National Generic
Standards and Program Development Guidelines
For WITT Courses,
Exploratory Courses for Women in Trades, Technology, Operations and Blue Collar
Work and for Trade/Technology Specific Courses for Women
Preamble
The aim of this course is the empowerment and
skill training of women through facilitative instruction using methodologies
appropriate to their learning styles. As we recognize the need of our society
to handle the complex training and working environments, we must provide students
with the tools to analyse and effectively deal with both technical problems and
the effects of a society that has tended to discriminate on the basis of race,
gender, age, disability, and sexual preference, particularly in the performance
of trades and technical work. Special skills and tools are needed in these
cases. Within the context of the following goals and objectives, we hope to
provide the tools to use in all applications, both technical and societal, to
enable the students to survive, and thrive in the trades and technical
environments in which we hope to find many of them. The following material was
developed through a modified Dacum process involving-technical training and
women's technical training experts from eight provinces in
1. Increase the
employment and further training/education potential of participants, especially
in trades, technology, operations and blue collar work. (TTO/BCW)
2. Provide
participants with the opportunity to explore a broad range of employment and
training options in TTO/ BCW,
3. Provide
participants with a realistic understanding of the physical, emotional and
academic requirements of training and/or employment in TTO/BCW,
4. Provide
participants with a series of empowering skills which will assist them in
becoming competent workers in TTO/BCW.
Participants will:
1. Acquire
knowledge of the range of possible occupations in TTO/BCW
2. Develop
strategies for dealing with the multiple roles of working women
3. Apply
practical math, science, workplace literacy, and communication skills in
TTO/BCW studies
4. Develop
basic technical skills in a wide range of TTO/BCW
5. Make
informed career occupational choices through knowledge of the labour market,
skills in career planning and job search techniques
6. Realistically
assess their own ability to work successfully in TTO/BCW environments through
hands-on work experience in industry
7. Develop
occupational fitness skills
8. Develop
skills to work effectively in groups
9. Enhance self-esteem,
self-confidence, and self-motivation through the group process and an
interactive learning environment
Methodology
1. Feminist Perspective
Defined by the WITT National Network as
“moving towards equality of women by accommodating differences –
e.g. economic, social, racial, political,
physical and cultural."
2. Practice
Effective Adult Learning Principles
Voluntary Participation (Adults decide on a
course of action to meet their own needs; Mutual Respect (the variety of past
experiences must be recognized and built upon), Collaborative Spirit (the
facilitator and participants need to agree upon needs, objectives, methods and
evaluation); Action and Reflection (Praxis) (by doing something and then taking
the time to reflect upon it, individuals will process information into
something which has meaning for themselves); Critical Reflection (a critically
aware frame of mind will assist in analysing the culture and philosophical
basis of their education), Self-direction (to foster the feeling of empowerment
in participants). This material was synthesized from Understanding and
Facilitating Adult Learning by S.D. Brookfield,
3. Respect Learning Styles & Use Appropriate
Teaching Strategies
Lecture/readings, demonstration, practice,
discussion; participation; role models, tours; multi-media: work experience in
industry. See Instructor’s Handbook., Working with Female Relational
Learners in Technology and Trades Training by Carol Brooks, Ph.D., Ministry
of Skills Development Ontario (1986) and Orientation to Trades and
Technology: A Curriculum Guide and Resource Book with a Special Emphasis on the
Needs of Women by Marcia Braundy, Ministry of Advanced Education, Training
and Technology, British Columbia (1997).
Student/lnstructor Ratio
For a 35/hr per week course, for a course of 16
students, 2 full time - 35/hr per week positions. This can be allocated among
several instructors, but the importance of having some continuity for the
coordinator/instructor must be stressed.
Female tradesworkers and technologists make
excellent role models, and should be used as coordinators/instructors whenever
possible, as well as resource people in the classroom.
Funding
Courses should be funded under direct purchase,
or within college base budgets allowing a broad cross-section of EI, SARS, program/mainstream
and fee-paying students. Most effectively, these courses would be funded on a
regular ongoing basis to provide continuity and support for students and
instructional personnel.
Entry/Selection Criteria
Depending on available course length, a
coordinator must set minimum academic entry standards for math, science,
reading and writing skills. Instructors/Coordinators must show some
flexibility, weighing such factors as motivation and interest.
It is important to provide informational
sessions during the recruitment phase, using questionnaires (samples available
at national office), and interviews so that instructor/coordinators, working
with Advisory Committee members, can select students on the basis of
commitment, interest, and motivation. Instructors have the right to terminate
any student not living up to learning contract.
Women Training with Women
The need for women-only exploratory courses must
be stressed. Gaining skills and confidence in cooperative/supportive
environments will enable them to then be successful in mixed courses where
women are expected to compete with men who have often had greater prior
experience in the field.
Expected Outcomes
Entering further technical or other training is
as satisfactory an outcome as finding full-time paid employment because it will
lead to better paying jobs with greater potential for advancement in the long
run. This is an exploratory course.
·
Power & Energy
·
Manufacturing
·
Construction
·
Transportation
·
Communications
·
Environment
·
Natural Resources
·
Research & Development
·
New Technologies
Time Frames
The time frames outlined here are for courses
where the students have, for the most part, basic Grade 10 education and
English as their first language. For those courses where more extensive math,
science or English upgrading or English as a Second Language training were
necessary, the time frames would have to be modified appropriately.
A minimum of 3 weeks lead-time and 2 weeks
follow-up are necessary to ensure positive negotiations and scheduling with
area employers and unions, other technical instruction personnel, potential
role models and resource people from the community and government agencies, and
preparing evaluations of program and assisting students with realizing their training
and employment objective.
The most effective way to run these courses is
in an ongoing fashion, so that continued follow-up and support for students is
possible, or to ensure there is an individual identified to play that role for
students and graduates on a regular basis.
Minimum:
5 weeks lead and follow-up for Coordinator + 20
weeks Grade 10 and English first language
Maximum:
5 weeks lead and follow-up + 40 weeks
Professional Development
3
Weeks
Occupational Health and
Fitness 3
Weeks
Technological Literacy 2
Weeks
Handle Work Related
Issues 1
Weeks
Shop Time 8
Weeks
Communications 2
Weeks
Career Exploration & Development 1 Weeks
Work Experience 4
Weeks
24
Weeks
Trade/Technology Specific Courses
All graduates of trades/technology specific
courses as well as WITT exploratory courses will have taken the skill units
described here. If they have done so prior to participation in the course, some
accommodations can be made in course content or participation.
Supplementary Materials
WITT National Network will be reviewing
available Canadian course outlines and curricula, and will be making
recommendations re those which most effectively meet the guidelines decided
upon by the national WITT DACUM Advisory Group. Please contact the WITT
National Network office for further Information and resources: [We regret that WITT’s national office has
closed. Please check the Internet for a local WITT organization near you.]
These
standards, developed by WITT National Network’s Industrial Adjustment
Committee, can be found in Appendix A to the Orientation to Trades and
Technology Curriculum Guide and Resource Book with a Special Emphasis on the
Needs of Women, available from British Columbia’s Queen’s Printer: http://www.publications.gov.bc.ca/nxt/gateway.dll?f=templates$fn=default.htm$up=1$vid=publications:public