environmental, and economic Education for Sustainable Development, established by the
considerations. United Nations.
Manitoba proclaimed The Sustainable Development Act Manitoba Education and Training describes ESD on its
in 1997. The act requires government, the public, and Education for Sustainable Development website as follows:
the private sector to consider sustainable development
Education for Sustainable Development involves
concepts and implications in all programs and activities. incorporating key themes of sustainable development—
Manitoba has identified Sustainable Development such as poverty alleviation, human rights, health and
Priority Areas and education is one of them. Education for environmental protection, climate change—into the
a Sustainable Future: A Resource for Curriculum Developers, education system. ESD is a complex and evolving concept
and requires learning about key themes from a social,
Teachers, and Administrators (Manitoba Education and cultural, environmental, and economic perspective
Training) provides direction for the integration of and explores how those factors are interrelated and
sustainability within the curriculum, the classroom, and interdependent.
the community. The discussion that follows refers to this
document and the integration of education for sustainable The Education for Sustainable Development (ESD) Venn
development (ESD) into technical-vocational education. diagram on the previous page reflects the concept that
social, economic, and environmental factors should be
considered in decision making. The quality of life that
Background for Education for Sustainable our students and our society will have depends on the
Development (ESD) interaction of human health and well-being, the economy,
and the environment.
In 2004, Manitoba Education and Training declared
Education for Sustainable Development to be one of its top In Manitoba’s role as a leader in ESD, the following vision
priorities. At the same time, the United Nations declared for Education for a Sustainable Future was developed:
the years 2005 to 2014 to be the Decade of Education “Students will become informed and responsible decision
for Sustainable Development. The overall goal of the makers, playing active roles as citizens of Canada and
UN Decade of Education for Sustainable Development the world, and will contribute to social, environmental,
(DESD) is to integrate the values inherent in sustainable and economic well-being, and an equitable quality of life
development into all aspects of learning to encourage for all, now and in the future” (Manitoba Education and
changes in behaviour that allow for a more sustainable Training, ESD 4).
and just society for all. Manitoba Education and Training To support the vision, Manitoba Education and Training
has taken a leadership position nationally in working requires that educators integrate sustainable development
with Learning for a Sustainable Future and Environment into curriculum wherever appropriate (Manitoba
Canada on activities for the 2005 to 2014 Decade of Education and Training, Renewing Education 21). This

Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w 19
 requires an explicit inclusion of sustainable development sustainability when making decisions during their
into curriculum, not as an add-on but rather as concepts everyday lives, apply sustainability concepts when they
and learning opportunities that are infused. Learning enter the labour market, encourage sustainable work
outcomes focused on sustainable development concepts practices, and promote sustainability to colleagues,
are identified specifically and instructional strategies and supervisors, and decision makers.
resources are offered wherever possible.
Today’s students need to be prepared to deal with the
increasing focus on the environment—from the race for
Benefits of ESD in TVE Curriculum clean energy to improving energy efficiency to reducing
greenhouse gases to new incentives for harnessing
The Bonn Declaration Learning for Work, Citizenship and the power of the market for sustainable development.
Sustainability states that Incorporating sustainable development into the technical-
since education is considered the key to effective vocational curricula will help students to think and act in
development strategies, technical and vocational a way that matches the scale of the challenge of achieving
education and training (TVET) must be the master key sustainable development.
that can alleviate poverty, promote peace, conserve the
environment, improve the quality of life for all and help Canadian society needs people who consider sustainable
achieve sustainable development. (UNESCO) development decisions in their decision making and
Integrating sustainable development into TVE curricula actions. The development of knowledge, skills, and
allows students to develop the knowledge, skills, attitudes that promote sustainability in the workplace
and attitudes necessary to take actions that lead to will be vital for employers and the wider community.
economically viable, environmentally sound, and Manitoba’s technical-vocational graduates will be highly
sustainable communities. TVE is in a unique position sought after as a result of participation in programming
within education in that the sustainable development that incorporates sustainable development concepts.
skills students develop will lead to action and be applied
immediately within the context of the specific trade or
technical area.
Students must be challenged to understand and apply the
concepts of sustainability and to envision a sustainable
future. They need to know what to aim for in their future,
and to understand that they have the personal power
to make a difference and effect change. This focus on
sustainability throughout their TVE programming will
provide students with the ability and desire to consider

20 Te c h n i c a l -Vo c a t i o n a l E d u c a t i o n O ve r v i e w
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 Printed in Canada
Imprimé au Canada