National Generic Standards and Program 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 (1987).
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, CJS/
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 your available course length, a coordinator must set minimum academic 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 + 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
Week
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 must 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: WITT National
Network,