Trades Consultation Report

UNIVERSITY COLLEGE
OF THE NORTH
TRADES CONSULTATION REPORT
2013-2014
WWW.UCN.CA
Community Trades
Consultation
2013-2014
PURPOSE
FINDINGS
Page 1
CONCLUSIONS
Page 4
Page 22
“If there’s been one constant criticism of UCN over the
last 10 years, it’s that we haven’t been meeting the needs
of our communities and of industry in Northern Manitoba
as it relates to trades and industrial skills training.” (UCN
President Konrad Jonasson, Spring, 2013)
Purpose of the Community
Consultations
As a response to the growing and urgent need for University College of
the North (UCN) to offer trades and industrial skill training that is more
closely aligned to the needs of those communities, industries and business
stakeholders that UCN serves; a broad consultation plan was undertaken
in the fall of 2013. To that end, consultations were conducted in the
following eight communities: Norway House, Cross Lake, Swan River,
Pukatawagan, Easterville, Grand Rapids, The Pas and Thompson. This
report represents the analysis of the data/input gathered at those
consultations. At these consultations, various people representing both
local and regional business, public and post-secondary education, and the
Northern Manitoba Sector Council were consulted in workshop type
forums.
The purpose of gathering this information was to be able to identify the
specific needs from the stakeholders themselves so that UCN could better
develop and deliver trades and industrial skill programming. This report
represents the consolidation of the ideas presented by the approximately
one hundred people who participated in this process, the analysis of
those ideas and the recommendations that will be used to help make
trades and industrial skill program decisions with and for the community.
The mission of
University College of
the North is to ensure
Northern
communities and
people will have
opportunities,
knowledge and skills
to contribute to an
economically,
environmentally, and
culturally healthy
society inclusive and
respectful of diverse
Northern and
Aboriginal beliefs.
©
2014
University College of the North
This report could not be written without the commitment of our Northern
community partners who provided invaluable insight into the skills and trades
needs of our Northern communities. We also acknowledge the efforts of a number
of individuals involved in the design, collection, and analysis of the data that is
included in this report.
• Konrad Jonasson, President and Vice-Chancellor
• Donna Carriere, Vice President (Community Based Services)
• Dr. Sherry Peden, Vice President (Academic & Research)
• Peter Garrioch, Director of Regional Centres
• Roland Misling, Dean of Trades and Technology
• Cheryl Wells, Administrative Assistant
• Dr. Dawn Wallin, University of Manitoba (Author)
2
TABLE OF CONTENTS
Purpose ………………………………………………………….
1
Community Map ……………………………………………..
2
Acknowledgements …………………………………………
2
Table of Contents ………………………………..………..
3
Findings ………………………………………………………....
4
Community Issues ……………………………....
4
Vision …………………………………………………..
6
Skill Needs ………………………………………..…
7
Program Needs ………………………………..….
8
Partnerships ………………………………………..
11
Contacts ………………………………………….……
14
Community Recommendations …………….
16
Discussion and Conclusions ………………………………
22
Appendices ……………………………………………………….
24
Northern Manitoba Labour Projections ………….
48
Frontier School Division
Technical Vocational Goals 2014 …………………….
50
3
FINDINGS
The following analysis stems from
consultations with eight communities concerning
UCN’s provision of education for the trades: Cross
Lake; Easterville; Grand Rapids; Norway House,
Pukatawagan, Swan River, The Pas, and Thompson.
The report is organized around topics discussed in
each community setting: (a) community issues; (b)
visions for the future; (c) skill and program needs;
(d) potential partnerships; (e) potential contacts,
and; (f) recommendations. Although the analysis is
primarily recorded as general trends that come out
of the nine consultations, each community has
unique concerns and needs that must be
acknowledged and addressed if adequate service
provision is to occur.
COMMUNITY ISSUES
Issues facing communities were reported
in Cross Lake, Norway House, Swan River, and
Thompson that could be broken down into
educational issues, cultural issues, social
issues, infrastructural issues, and
business/employment issues. Table 1 provides
an account of the issues across all the
communities represented in the analysis. The
numbers in brackets alludes to the frequency of
response for each finding. Appendix A provides
the same information delineated by community.
Table 1: Community Issues
Educational
•
•
•
•
•
•
Cultural
Social
•
•
•
•
•
•
•
Infrastructural
•
Business and
Employment
•
•
•
•
•
•
•
•
•
•
•
Lack of local skills/credentials/education levels (3)
Lack of skills training for Northerners (2)
Lack of training to attend to child care and health care needs which
necessitates travel south (usually to Winnipeg) (2)
Colonial curricula (1)
Difficulties in recruiting instructors for some fields (1)
Enrolments are low and/or fluctuate dramatically in some courses
(1)
Resistance to Indigenous ways of knowing/doing (1)
Lack of knowledge on how colonization and residential schooling has
impacted social fabric (1)
Colonial curricula (1)
Lack of mental/physical health care (2)
Physical/mental health levels are poor (1)
High dependency on social assistance (1)
Social ills are rampant in communities (addictions, cycles of
violence, lateral violence) (1)
Infrastructural development opportunities and jobs are given to
southern contractors/employees (2)
Lack of trades infrastructure (1)
Housing instructors can be a problem (1)
Need to attract/retain more females in the trades (2)
High levels of unemployment (2)
Growing trade needs in the North (1)
Some employers do not want to complete the paperwork for
Apprentices once they are trained (1)
Some disgruntlement with UCN Finance department exists from a
funders view (1)
Electricians are being hired from Ontario but are unable to
Apprentice Level 1 due to Union issues. Levels 2, 3, and 4
Apprenticeship are easier to accommodate (1)
Mobility occurs as people need to move where they work (1)
Legal liabilities make partnerships and other opportunities difficult
to achieve (1)
Transitions from outside communities can be difficult (1)
4
Educational Issues
Educational issues were mentioned by
participants in Cross Lake, Norway House and
Thompson. Members of all three communities were
concerned about the perceived lack of local skills,
credentials, and/or education levels for engagement in
the trades. Individuals in Cross Lake and Norway house
mentioned in particular the lack of training in health
and/or child care that necessitated travel to southern
communities. Members in Norway House discussed
difficulties in recruiting instructors for some fields,
and that offering courses could become difficult due to
low or fluctuating enrolments.
Cultural Issues
Cultural issues were brought up by members of
Cross Lake and Norway House. Individuals in these
communities felt that there remains resistance to
Indigenous ways of knowing/doing/learning, and that
there exists a lack of knowledge on how colonization
and residential schooling has impacted the social
fabric of Aboriginal communities. In addition, concern
over the presentation of colonial curricula was
mentioned by members of the consultation in Cross
Lake.
Social Issues
Members of Norway House spoke of social
issues facing the community that impacted upon the
ability to access and complete their educational
qualifications successfully. They discussed the reality
that physical and mental health levels are poor within
the community, that there exists a high level of
dependency on social assistance, and that social ills
are rampant within the community. Cycles of
addiction and lateral violence need to be
acknowledged and addressed in meaningful, culturally
relevant ways.
Infrastructural Issues
Members of Cross Lake and Norway House
indicated that infrastructural development and
employment opportunities are typically granted to
southern contractors and/or employees that
therefore detract from the community’s ability to
build capacity and become self-sustaining. In
addition, members of Cross Lake spoke of a lack of
trades infrastructure within the community that
needs to be developed. Members in Thompson
discussed the lack of housing available (for
instructors in particular, though arguably for students
and employees as well).
Business/Employment Issues
Members in Cross Lake and Norway house
spoke of the need to attract/retain more females in
the trades, and Cross Lake members spoke of the
growing trade needs that must be accommodated in
the North. Members in Thompson spoke of high
levels of unemployment and mobility as workers
moved to find work, and the difficulties faced by
individuals who moved into the community from
outside or surrounding communities. They spoke also
of the frustrations in partnership development and
other opportunities due to increasing legal/liability
issues between agencies/institutions/industries.
5
VISION
Participants in Cross Lake, The Pas, and Thompson engaged in discussions about the visions they had
for trades education in the North.
Table 2 presents the findings as they were presented by participants. The findings suggest that community
members have a vision for trades education in the North that would encourage capacity building and
sustainable employment through flexible program options that are culturally relevant and built upon
articulated partnerships between UCN, local education providers, industry and government.
Appendix B provides the information sorted by community.
Table 2: Vision
Capacity Building
Sustainability
Program
Cultural Relevance
Partnerships
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Growth and employment of local community members
Trade opportunities found within local communities
Trade infrastructural development
Availability of locally qualified individuals for industry
Increased industry growth in multiple/diverse sectors
Steady growth rather than boom and bust
Land based education
Retention and employment of local people and youth within
communities
Promoting the North (trade and tourism)
Sustainable Northern hiring and employment
Dual credit options
Regular content and delivery assessment and follow-up
Recognition of Indigenous knowledge
Culturally appropriate programming
Early introductions of trades opportunities in schools
(Junior/Senior High)
Consortium Development with training suppliers led by
industry/government/UCN advisory board
More partnering between local schools and UCN
Capacity Building
Members of Cross Lake and Thompson spoke of
the need for locally qualified individuals available for
employment. Members of The Pas and Thompson spoke
also of the need for growth in employment of local
individuals who were qualified for positions. Members
of The Pas spoke of a vision for steady growth in trade
opportunities and infrastructure in multiple and diverse
sectors.
Sustainability
Members of The Pas and Thompson alluded to
sustainability when they advocated for the retention of
local people and youth within their communities
through practices that promoted the North and
encouraged sustainable Northern hiring and
employment. Cross Lake members encouraged land
based education as a means of achieving sustainable and
culturally appropriate practices.
Program
In their vision of appropriate trades education in
the North, Cross Lake consultation participants
underscored the value of dual credit options that
facilitated the achievement of educational outcomes
linked to employment and career. Members in the
Thompson consultation suggested that quality trades
education program content and delivery models must be
regularly assessed and updated accordingly, including
appropriate follow-up procedures to ensure
accountability.
Cultural Relevance
In tandem with programmatic issues,
participants in Cross Lake and The Pas consultations
suggested that their vision of quality trades education
affirms the value of Indigenous knowledge articulated in
the design and delivery of culturally appropriate trades
programming.
6
Partnerships
The vision for quality trades education put
forward by community members recognizes that UCN
programming benefits from partnering with local
schools in order to introduce career possibilities and
trades recruitment early. In addition, participants
advocated for the development of a consortium
between UCN, government, and industry that could
act as an advisory board for program content and
delivery possibilities to ensure programs remained
current and relevant, so that regular communication
occurred between the parties, and so that
possibilities for shared services and/or costs could be
explored.
SKILL NEEDS
Each community was asked to report on
the skill needs of members of their respective
communities. Table 3 provides an outline of the
academic skills, life skills, training and industry
skills, and cultural skills suggested by
participants. Appendix C provides the data
organized by community.
Academic Skills
Members of the consultations in Cross Lake,
Easterville, Grand Rapids, The Pas and Thompson
spoke of academic skills needed within their
communities. The need for math skills was mentioned
in all communities except The Pas. Members of Cross
Lake, Easterville, and Grand Rapids also spoke of the
need for better Science and/or Physics skills. The
need for increased skills in Reading Comprehension
and/or Literacy was noted by community members of
Cross Lake and Thompson. Finally, Cross Lake
participants discussed the need for an enhanced grade
12 to accommodate adult learners’ skill development.
Life Skills
The members of all eight community groups
consulted spoke of the need to develop life and/or
essential skills in order for students to be successful in
their academic pursuits. Participants in The Pas and
Thompson also suggested that students needed skills in
social interaction and would benefit from mentoring
and/or team-building skills. Residents of The Pas
talked about developing the life long learning skills of
adult learners. As exemplars of life skills, residents of
Norway House suggested that healthy cooking/food
preparation skills would be beneficial for individuals,
whereas Thompson residents spoke of developing
people’s awareness of addictions and their effects.
Table 3: Skill Needs
Academic
Life Skills
Training/
Industry
Cultural
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Math/Numeracy
Science/Physics,
Reading Comprehension/Literacy
Enhanced Grade 12
Balance transition year with allowing students to experience hardships and
difficulties
Life skills/Essential skills
Healthy cooking/food preparation
Social interaction
Mentoring
Team building,
Life-long learning
Addictions
Workplace Safety and Health training, safety courses, security courses,
Workplace Hazardous Material and Information System
Business/entrepreneurial/human resources courses
Computer/technology skills
Introduction to Industry, pre-trades or other preparatory programs
Occupational specific training
Equipment operation/Driver’s license (Passenger vehicle and heavy duty)
First Aid/CPR
Retention of language as far into post-secondary education as possible;
Environmental courses that teach the balance between Indigenous world
view and resource management
Colonization, residential schools and effects on cycles of violence and
lateral violence
Cross cultural awareness and social interaction (peers, co-workers, Elders)
7
Training and Industry Skills
Members of all eight communities
articulated a variety of training and/or industry
skills that would facilitate trades education
programs. Safety and security courses related to
Workplace Health and Safety and the Workplace
Hazardous Materials and Information System were
mentioned by individuals in Cross Lake, Grand
Rapids, Norway House, Thompson and participants
in the community. Business, entrepreneurial
and/or computer technology skills were considered
valuable by individuals from Easterville, Norway
House, The Pas, and Thompson. Pre-trades or
preparatory courses such as Introduction to
Industry were advocated by members from Grand
Rapids, participants in the community, and
Thompson. Members from Pukatawagan, The Pas
and Thompson advocated for occupational specific
training skills. Equipment operation and driver’s
license skills were mentioned by members of
participants in the community and Thompson.
Finally, skills in First Aid/CPR were advocated by
residents of Norway House.
Cultural Skills
Members of the communities of Cross Lake,
Norway House and The Pas outlined cultural skills
that need to be developed to support quality
trades programming in the North. Those from
Cross Lake suggested that programming should
include the use of Aboriginal languages in as many
post-secondary programs as possible to encourage
language retention. They also suggested that
environmental courses should incorporate
Indigenous worldviews related to resource
management. Members of Norway House
suggested that students need to be made more
aware of the impacts colonization and the
residential school system has had on cycles of
violence within communities. Finally, members of
The Pas spoke of the need for cross-cultural
awareness and the learning of social interaction
protocols for peers, co-workers, Elders, etcetera.
PROGRAM NEEDS
Participants in the communities provided a
list of program needs that could serve their
communities. Table 4 outlines these program
areas as they relate to Industry (91 citations),
Natural Resources (19 citations), Civil Services
(16 citations), Physical and Mental Health (16
citations), Business and Management (13
citations) and Education (4 citations). Appendix D
provides the list of programs advocated by each
community.
Industry Programs
Industrial trade programs remain those most
advocated by the participants of consultations
across all communities. The programs that were
most often mentioned include Heavy Duty Mechanics
(8); Truck Driver Training (7); Electrician (6); Heavy
Equipment Operators (6); Carpentry (5); Small Motor
Technician/Repair (5); Construction (4);
Instructional Technology/Computer Programmer/
Computer Technician (4); Plumbing (4), and;
Welding (4). See Appendix D for individual
community needs.
Natural Resource Programs
All communities except for Easterville,
Grand Rapids and The Pas advocated for natural
resource programs of some sort, most often mining
or millwright. For more specificity on individual
community needs, see Appendix D.
Civil Service Programs
All communities except Easterville,
participants in the community and Swan River
articulated programs that supported civil services.
The most commonly mentioned programs in this
area were Hospitality Management (4) followed by
Water Treatment (3). For programming specific to
individual communities, see Appendix D.
Physical and Mental Health Programs
All communities except participants in the
community, Pukatawagan and Swan River advocated
for programs that could address physical and mental
health issues found within their communities. The
three areas articulated included Health Care Aid
(4), “Health Centre Jobs” (4), and Emergency
Medical Training (2). See Appendix D for individual
community needs.
Business and Management Programs
All communities except Easterville,
Pukatawagan and Swan River articulated a need for
business and management programs. The most
commonly cited programs included Business
Administration (3), Entrepreneurship (3),
Management (3) and Retail Sales/Marketing (3). For
programming specific to individual communities, see
Appendix D.
Education Programs
Only three communities advocated for
programs to support education: (a) Grand Rapids
advocated for an Educational Assistant program; (b)
Pukatawagan advocated for a Bus Driver Training
program, and; (c) Thompson advocated for a Day
Care/Early Childhood Education program.
8
Table 4: Program Needs
Industry
Natural
Resources /
Industry
Civil Services
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Heavy Duty Mechanics (8) (with GPS)
Truck Driver Training (7)
Electrician (6)
Heavy Equipment Operators (6)
Carpentry (5)
Small Motor Technician/Repair (5)
Construction (4)
Informational Technology/Computer Programmer/ Computer
Technician (4)
Plumbing (4)
Welding (4)
Culinary Arts (3)
Small Appliance Repair (3)
Concrete and Cement Work (2)
Cosmetology (2)
Craft Worker (2)
Duct Work Cleaning (2)
Facilities Technician (2)
Industrial Electrician (2)
Industrial Mechanic (2)
Instrumentation Mechanic (2)
Landscaping (2)
Machinist (2)
Parts Technician (2)
Air Conditioning and Refrigeration (1)
Body Shop (Technician/Repair) (1)
Drywall Technician/Applicator (1)
HVAC (1)
Auto Mechanics (1)
Non-traditional trades/occupations (1)
Painting (1)
Pilot (1)
Surveyor (1)
Mining (6) including Underground Mining
Millwright (4)
Geologist (3)
Pipe Fitting (2)
Power Engineer (2)
Environmental Scientist (1)
Power Electrician (1)
Hospitality Management (4)
Water Treatment (3)
Engineering (2)
Extermination Services (2)
Civil Technician (1)
Lawyer (1)
Maintenance / Facilities Technician (1)
Road Construction (1)
Security Guard (1)
9
Table 4: Program Needs (Cont’d)
Physical and
Mental Health
Business and
Management
Education
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Health Care Aide (4)
Health Centre Careers (4)
Emergency Medical Training (2)
Addictions Counseling (1)
Mental Health Professionals (1)
Nursing (1)
Occupational Therapy (1)
Respite, Home and Care Centres Care (Health and Chronic Illness) (1)
Sports/Physiotherapy (1)
Business Administration/Clerical/Accounting (3)
Entrepreneurship (3)
Management (3) including small business
Retail Sales/Selling Skills/Marketing (3)
Construction Supervisor L1/L2 (1)
Day Care/Early Childhood Education (2)
Bus Driver Training (1)
Educational Assistant (1)
Spencer Sutherland
1st year Electrical student
10
Partnerships
The information regarding partnership development was organized according to whether the partnerships
could be considered Educational Partnerships, Community Partnerships, Industry Partnerships, Government
Partnerships, or Other Potential Partners (Table 5). In addition, information was sorted according to whether
it alluded to Potential Partnership Initiatives, Funding Opportunities, or Collaborative Delivery Models
(Table 6). Five communities provided information related to partnerships: Cross Lake, Norway House, Swan
River, The Pas, and Thompson. Appendices E and F provide a synopsis of findings by individual community.
Table 5: Partnerships
Educational (21)
•
•
•
•
•
•
•
•
Industry (14)
Community Groups
and Families (14)
Government (5)
Other (7)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
More joint initiatives/shared programming between UCN and
junior/senior schools (6) (i.e Senior Years Initiative; High School
Apprenticeship Programs (HASP))
More Dual Credit programs (3)
Northern career development opportunities, trade awareness and
recruitment (3)
Facilities sharing (3)(i.e. highschool auto space for training; RD
Parker cafeteria and other spaces; Mystery Lake School Division
spaces)
UCN to be involved with local schools to support students applying for
PSE (career information, pre-requisties, etc) (2)
Educational Authorities (2)
Mentoring programs (1)
Partnerships to encourage more/quality program preparation at the
high school level (1)
Agreements with local schools (1)
High schools need trades in schools (1)
Relationships with First Nations industries
John Deere
Suppliers (Dealerships and Employers)
Employer investing in employee
Using business as a co-op
Nelson House Atoskiwin Training and Employment Centre (ATEC)
Steelworkers
MB Hydro
Acklands (Suppliers and Employers)
Within local communities (3)
With local First Nations communities (OCN) (3)
Communications sent through Towns and other civil agencies (1)
Educational Authorities (1)
MBCI, OLC, and UCN (1)
Housing Authorities (1)
Involve respected community mentors (1)
Partnerships with urban centres (1)
Other community institutions (1)
Federal, Provincial, Local, Councils (1)
Government shops (Manitoba Infrastructure and Transportation) (1)
Other Training Institutions, local programs and regional centres (3)
(i.e Thompson “Wee-Kay”
Designated trainers, Mentors (1)
“Cross-Border” partnerships (1)
Unions (1)
MTS (1)
11
Table 6: Potential Initiatives, Funding Opportunities, and Collaborative Delivery
Potential
Initiatives
•
•
•
•
•
Funding
Opportunities
•
•
•
•
•
•
Collaborative
Delivery
•
•
•
•
•
Facilities sharing (4): (Rice plant building; OCN Bowling Alley can
be a location for training; buildings behind Joe A. Ross School
(JAR), woodshops at JAR; VALE shop space)
Service/shared cost agreements with business/school districts (2)
Career/Trades Fair with employers, UCN, other agencies (2)
OCN Junior Chief and Council partner with UCN to bring more
workshops to youth centers (1)
John Deere: Would like to partner with UCN to put together
programs for potential employment and could supply equipment
(1):
o Heavy Duty Mechanic (HDM) with GIS –new farming
technology remote diagnostics
o Parts Technician – Saskatchewan Institute of Applied
Science and Technology (SIAST) has a new Certificate
program of this type
o Heavy Equipment Operator for Farm Machinery
Partnerships in safety training for OCN and The Pas (1)
Egg Lake –training for youth (fire fighting, EMT’s) (1)
Career Laddering (1)
Industry-Government – Community Co-ops (1)
Employment Manitoba, School Division, Manitoba Metis Federation,
Centre for Aboriginal Human Resources Development, Human
Resources and Skills Development & Industry
Funding partners
o Manitoba Keewatinowi Okimakanak (MKO)
o Thompson Urban Aboriginal Strategy
o Northern Manitoba Sector Council
UCN Regional Centre (s) to start a Post-Secondary planning group to
meet quarterly.
Develop and deliver, in partnership with regional employers, cooperative Apprenticeship programs in the North
Trades Advisory Committees
Student Advisory Council representative could be present on UCN
committees to solicit input from the general student body and act
as a voice for the students.
Couple courses in evening, keep day job, business pays for it,
professor comes to business to teach
Educational Partnerships
The largest number of citations for
partnerships (21) advocated for increased
partnerships between UCN and local schools for the
purposes of joint initiatives or shared programming
(6); dual credit programming (3); Northern career
development opportunities, trade awareness and
recruitment (3); and facilities sharing (3). See
Appendix E for items specific to individual
communities.
Community Groups and Families
Members of Cross Lake, The Pas and
Thompson spoke of developing partnerships with
community groups and families in local communities
(3) or First Nations communities (3). Ideas included
sending communications through Town or Band
Councils, civil agencies, housing authorities, and
urban centres, as well as involving respected
community mentors in program initiatives. See
Appendix E for individual community responses.
Industry Partnerships
The need to develop better partnerships
with industry was cited by participants in Swan
River, The Pas and Thompson. In addition to
specific industries mentioned (see Appendix E),
members in Thompson spoke of the need to build
more partnerships with First Nations
businesses/industries.
Government Partnerships
Government partnerships were mentioned in
a general way only by members in Cross Lake, The
Pas, and Thompson.
12
Other Potential Partners
Participants in Thompson provided some ideas
for potential partners for future initiatives. These
included: other training institutions, local programs
and regional centres (3); designated trainers and/or
mentors (1); “cross-border” partnerships (1); unions
(1) and MTS (1).
Potential Partnership Initiatives
Participants from Cross Lake, Norway House,
Swan River, The Pas and Thompson provided ideas on
potential partnership initiatives that could benefit
trades programming in the North. They brought up
ideas related to Career/Trades Fair options developed
in partnership with employers, UCN, and other
agencies (4); facilities sharing opportunities (4), and;
service/shared cost agreements with business and/or
school districts (2). Individual opportunities
delineated by community can be found in Appendix F.
Funding Opportunities
Community members in Swan River suggested
that potential funding opportunities could be found in
partnership with agencies such as Employment
Manitoba, School Division, Manitoba Metis Federation,
Centre for Aboriginal Human Resources Development,
and Human Resources and Skills Development and
Industry. Thompson members suggested that
opportunities could be considered in partnership with
Manitoba Keewatinowi Okimakanak and the Thompson
Urban Aboriginal Strategy.
Collaborative Delivery Program Models
Participants from Cross Lake, Norway
House, The Pas and Thompson provided suggestions
for collaborative delivery program models that
might facilitate trades programming in the North.
Members from Cross Lake suggested that UCN
regional centres should create a Post-Secondary
planning group that could meet quarterly to discuss
program initiatives. Individuals from Northern
Manitoba Sector Council advocated for co-operative
apprenticeship programs that were developed and
delivered in partnership with regional employers.
Individuals from Thompson advocated for the
development of Trades Advisory Committees that
could provide direction on the design and delivery
of trades programming. Members in The Pas spoke
of offering courses in the evening on business
premises paid for by employers and instructed by
UCN instructors. Participants from Norway House
suggested that a Student Advisory Council
representative should be present on UCN
committees to solicit input from the general
student body and act as a voice for students.
13
Contacts
Participants in The Pas and Thompson provided contacts that could act as potential resources for
improving the trades programming at the UCN (Table 7). These contacts could be sorted into the
following categories: Governmental (12 citations); Educational (15 citations); Civic (28 citations);
Entrepreneurial (23 citations), and; Industrial (27 citations). Because many are highly specific to
community context, they will not be delineated here, but can be found in Appendix G.
Table 7: Contacts
Governmental
Educational
Civic
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Employment Manitoba (3)
Apprenticeship MB (3)
ASETS (Aboriginal HRDC Federal Government Program) (1)
Minister of Education (1)
Employment and Immigration (1)
Service Canada (EI) (1)
Government labor liaison – provide information (1)
Provincial government – stakeholders need to lobby (1)
Teachers/School Boards/Schools (6) (access to space, shops,
Frontier, Mystery Lake School Division)
Education Directors/Boards
Apprenticeship MB (2)
Minister of Education (1)
Kelsey Learning Centre (1)
KRC (1)
People with access to simulators/introductory programs (1)
UCN – for access to info/contacts (1)
Student reps (1)
Employment and Training Coordinators (1)
Chief and Council (5)
Elders and knowledgeable, successful local people (4)
Towns/Mayors (3)
Health Authorities (2) (nursing station/hospital/RHA’s
Emergency Service)
Maintenance workers (schools, malls, buildings, care home) (2)
Chamber of Commerce
Economic development
Housing
Recreation
Corrections
Community Works and Operation (CWOIN OCN)
ESRA (East Side Road Authority)
Unions
Daycare workers
Environmental reps
Aboriginal communities
*Youth and students we are talking about*
14
Table 7: Contacts (Cont’d)
Entrepreneurial
Industry
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Contractors (6) (general, housing, private, Smook Contractors,
electrical, plumbing, etc)
First Nations businesses (5) (Aseneskak, Kikiwak, Otineka Mall)
Employers (2)
Local community businesses (2) (Petrie’s/Gordy’s/Integra)
Restaurants/Food Industry (2)
Grocery stores
Hotels
Landscapers
Carpenters
Service Centers – Auto – Gas
Trucking companies
Paskwayak Business Development Corporation (PBDC) (4)
Hydro (3)
VALE Inco (mentors, Ryan Land) (3)
Tolko (3)
Transport industry (3) (Via Rail, HB Railway, Omni Trax,
Airlines)
Hudson Bay Railway (HBR) (2)
Manitoba Infrastructure and Transportation (MIT) (2)
Town of The Pas
Northern building
HudBay Minerals
MKO
Toromont
Automotive industry
Northern Manitoba Sector Council
15
Community Recommendations
Members of the consultations in Cross Lake, Norway House, Swan River, The Pas and Thompson
provided recommendations for future trades programming in the North. The suggestions were organized
into the following categories: Programs; Program Planning and Delivery; Infrastructure; Marketing
Trades or Programs, and Partnerships. Tables 8-12 provide the data for each category generalized
across communities. Appendices H-M provide the data for each category by individual communities.
Table 8: Programs
Apprenticeship
•
•
•
•
•
University Degree
Programs
•
•
•
Continuing
Education
Opportunities
•
•
•
•
•
•
•
•
•
Instructors
•
•
•
•
•
•
Pre-Employment program 1600 hours rather than 900 hours
credited towards apprenticeship Level 1
Apprenticeship Ratio to be changed to engage more people
(current 1:1 it should change to 1:2 or 1:3)
Full accreditation for people programs
Support and increase apprenticeship training in Northern
Manitoba, including instructor professional development,
equipment upgrades, instructional supports and curriculum
development.
Consider a permanent trades program in the Swan River area
(Welding & Level 2 HDM) that would work well with many
Apprenticeship opportunities)
Follow provincial mandates on apprenticeship
Cross Lake Regional Centre to deliver university degrees in
Education, Health/Nursing, Business Administration, Social Work
Support the development and delivery of a Bachelor of
Technology degree that will provide journeypersons and others
with graduate level training.
Support the establishment of continuing education programs
designed to develop management and leadership skills of the
industrial workforce, including programs such as certificate in
management studies, project management, manufacturing, etc.
Health, medically inclined training is needed
More economic and community development programs especially
in the trades
Egg Lake – partnerships to provide training for youth (fire
fighting, EMT’s)
Move beyond level trades training (all trades)
Industrial leadership development
Offer teacher certificate training similar to Red River programs.
Offer more automotive trades – Heavy Equipment, Collision
Repair, Auto Technicians, Body Shop Technicians
Offer more “interest” workshops or short programs (eg facilitator
training 5-days, fitness trainer several weekends, etc.)
Need for qualified and able instructors (3)
Math instructors required for specific trades; groom math to fit
needs of students wanting to enter that trade
Shared positions
Encourage and promote local community members to become
instructors
Involve respected community mentors
Fetal Alcohol Education specialists are or will be required
16
Table 8: Programs (Cont’d)
Student Support
•
•
•
•
•
•
•
Culturally
Relevant
Programming
•
•
•
•
•
•
•
•
•
Support/mentoring programs for students within placement
programs, skill training, confidence development (4)
Peer support programs (2)
Create a transition program offering grades 11/12 Math, Science,
Physics, English. Life Skills, College Preparation at the Regional
Centre
Mentor Cross Lake High school students at the UCN
Program advisory planning for programming
Consider student/family supports
Community programs must be more affordable, or incorporate more
supports for students to come to campus programs in The
Pas/Thompson
Culturally relevant program development (2)
Land-based education
Environmental courses that teach the balance between Indigenous
world view and resource management
Students should be immersed in Cree instruction.
Colonization, residential schools and effects on cycles of violence and
lateral violence
Instructors should be culturally aware
Cross-cultural awareness training
Communicate with First Nations and Northern communities regularly
Consider Metis cultural relevance
Programs
Recommendations for trades programs
included suggestions for apprenticeships, university
degree programs, continuing education
opportunities, instructor issues, student support
and culturally relevant programming.
Apprenticeships. Participants called for
supporting and increasing apprenticeship training in
Northern Manitoba, including instructor professional
development, equipment upgrades, instructional
supports and curriculum development. In particular,
participants discussed increasing the 900 hour PreEmployment hours credited to Apprenticeship Level I
to 1600 hours, and changing the ratio of instructors to
students in some programs from 1:1 to 1:2 or 1:3 to
provide for more program placements. There were
also calls for full accreditation for “people programs”,
the need to follow provincial mandates for
apprenticeship, and considering a permanent trades
program in Swan River that could work well with a
number of apprenticeship opportunities.
University degree programs. Participants
from Cross Lake advocated for the delivery of
university degree programs in Education,
Health/Nursing, Business Administration, and Social
Work. Those in Northern Manitoba Sector Council
requested consideration of a Bachelor of Technology
degree that could provide journeypersons and others
with graduate level training.
Continuing education opportunities. A
general concern of participants was that UCN needs
to support the establishment of continuing education
programs designed to develop management and
leadership skills of the industrial workforce,
including programs such as a certificate in
management studies, project management, and
manufacturing. Individual communities advocated
for health and medical training (Norway House);
economic and community development programs
(The Pas); partnerships with Egg Lake to provide
training for youth in Fire Fighting and EMT’s (The
Pas); Industrial leadership development (Thompson);
teacher certificate programs (Thompson);
automotive trades (Thompson), and; “interest
workshops” or short programs such as facilitator
training or fitness trainer training (Thompson).
Instructors. The primary finding related to
this aspect of programming was to ensure that
instructors were qualified and able, and as often as
possible were local community members. Other
points included the potential for shared positions
and the recognition that Fetal Alcohol Education
specialists may be required in the future.
17
Student support. In relation to student
support, individuals spoke most often about the need
to create support and/or mentoring programs for
students that include skills training and focus on
confidence development. Participants spoke of the
potential to improve: peer support programs;
transition programs to support students in academic,
life skills and college/university preparation at
Regional Centres; program advisory programming for
student programs, and; the mentoring of high school
students into UCN. They also suggested that student
support programs must consider family needs and
program affordability, particularly in community based
programs.
Culturally relevant programming. Community
members from Cross Lake and Thompson suggested
that programs needed to become more culturally
relevant. Cross Lake participants suggested that
students should be immersed in Cree instruction and
participate in land-based education and environmental
courses that teach an Indigenous worldview towards
resource management. Participants in Norway House
suggested that programs should include the effects of
colonization and residential schools on cycles of
violence and lateral violence. Those from Thompson
advocated for a larger focus on culturally relevant
program development (including Metis cultural
relevance); culturally aware instructors; crosscultural awareness training, and; regular
communication between UCN and First Nations
communities.
Program Planning and Delivery
Table 9 represents the program planning and
delivery recommendations offered by members of
Cross Lake, Norway House, Swan River, The Pas and
Thompson. The information has been organized into
the following categories: trade introduction at the
junior/senior high school; develop program
efficiencies; advisory councils, and; program
delivery.
Table 9: Program Planning and Delivery
Trade
Introduction at
Junior/High
School
Develop
Program
Efficiencies
•
•
•
•
•
•
•
•
•
•
•
•
More dual credit options (6)
(Re)Introduce trades programs/apprenticeship in schools (2)
UCN to be involved with process for PSE applications with students
and the local school.
Become responsive to trades training needs, local business and
employers (3)
Training programs need to be updated and use advanced technology
(2)
Integrate Equipment & Training in Cross Lake
Level 2 Heavy Duty Mechanics (HDM) could be offered very easily
with the Level 1 HDM
A 3-4 year plan would work to implement Trades training for Swan
River Area. The Facilities Tech. Diploma would allow for Electrical,
Plumbing or Carpentry Level 1 Certification and a larger enrolment
of students with various interests.
o 2014– Welding – Agriculture Shield Manufacturing, Tim Rick
Welding & Machine, Grazier’s Custom Manufacturing to
apprentice
o
Level 2 HDM – Many places available to Apprentice
o
Truck Driver Training – Spring
o 2015 – Small Engine Repair/ Facilities Tech Year one –
Carpentry, Plumbing, Electrical
o
Heavy Equipment Operator –Winter
o 2016 - Millwright Level 1 / Facilities Tech Year two –
Carpentry, Plumbing, Electrical
Business trade/skills integrated programs
Refine selection and retention procedures
Equity with other province’s incentives
Start programs with end goal in mind
•
Eg to level 3 (industry requires level 3 before can hire)
•
Employment (training leading to employment)
18
Table 9: Program Planning and Delivery (Cont’d)
Advisory
Councils for
Planning
Purposes
UCN Regional Centre (s) to start a Post-Secondary planning
group to meet quarterly.
o Student Advisory Council representative could be present on
UCN committees to solicit input from the general student
body and act as a voice for the students.
o More local involvement (committees, local governments,
students, training people)
Program
• Flexibility in delivery models (2)
Delivery

Work experience/placement programs (5)

Use of more apprenticeship models (“earn while you learn”)
(4)

Hands on Training (2)

8 week programs at different times of year

Courses in evening, keep day job, business pays for it,
Professor comes to business to teach

Evening/weekend program delivery models

Co-op models

Consider different models of trades training (eg 2 year
program with classroom and work placement), to take
students beyond level 1

Online delivery options

Mobile Training Centres / Simulators

Partnerships (i.e. OCN Junior Chief and Council partner with
UCN to bring more workshops to youth centers)

Facilities Sharing (2)

Pre-employment programs

Graduated employment programs

Laddering

Structure programs to support student success (study groups,
summary of readings, etc)

Portfolio creation

Student evaluation of instructors

Accommodation
Trade introduction at junior/senior high
province’s incentives should be built into programming,
school. Members of all community groups except The
and that programs should “begin with the end goal in
Pas advocated for more dual credit options between
mind,” with training leading to employment.
high schools and UCN trades programs. Members of
Cross Lake also requested that UCN (re)introduce trades
Advisory councils. Please read the commentary
programs and/or apprenticeships in schools, and that
presented in the section entitled, Collaborative
UCN personnel be involved in the processes for postDelivery Program Models on p. 13.
secondary applications with students at the local
school.
Program delivery. Participants presented a
plethora of possibilities for flexible program delivery
Develop program efficiencies. Participants
options: work experience/placement programs; use of
underscored the need for UCN to be responsive to the
more apprenticeship programs; hands on training;
trades training needs of local businesses and employers
courses in the evening on business premises paid for by
in order to ensure that programs are updated regularly,
employers; evening/weekend programming; co-op
and to incorporate advanced technology. Cross Lake
models; 2-year program models with integrated
participants made the suggestion that Equipment &
classroom/work placement options; online delivery
Training could be integrated. Swan River participants
options; use of mobile training centres/simulators, and;
suggested that levels 1 and 2 Heavy Duty Mechanics
partnership provision of workshops. They also
could potentially be offered together, and that there
advocated for facilities sharing and pre-employment
was potential to offer combined trades training over
and/or graduated employment programs. Finally,
the course of 2-3 years (Appendix K). Thompson
participants spoke of the need to deliver programs that
participants suggested that business trades and skills
were designed to accommodate student learning needs,
could be integrated. They also recommended that
including such options as study groups, summaries of
selection and retention procedures should be refined,
readings, portfolio creation, and student evaluations of
that equity with other
19
instructors.
o
Infrastructure
Table 10 presents the civic, educational and trade infrastructure recommendations from participants in
Cross Lake, The Pas and Thompson.
Table 10: Infrastructure
Civic
Educational
Trade







All weather road to ESRA
Create a community public library
UCN housing to offset no vacancy rates, particularly in Thompson and
The Pas
More daycare availability
UCN requires its own facility in Cross Lake
Facilities updates with advanced technology
Infrastructure development (trades building, shops)
Civic infrastructure. Participants in Cross Lake
recommended that an all-weather road be created to East
Side Road Authority (ESRA), that a community public
library be created, and that UCN consider providing
housing options, particularly in The Pas and Thompson.
Members of consultations in The Pas suggested that more
day care options were needed for students to access.
Educational infrastructure. Members of the
consultations in Thompson suggested that facility updates
with advanced technology were necessary for trades
programs. Individuals in Cross Lake advocated for a UCN
facility in Cross Lake.
Trades infrastructure. Cross Lake
participants spoke of the need for trades
infrastructure development, including trades
buildings and shops that could facilitate community
development and develop industry workforce.
Marketing Trades and/or Programs
In terms of marketing the trades and/or UCN
programs, participants made recommendations
related to communication and recruitment. Table
11 outlines the findings in this regard.
Table 11: Marketing Programs and/or Trades
Communication
Recruitment















Trade-Career Fairs (4)
Keep communication lines open and communicate regularly (4)
Consider promotion strategies
Awareness campaigns – prevention and preparation (3)
Circulate lists of jobs at community/work sites
UCN promotion of graduating students to potential employers
Mentoring and career develop opportunities for high school students
(career trips to Winnipeg, Thompson, The Pas, campuses etc) (5)
Northern Skills Competition (2)
Recruitment targets of graduates, 5 year graduates, adults resuming
education, First Nations youth
Passport to trades programs to help students find niche interests
A 3-4 year plan would work to implement Trades training for Swan River
Area. This would allow time to recruit students and allow planning and
accreditation. The Facilities Tech. Diploma would allow for Electrical,
Plumbing or Carpentry Level 1 Certification and a larger enrolment of
students with various interests.
Plan for about two years of advertising/recruitment of students for
particular offerings (ex. Plumbing, Electrical, Small Engine Repair or
Millwright)
Invite past grads to promote UCN programs and recruit new students
Offering more introductory courses
Compulsory certification
20
Communication. Participants suggested that
communication lines must be kept open between
partners. Trade-career fairs, promotion strategies
and awareness campaigns were presented as means of
communicating information to the general public,
between partners, to potential employers, and to
potential students. Individual ideas included
circulating lists of jobs at community and/or work
sites, and for UCN to engage more explicitly in the
promotion of graduating students to potential
employers.
Recruitment. Participants from Cross Lake,
Norway House, The Pas and Thompson mentioned the
need to begin recruiting for the trades in junior/high
school. To that end, they recommended that UCN
create mentoring and career development
opportunities for high school students that could
include career trips, passport to trades programs,
and offering more introductory courses. Participants
suggested that recruitment strategies should be
tailored to the needs of particular groups: students
still in junior/high school; graduates within 5 years
of high school; adults resuming their education, and;
First Nations youth. They also recommended that
past graduates of UCN programs should promote
programs and recruit new students. Two individuals
advocated to bring back the Northern Skills
Competition. Compulsory certification was
presented as an idea to encourage program entry.
Participants in Swan River spoke of a 2-3 year
planning cycle for advertising/recruitment of
students for particular offerings.
Partnerships
Review the partnership suggestions outlined
on pp. 11-13.
21
DISCUSSION AND CONCLUSIONS
Based upon the comments provided in the eight
community consultations, a number of points are
presented for discussion:
1. There remains a perceived need for trades
education related directly to, or supportive
of, natural resource industries in the North.
Those trades that were mentioned five times
or more by participants include: Mining (6);
Heavy Duty Mechanics (8); Truck Driver
Training (7); Electrician (6); Heavy Equipment
Operators (6); Carpentry (5), and; Small Motor
Technician/Repair (5). At least one, if not
more, of these trades were reportedly needed
in each of the eight communities. These
resource based and industry trades need to
continue to be supported. However, these
trades also tend to be male dominated, so it
may be necessary to structure programs in
ways that attract more females into these
high-demand areas.
2. There is much less emphasis on trades that
relate to business, computer and/or technical
trades that could contribute to a globally
competitive knowledge based economy and
potentially community economic
development, but still allow people to
maintain a Northern lifestyle. It may also be
beneficial to explore how community
development and sustainability could be
encouraged with the introduction of trades
that support the knowledge economy. In
order to achieve this, there is likely much
awareness and capacity building necessary for
leaders, instructors, and community members
as they consider multiple and/or different
alternatives to traditional trades training
programs.
3. The combination of comments related to
social issues, lack of qualified employees, high
unemployment, chronic illness, and the need
for training in mental and physical health
services, and extermination services suggests
that poverty is alive and well in some
communities, or at least in segments of them.
This no doubt affects the recruitment,
enrolment, and retention of students
mentioned by some participants. Some of the
issues facing communities are reflective of
social, demographic and colonial impacts that
are larger than any one faculty or program
can “fix.” It might be prudent to consider
how multiple faculties could collaborate on
programming in a coordinated fashion to
provide community support in areas of need
while also building community capacity,
encouraging trades education, and building
partnerships for shared resources in multiple
fields (i.e. trades, social programming,
education). This is a time consuming proposal
with long- range potential, but may address
some of the short-term issues that have plagued
programming in some communities. It also
necessitates much faculty development across
multiple disciplines, which is no easy feat, but
could prove to be an innovative and unique
programming collaboration.
4. Partnerships are encouraged, expected, and
necessary. The need to share resources, ideas,
and program delivery possibilities was
articulated time and again in commentary.
What also must be acknowledged favourably in
this regard is that members of the community
consultations were openly willing to engage in
these partnerships, and they provided ideas and
recommendations on how these partnerships
could be articulated and/or improved to benefit
trades programming in the North. Though the
plethora of contacts mentioned were provided
by members of The Pas and Thompson, the
“reach” of many of these businesses and
industries could impact many communities in
the North. In addition, the civil and educational
contacts of all the communities are excellent
avenues for accessing resources, knowledge,
and possibilities that might not be available
otherwise.
5. There were not many ideas provided for
additional funding possibilities or government
support. Whether this was not a question
vigorously pursued, or whether it is reflective of
skepticism of government, an entrepreneurial
spirit, staunch independence or a lack of ideas
is not clear. However, the number of
partnership ideas presented suggests that at the
very least, shared costs and resources are a
possibility, and these should be pursued when
the will to partner is presented.
6. The comments made by individuals in this
consultation suggest that participants were
highly appreciative of the efforts of the UCN
representatives to elicit their input. In fact,
these individuals not only advocated for more
regular communication, but have offered
suggestions for advisory councils that might help
to improve programming, recruitment and
marketing of UCN programs. Whether perceived
or real, there was a perception that more could
be done to
22
facilitate communication between UCN,
business, industry, and local communities.
Regardless of whether information is accessible,
the issue appears to be that partners need to
know that they can expect to receive regular
communication, that their input is regularly
sought, and that their interests have been
considered. This means more than making
information available; it means creating and
maintaining respectful, reciprocal, and formal
relationships with the communities and groups
that UCN serves, work with, and/or recruits.
7. Participants emphasized the need to work with
junior/senior high schools to promote trades
education, build awareness, and mentor
students. Given the desire for local capacity
building, Northern sustainability, more dual
credit options and the need for stronger
recruitment into the trades, partnership
building with local schools in order to conceive
of trades education as K-16 and beyond appears
to be a worthy idea to pursue.
8. The vision of individuals in the consultation
reflects the need for capacity building and
Northern sustainability. Participants in the
consultations think holistically about their
communities, their educational attainment, and
their employment possibilities. To that end,
they advocate that trades programming begin in
junior/high school, merge with dual credits and
apprenticeships into post-secondary education,
and lead into employment opportunities that
supports Northern sustainability. Along the
way, programming should address the
academic, life skills, industry, and cultural skills
necessary for success. If this type of
programming were to become a reality, it
would have to include local community
members, industry representatives, educational
partners, and Elders in the design and delivery
of program possibilities. A coordinated and
complex approach that includes more than
discipline training would be necessary.
9. The need to improve the student experience
was articulated by a number of individuals.
This includes: ensuring instructors are qualified
and able; the development of transition
programs for students to work towards entering
trades programs; the development of
mentoring, team building, and peer support
programs; family considerations in support
programs; program affordability; the use of
diverse teaching and learning strategies to
improve student engagement and achievement;
opportunities for regular and meaningful
feedback of instructors and programs, and;
student participation on program advisory
committees.
10. Participants emphasized that program
efficiencies could be brought into play by
ensuring regular communication with partners in
order to be responsive to training needs. There
was some mention of the need to update
programs and technology, and/or to combine or
create program options that could result in a
larger number of qualifications being achieved.
The use of more dual credit options and
apprenticeship models in high school was
strongly recommended, and would necessitate
partnerships and/or shared
costs/facilities/service agreements. Partners
also suggested that it might be worthwhile to
refine selection and retention procedures.
11. There is a growing articulation of the need for
culturally relevant trades programming
respectful of First Nations, Metis and Inuit
(FNMI) worldviews. This means more than crosscultural awareness training, though that is
certainly necessary. It means that programs
need to offer some study of colonialism and its
impact on the economic and social realities of
communities and peoples in the North. It means
incorporating land-based and language retention
education opportunities within programs, and
ensuring that content is reflective of Indigenous
ways of thinking about sustainability,
community, and the natural environment. This
would entail ensuring local FNMI communities
and individuals are represented in advising,
planning and delivering programs. It would
necessitate cross-cultural awareness training for
instructors and industry representatives, and
ensuring that instructors are representative of
diverse cultural groups. It may entail
developing special programs targeted to FNMI
economic development opportunities in the
trades. The possibilities are vast and
potentially exciting, and would provide UCN
with a unique niche area in which to recruit
students from across Manitoba and elsewhere.
It also has the potential to reshape
understandings of what constitutes valuable
trades program content and delivery models.
Given the demographic, social and economic
realities of the North, and the tremendous
opportunities for trades development and
employment in FNMI communities, embedding
cultural relevance in the trades programs of the
North can not be considered an “add-on” to the
way business is done; it is in fact an essential
ingredient for program success in order to
ensure the 4 R’s of relevance, respect,
reciprocity, and responsibility are achieved
(Kirkness & Barnhardt, 1991).
23
APPENDIX A: COMMUNITY ISSUES
Educational
Cultural
CROSSLAKE
• Lack of local
skills/credentials
/education levels
• Lack of skills
training for
Northerners
• Lack of training
to attend to child
care and health
care needs which
necessitates
travel south
(usually to
Winnipeg)
• Resistance to
Indigenous ways
of knowing/
doing
• Colonial
curricula
NORWAY
HOUSE
• Lack of local
skills/credentials
/education levels
• Lack of training
to attend to child
care and health
care needs which
necessitates
travel south
(usually to
Winnipeg)
• Difficulties in
recruiting
instructors for
some fields
• Enrolments are
low and/or
fluctuate
dramatically in
some courses
• Lack of
knowledge on
how
colonization
and residential
schooling has
impacted social
fabric
Social
• Lack of
mental/physical
health care
• Physical/mental
health levels
are poor
• High
dependency on
social
assistance
• Social ills are
rampant in
communities
(addictions,
cycles of
violence,
lateral
violence)
Infrastructural
Business/
Employment
• Infrastructural
development
opportunities and
jobs are given to
southern
contractors/
employees
• Lack of trades
infrastructure
• Need to
attract/retain
more females in
the trades
• Growing trade
needs in the
North
• Infrastructural
development
opportunities and
jobs are given to
southern
contractors/
employees
• Need to
attract/retain
more females in
the trades
24
Educational
Cultural
Social
Infrastructural
SWAN
RIVER
THOMPSON
• Lack of local
skills/credential/
education levels
• Housing
instructors can
be a problem
Business/
Employment
• Some employers do not
want to complete the
paperwork for
Apprentices once they
are trained
• Some disgruntlement
with UCN Finance
department exists from
a funders view
• Electricians are being
hired from Ontario but
are unable to
Apprentice Level 1 due
to Union issues. Levels
2, 3, and 4
Apprenticeship are
easier to accommodate
• High levels of
unemployment
• Mobility occurs as
people need to move
where they work
• Legal liabilities make
partnerships and other
opportunities difficult
to achieve
• Transitions from
outside communities
can be difficult
25
APPENDIX B: VISION
CROSSLAKE
THOMPSON
Capacity
Building
• Availability
of locally
qualified
individuals
for industry
• Growth and
employment
of local
community
members
• Availability
of locally
qualified
individuals
for industry
Sustainability Programmatic
• Land based
education
• Retention and
employment
of local
people and
youth within
communities
• Sustainable
Northern
hiring and
employment
• Dual credit
options
• Regular
content and
delivery
assessment and
follow-up
Cultural
Relevance
Partnerships
• Recognition of
Indigenous
knowledge
• Introduce UCN
trades in schools
early
• More partnering
between local
schools and UCN
26
Capacity
Building
THE PAS
• Increased
industry growth
in multiple and
diverse sectors
• Growth and
employment of
local community
members
• Trade
opportunities
found within
local
communities
• Trade
infrastructural
development
• Steady growth
rather than
boom and bust
Sustainability
• Retention and
employment of
local people and
youth within
communities
• Promoting the
North (trade and
tourism)
Programmatic
Cultural
Relevance
Partnerships
• Culturally
appropriate
programming
27
APPENDIX C: NEEDS (SKILLS)
Academic
Life Skills
CROSSLAKE
• Math, Science,
• Balance transition
EASTERVILLE
• Math, Science
• Essential skills
• Business courses,
computer/
technology skills
GRAND
RAPIDS
• Math, Physics
• Essential skills
• First Aid/CPR,
Workplace
Hazardous Material
and Information
System, Introduction
to Industry, pretrades or other
preparatory
programs
Physics, Reading
Comprehension,
Literacy,
Numeracy,
enhanced Grade
12
year with allowing
students to
experience
hardships and
difficulties, life
skills
Training and
Industry
• Workplace Safety and
Health training
Cultural
• Retention of language
as far into postsecondary education
as possible
• Environmental
courses that teach
the balance between
Indigenous world view
and resource
management
28
Academic
Life Skills
NORWAY HOUSE
• Life skills, healthy
Training and
industry
• Business courses,
PUKATAWAGAN
• Essential skills
• Occupational specific
cooking/food
preparation
security services
• Reading
• Life skills, social
• Business courses,
THOMPSON
• Math, Literacy,
• Essential skills,
• Introduction to
Numeracy
interaction,
mentoring, team
building, life-long
learning
social interaction,
mentoring,
addictions
• Colonization,
residential schools
and effects on
cycles of violence
and lateral violence
training
THE PAS
Comprehension,
Cultural
computer/technology
skills, occupational
specific training
• Cross cultural
awareness and
social interaction
(peers, co-workers,
Elders)
Industry, pre-trades
or other preparatory
programs, safety
courses, equipment
operation,
occupational specific
training, training and
employment
knowledge,
entrepreneurial skills,
driver’s license
29
APPENDIX D: NEEDS (PROGRAMS)
CROSSLAKE
Industry
Trades
Natural
Resource
Civil
Services
• Heavy Duty
Mechanics
(with GPS)
• Heavy Duty
Equipment
Operators
• Mining
• Millwright
• Engineering
EASTERVILLE • Heavy Duty
•
•
•
•
•
•
•
•
•
•
•
Mechanics
(with GPS)
Truck Driver
Training
Electrician
Construction
Plumbing
Welding
Culinary Arts
Concrete and
Cement Work
Craft Worker
Landscaping
Drywall
Technician
Painting
Physical
Business and
and Mental Management
Health
• Business
• Respite,
Home and
Care
Centres
Care
(Health
and
Chronic
Illness)
• Health
Care Aide
• Emergency
Medical
Training
Education
Administration/
Clerical/
Accounting
• Management
including small
business
30
Industry
Trades
GRAND
RAPIDS
• Truck Driver
Training
• Electrician
• Small Motor
Technician/
Repair
• Plumbing
• Air Conditioning
Natural
Resource
Civil
Services
• Hospitality
Management
• Water
Treatment
Physical
and
Mental
Health
• Health
Centre
Jobs
Business and
Management
Education
• Business
Administration/
Clerical/
Accounting
• Entrepreneurship
• Management
including small
business
• Retail
Sales/Selling
Skills/Marketing
• Construction
Supervisor L1/L2
• Educational
Assistant
31
Industry Trades Natural
Resource
PUKATAWAGAN • Heavy Equipment • Mining
•
•
•
•
•
•
SWAN RIVER
•
•
•
•
•
•
•
•
•
•
•
Operators
Small Motor
Technician/
Repair
Small Appliance
Repair
Welding
Duct Work
Cleaning
Facilities
Technician
Landscaping
Mechanics
Pilot
Heavy Duty
Mechanics (with
GPS)
Truck Driver
Training
Electrician
Heavy Equipment
Operators
Welding
Facilities
Technician
Machinist
Parts Technician
Civil
Services
• Hospitality
Management
• Extermination
Services
Physical
and Mental
Health
Business
Education
and
Management
• Bus Driver
Training
• Millwright
32
Industry
Trades
THE
PAS
• Small Motor
Technician/
Repair
• Instructional
Technology/
Computer
Programmer/
Computer
Technician
• Plumbing
• Small Appliance
Repair
• Cosmetology
• Parts
Technician
Natural
Resource
Civil
Services
Physical and
Mental
Health
Business and
Management
• Engineering
• Lawyer
• Health Care
Aide
• Sports/
Physiotherapy
• Business
Administration/
Clerical/
Accounting
• Entrepreneurship
• Retail
Sales/Selling
Skills/Marketing
Education
33
THOMPSON
Industry
Trades
Natural
Resource
• Heavy Duty
Mechanics
(with GPS)
• Truck Driver
Training
• Electrician
• Carpentry
• Heavy
Equipment
Operators
• Small Motor
Technician/
Repair
• Construction
• Instructional
Technology/
Computer
Programmer/
Computer
Technician
• Plumbing
• Welding
• Culinary Arts
• Concrete and
Cement Work
• Industrial
Electrician
• Industrial
Mechanic
• Machinist
• Body Shop
• HVAC
• Surveyor
•
•
•
•
•
Mining
Millwright
Geologist
Pipe Fitting
Power
Engineers
Civil
Services
Physical
and
Mental
Health
Business and
Management
Education
• Hospitality
Management
• Water
Treatment
• Engineering
• Civil
Technician
• Security
Guard
• Health
Care Aide
• Emergency
Medical
Training
• Nursing
• Entrepreneurship
• Management
including small
business
• Retail
Sales/Selling
Skills/Marketing
• Construction
Supervisor L1/L2
• Day
Care/Early
Childhood
Education
34
APPENDIX E: PARTNERSHIPS
Educational
CROSSLAKE
NMSC
• More joint initiatives/shared
programming between UCN
and junior/senior schools
(i.e Senior Years Initiative;
HSAP programs)
• More Dual Credit programs
• UCN to be involved with
local schools to support
students applying for PSE
(career information, prerequisties, etc
• High schools need trades in
schools
• More joint initiatives/shared
programming between UCN
and junior/senior schools
(i.e Senior Years Initiative;
HSAP programs)
• More Dual Credit programs
• Northern career
development opportunities,
trade awareness and
recruitment
• Mentoring programs
Community
• Partnerships
with urban
centres
Industry Government Other
• Government
partnerships
35
NORWAY
HOUSE
SWAN
RIVER
THE PAS
Educational
• UCN to be involved
•
Community
with local schools to
support students
applying for PSE
(career information,
pre-requisties, etc)
More Dual Credit
programs
• More joint
initiatives/shared
programming between
UCN and junior/senior
schools
• Northern career
development
opportunities, trade
awareness and
recruitment
• Partnerships to
encourage
more/quality program
preparation at the
high school level
• Educational
Authorities
Industry
Government
Other
• John Deere
• Within local
communities
• With local First
Nations communities
(OCN)
• Communications sent
through Towns and
other civil agencies
• MBCI, OLC, and UCN
• Housing Authorities
• Other community
institutions
• Suppliers
(Honda/Yamaha/
Dodge, etc)
• Employer
investing in
employee
• Using business as
a co-op
• Government
partnerships
36
THOMPSON
Educational
Community
Industry
Government
Other
• More joint
initiatives/
shared
programming
between UCN and
junior/senior
schools
• More Dual Credit
programs
• Facilitate sharing
(high school auto
space for
training; RD
Parker cafeteria
and other spaces,
Mystery Lake
School District)
• Agreements with
local schools
• Educational
Authorities
• Within local
communities
• Housing
Authorities
• Involve
respected
community
mentors
• Relationships
with First
Nations
industries
• Nelson House
ATEC
• Steelworkers –
H&S Training
• MB Hydro
• Acklands
• Government
partnerships
• Federal,
Provincial,
Local,
Councils
• Government
shops
(Highways)
• Other Training
Institutions, local
programs and
regional centres
(i.e Thompson
“Wee-Kay”
• Designated
trainers, Mentors
• “Cross-Border”
partnerships
• Unions
• MTS
37
APPENDIX F: PARTNERSHIPS (Continued)
Potential Initiatives
Funding
Opportunities
Collaborative
Delivery
CROSSLAKE
• UCN Regional Centre (s)
to start a PostSecondary planning
group to meet
quarterly.
• Career/Trade Fair
opportunities
• UCN Regional Centre (s)
to start a PostSecondary planning
group to meet
quarterly.
NORWAY HOUSE
• Career/Trade Fair
opportunities
• Student Association
Council representative
could be present on UCN
committees to solicit
input from the general
student body and act as
a voice for the students.
SWAN RIVER
• John Deere: Would like
to partner with UCN to
put together programs
for potential
employment and could
supply equipment (HDM
with GIS, Parts
Technician, Heavy
Equipment Operator for
Farm Machinery)
• Career/Trades Fair with
employers, UCN, other
agencies
• Employment Manitoba,
School Division,
Manitoba Metis
Federation, Centre for
Aboriginal Human
Resources Development,
Human Resources and
Skills Development &
Industry
38
Potential Initiatives
THE PAS
• Facilities sharing: (Rice
plant building; OCN
Bowling Alley can be a
location for training;
buildings behind JAR,
woodshops at JAR; VALE
shop space)
• OCN Junior Chief and
Council partner with
UCN to bring more
workshops to youth
centers
• Partnerships in safety
training for OCN and
The Pas
• Egg Lake –training for
youth (fire fighting,
EMT’s)
THOMPSON
• Industry-Government –
Community Co-ops
• Service/shared cost
agreements with
business/school districts
• Career/Trades Fair with
employers, UCN, other
agencies
Funding
Opportunities
Collaborative
Delivery
• Couple courses in
evening, keep day job,
business pays for it, prof
comes to business to
teach
• Funding partners
o MKO
o Thompson Urban
Aboriginal Strategy
• Trades Advisory
Committees
39
APPENDIX G: CONTACTS
THE PAS
Governmental
Educational
Civic
Entrepreneurial
Industrial
• Employment
Manitoba
• Apprenticeship
MB
• Minister of
Education
• Teachers/
School
Boards/Schools
(access to space,
shops, Frontier,
Mystery Lake
School Division)
• Education
Directors/
Boards
• Apprenticeship
MB
• Minister of
Education
• Kelsey Learning
Centre
• KRC
• Chief and
Council
• Elders and
knowledgeable,
successful local
people
• Towns/Mayors
• Health
Authorities
(nursing
station/hospital/
RHA’s Emergency
Service)
• Maintenance
workers (schools,
malls, buildings,
care home)
• Economic
Development
• Housing
• Recreation
• Corrections
Community
Works and
Operation
(CWOIN OCN)
• *Youth and
students we are
talking about*
• Contractors
(general, housing,
private, Smook
Contractors,
electrical,
plumbing, etc)
• First Nations
businesses
(Aseneskak,
Kikiwak, Otineka
Mall)
• Local community
businesses
(Petrie’s/Gordy’s/
Integra)
• Restaurants/Food
• Grocery stores
• Hotels
• Landscapers
• Carpenters
• PBDC
• Hydro
• VALE Inco
(mentors, Ryan
Land)
• Tolko
• HBR
• MIT
• HBMS
• TOTP
• Northern
building
• HudBay
40
THOMPSON
Governmental Educational
Civic
Entrepreneurial
Industrial
• ASETS
(Aboriginal
HRDC Federal
Government
Program)
• Employment
and
Immigration
• Service Canada
(EI)
• Government
labor liaison –
provide
information
• Provincial
government –
stakeholders
need to lobby
• Chief and Council
• Elders and
knowledgeable,
successful local
people
• Towns/Mayors
• Health Authorities
(nursing
station/hospital/R
HA’s Emergency
Service)
• Maintenance
workers (schools,
malls, buildings,
care home)
• Chamber of
Commerce
• Housing
• ESRA (East Side
Road Authority)
• Unions
• Daycare workers
• Environmental
reps
• Aboriginal
communities
• Contractors
(general, housing,
private, Smook
Contractors,
electrical,
plumbing, etc)
• First Nations
businesses
(Aseneskak,
Kikiwak, Otineka
Mall)
• Employers
• Local community
businesses
• Service Centers –
Auto – Gas
• Trucking
companies
• PBDC
• Hydro
• VALE Inco
(mentors, Ryan
Land)
• Tolko
• Transport
industry (Via
Rail, HB
Railway, Omni
Trax, Airlines)
• HBR
• MIT
• MKO
• Toromont
• Automotive
industry
• Teachers/
School
Boards/Schools
(access to space,
shops, Frontier,
Mystery Lake
School Division)
• Education
Directors/
Boards
• People with
access to
simulators/
introductory
programs
• UCN – for access
to info/contacts
• Student reps
• Employment and
Training
Coordinators
41
APPENDIX H: RECOMMENDATIONS (CROSS LAKE)
Programs
• Apprenticeship
o Pre-Employment
program 1600 hours
rather than 900 hours
credited towards
apprenticeship Level 1
o Apprenticeship Ratio
to be changed to engage
more people (current 1:1
should change to 1:2 or
1:3)
o Full accreditation
for people programs
• University Degree
Programs
o Cross Lake Regional
Centre to develop
university degrees in
Education,
Health/Nursing, Business
Administration, Social
Work
• Instructors
o Math instructors
required for specific
trades; groom math to
fit needs of students
wanting to enter that
trade
• Student Support
o Create a transition
program offering grades
11/12 Math, Science,
Physics, English. Life
Skills, College
Preparation at the
Regional Centre
o Mentor Cross Lake
High school students at
the UCN
• Culturally Relevant
Programming
o Students should be
immersed in Cree
instruction.
o Land-based
education
• Environmental courses
that teach an Indigenous
worldview of resource
management
Program Planning
and Delivery
• Trade Introduction
at Junior / Senior
High School
o
(Re)Introduce
trades
programs/apprentic
eship in schools
o
More dual
credit options
o
UCN to be
involved with
process for PSE
applications with
students and the
local school.
• Develop Program
Efficiencies
o
Integrate
Equip & Training in
Cross Lake
• Advisory Councils
o
UCN Regional
Centre (s) to start a
Post-Secondary
planning group to
meet quarterly.
Infrastructural
•
•
•
Civic
Infrastructure
o
All weather
road to ESRA
o
Create a
community public
library
o
UCN housing
to offset no
vacancy rates,
particularly in
Thompson and The
Pas
Educational
Infrastructure
o
UCN requires
its own facility in
Cross Lake
Trade
Infrastructure
o
Infrastructure
development
(trades building,
shops)
Marketing Trades
and/or Programs
• Communication
o
Trade-Career
Fairs
o
Awareness
campaigns –
prevention and
preparation
• Recruitment
o
High school
career trips to
Winnipeg/
Universities
o
Recruitment
targets of
graduates, 5 year
graduates, adults
resuming education
Partnerships
• Educational
o
UCN to be
involved with
process for PSE
applications with
students and the
local school.
o
Regional
Centres should
work closer with
junior/high schools
• Industry
o
Trade-Career
Fairs
• Community
o
Connect urban
centres
o
Connect with
families of
students
• Planning Purposes
o
UCN Regional
Centre (s) to start
a Post-Secondary
planning group to
meet quarterly.
• Program Delivery
o
Evening/week
end program
delivery models
o
FAE and FAS
specialists are or
will be required
42
APPENDIX I: RECOMMENDATIONS (NORWAY HOUSE)
Programs
• Continuing
Education
Opportunities
o Health,
medically inclined
training is needed
• Student Support
o Build confidence
and support students
• Culturally Relevant
Programming
o Colonization,
residential schools
and effects on cycles
of violence and
lateral violence
Program Planning
and Delivery
• Trade Introduction at
Junior / Senior High
School
o
More dual credit
options
• Advisory Councils
o
Student
Association Council
representative could be
present on UCN
committees to solicit
input from the general
student body and act as
a voice for the
students.
Infrastructural
Marketing Trades
and/or Programs
Partnerships
• Communication
o
Circulate lists
of jobs at
community/work
sites
• Industry
Trade-Career Fairs
• Recruitment
o
Passport to
trades programs to
help students find
niche interests
• Program Delivery
o
Hands on Training
o
Use of more
apprenticeship models
(“earn while you
learn”)
o
Portfolio creation
o
Student evaluation
of instructors
o
Structure
programs to support
student success (study
groups, summary of
readings, etc)
43
APPENDIX J: RECOMMENDATIONS (SWAN RIVER)
Programs
• Apprenticeship
Consider a
permanent Trades
program in the
Swan River area
(Welding & Level 2
HDM) that would
work well with
many
Apprenticeship
opportunities)
Program Planning and
Delivery
Infrastructural
Marketing Trades
and/or Programs
Partnerships
• Trade Introduction at Junior /
Senior High School
o
More dual credit options
• Communication
o
Trade-Career
Fairs
• Industry
o
Trade-Career
Fairs
• Develop Program Efficiencies
o
Level 2 HDM could be
offered with very easily with
the Level 1 HDM
o
A 3-4 year plan would
work to implement Trades
training for Swan River Area.
The Facilities Tech. Diploma
would allow for Electrical,
Plumbing or Carpentry Level 1
Certification and a larger
enrolment of students with
various interests.
 2014 – Welding – Ag Shield
Manufacturing, Tim Rick
Welding & Machine,
Grazier’s Custom
Manufacturing to
apprentice
• Level 2 HDM – Many
places available to
Apprentice
• Truck Driver Training –
Spring
 2015 – Small Engine
Repair/ Facilities Tech
Year one – Carpentry,
Plumbing, Electrical
• Heavy Equipment
Operator -Winter
 2016 - Millwright Level 1 /
Facilities Tech Year two –
Carpentry, Plumbing,
Electrical
• Recruitment
o
A 3-4 year
plan would work to
implement Trades
training for Swan
River Area. This
would allow time to
recruit students and
allow planning and
accreditation. The
Facilities Tech.
Diploma would
allow for Electrical,
Plumbing or
Carpentry Level 1
Certification and a
larger enrolment of
students with
various interests.
o
Plan for about
two years of
advertising/recruit
ment of students for
particular offerings
(ex. Plumbing,
Electrical, Small
Engine Repair or
Millwright)
• Funding Sources
o
Employment
Manitoba, School
Division, Manitoba
Metis Federation,
Centre for
Aboriginal Human
Resources
Development,
Human Resources
and Skills
Development &
Industry
• Advisory Councils
o
UCN Regional Centre (s)
to start a Post-Secondary
planning group to meet
quarterly.
• Program Delivery
o
Evening/weekend
program delivery models
o
FAE and FAS specialists
are or will be required
44
APPENDIX K: RECOMMENDATIONS (THE PAS)
Programs
• Continuing
Education
Programs
o More
economic and
community
development
programs
especially the
Trades
o Egg Lake –
partnerships to
provide training
for youth (fire
fighting, EMT’s)
• Student Support
o Peer support
programs
• Culturally
Relevant
Programming
o Culturally
relevant program
development
o Instructors
should be
culturally aware
Program Planning
and Delivery
• Develop Program
Efficiencies
o
Business
trade/skills integrated
programs
o
Refine selection
procedures
o
Training
programs need to be
updated and use
advanced technology
• Program Delivery
o
8 weekend
program at different
times of the year
o
Work
experience/placement
programs
o
Courses in
evening, keep day
job, business pays for
it, Prof comes to
business to teach
o
Laddering
o
Use of more
apprenticeship models
(“earn while you
learn”) (3)
o
OCN Junior Chief
and Council partner
with UCN to bring
more workshops to
youth centers
o
Facilities Sharing
(OCN bowling alley)
Infrastructural
•
Civic
Infrastructure
o
More
daycare
availability
Marketing Trades
and/or Programs
• Communication
o
Awareness
campaigns –
prevention and
preparation
o
Keep
communication
lines open and
communicate
regularly
o
Consider
promotion
strategies
• Recruitment
o
Recruitment
targets of First
Nations youth
o
Mentoring and
career develop
opportunities for
high school students
(career trips to
Winnipeg,
Universities, etc)
Partnerships
• Educational
o
UCN to be
involved with
process for PSE
applications and
prerequisites
with students
and the local
school.
o
work closer
with junior/high
schools
• Industry
o
Wage
subsidy
programs
between
partners
o
Partners
could help with
screening
procedures
• Community
o
Create
stronger
relationships
between OCN,
UCN and the
Town of the Pas
• Funding Sources
o
Shared costs
with
Government
45
APPENDIX L: RECOMMENDATIONS (THOMPSON)
Programs
• Apprenticeship
o Follow provincial
mandates on
apprenticeship
• Continuing
Education
Opportunities
o Move beyond
level trades training
(all trades)
o Industrial
leadership
development
o Offer teacher
certificate training
similar to Red River
programs.
o Offer more
automotive trades –
Heavy Equipment,
Collision, Auto Tec,
Body Shop
o Offer more
“interest” workshops
or short programs (eg
facilitator training 5days, fitness trainer
several weekends,
etc.)
• Instructors
o Need for
qualified and able
instructors
o Shared positions
o Encourage and
promote local
community members
to become instructors
o Involve respected
community mentors
Program Planning
and Delivery
• Trade Introduction
at Junior / Senior
High School
o
More dual
credit options
• Develop Program
Efficiencies
o
Training
programs need to be
updated and use
advanced technology
o
Equity with
other province’s
incentives
o
Become
responsive to trades
training needs, local
business and
employers
o
Start programs
with end goal in mind
 Eg to level 3
(industry
requires level 3
before can hire)
 Employment
(training
leading to
employment)
Infrastructural
•
Educational
Infrastructure
o Facilities
updates
with
advanced
technology
Marketing
Trades and/or
Programs
• Communication
o
TradeCareer Fairs
o
Awareness
campaigns –
prevention and
preparation
o
Keep
communication
lines open and
communicate
regularly
o
UCN
promotion of
graduating
students to
potential
employers
Partnerships
• Educational
o
Work closer with
junior/high schools
o
Agreements with
local schools/divisions
• Industry
o
Trade-Career Fairs
o
UCN graduates tied
to industry jobs
o
Lobbying with
industries for
training/hours
• Community
o Community
assessment of
trades and
technology
• Advisory Councils
o
More local
involvement
(committees, local
governments,
students, training
people)
46
Programs
• Student Support
o Support/mentoring
programs for students
within placement
programs/skill
training, confidence
development
o Program advisory
planning for
programming
o Consider
student/family
supports
o Community
programs must be
more affordable, or
incorporate more
supports for students
to come to campus
programs in The
Pas/Thompson
• Culturally Relevant
Programming
o Cross-cultural
awareness training
o Communicate with
First Nations
communities regularly
o Consider Metis
cultural relevance
Program Planning
and Delivery
• Advisory Councils
o
More local
involvement
(committees, local
governments,
students, training
people)
• Program Delivery
o
Work
experience/placem
ent programs
o
Flexibility in
delivery models
o
Online
delivery options
o
Co-op models
o
Consider
different models of
trades training (eg
2 year program
with classroom and
work placement),
to take students
beyond level 1
o
Graduated
employment
programs
o
Preemployment
programs
o
Mobile
Training Centres /
Simulators
o
Hands on
Training
o
Use of more
apprenticeship
models (“earn
while you learn”)
o
Facilities
Sharing
Infrastructural
Marketing
Trades and/or
Programs
Partnerships
• Recruitment
o
Mentoring
and career
develop
opportunities for
high school
students
o
Invite past
grads to promote
UCN programs and
recruit new
students
o
Offering
more introductory
courses
o
Northern
Skills Competition
o
Compulsory
certification
47
NORTHERN MANITOBA LABOUR PROJECTIONS
Information prepared by Josh Watt, Director of Strategic Initiatives, COPSE, December 2013
Top occupations in
demand from
Northern MB
resource-sector
industries
Required/desired
credentials,
qualification(s), skills
required to fill positions
in this occupation
Heavy duty
mechanic
Pre-employment (UCN);
Apprenticeship (ACC)
Mine process
operator
Currently met through
on-the-job training.
Potential opportunity to
expand formal training
program(s)
80 to 100
Power / industrial
electrician
Apprenticeship: UCN
offers Levels 3 and 4
only. ACC and RRC offer
Levels 1-4.
60 to 90
Industrial mechanic
(millwright)
Apprenticeship
50 to 80
Power-line
technician
Currently: 1800 hours of
post-secondary training
achieved largely through
in-house pre-placement
programs (potential for
Apprenticeship program
in future)
3rd class certificate /
diploma (RRC)
40 to 50
Civil Engineering /
CAD Technologist
Civil/CAD Technology Coop Certificate (UCN);
Diploma (ACC and RRC)
15 to 20
Instrumentation
Technician
Apprenticeship: Industrial
Instrumentation
Mechanic (SIAST, NAIT,
SAIT)
Variety of education and
training pathways and
multiple skill-sets
required. UCN offers
Facilities Basic
Maintenance and
Technician programming.
UCN offers HEO/DRIVER
program via partnerships
with certified training
providors
15 to 20
Power engineer
General
service/maintenance
worker
Heavy equipment
operator / driver
Low range
projections of
new demand /
openings in
this
occupation
over 2014/15
75 to 120
35 to 45
10 to 15
unknown
Supply Strategy Considerations
Best potential
for action over
the course of
2014/15
Potential for Apprenticeship to offer more
levels 1 - 4. Apprenticeship MB has noted
that there is low student interest but high
employer demand. Continued offering of an
apprenticeship co-op model may be possible.
Offered in the past by NMSC with support
from MB Jobs and the Economy; UCN has
included an Exploration Technician program
as part of its Northern Mining Academy
Program Plan. This plan is currently under
review by COPSE.
Potential for Apprenticeship to offer more
levels for both Power electrician and
Industrial electrician 1 - 4. Apprenticeship
MB has noted that there is low student
interest but high employer demand for this
trade.
Potential for Apprenticeship to offer more
levels 1 - 4. Apprenticeship MB has noted that
there is low student interest but high
employer demand.
MB Hydro currently addresses demand for this
occupation through specialized employer
driven training.
✔
UCN may explore the possibility of offering
this program perhaps in partnership with ACC
or RRC.
Program is under review at UCN. A plan is
being explored to sustain enrolment into the
program on the immediate horizon.
✔
✔
✔
✔
Program only offered outside of MB. UCN shall
conduct a feasibility study of potential for
offering this program in MB. Report
anticipated by 1 April 2015.
Varied training required with no clear training
response. UCN does offer general
maintenance courses, as does RRC and ACC.
NMSC may also address this need by working
with employers to support workplace-based
training.
Potential option to partner with the Manitoba
Heavy Construction Association to offer their
25-day (200 hours) course with instruction on
Loaders, Dozers, Graders and Excavators.
✔
48
Demand (general notes):
• Commodity prices, economic adjustments and seasonal employment render the Northern industrial and
manufacturing labour market sector complex and difficult to predict.
• In general, 500 new entrants will be needed each year over the next four years.
• Demand differs across communities and companies. There is no “one set of demands” for Northern
Manitoba. Each employer is different. The above occupations have suggested themselves based on
repeat identification of demand for these positions across those employers who were interviewed, while
the specific demands at each firm do vary.
• Education and training demands apply to existing labour forces, as well as new labour market entrants.
The demand for “new entrants” shown in the above table is therefore only a partial picture when
informing future development of education and training capacity to meet demand.
• High school course completion (Math 40S, English 40S, Physics 40S) is critical (as delivered both in high
school and at Adult Learning Centres) to meet industry-based, job-related demand.
• Essential and life / basic work skills need to be emphasized across education and training programs to
enhance overall skill-sets of candidates.
• Safety, physical and driver licensing requirements should, where feasible, be integrated into curricula
and met during the pre-placement period.
• The above data and information has been informed through conversations with the following: Vale,
Hydro, HudBay, Tolko, San Gold, Alexis Minerals, Mega Precious Metals, CaNickel Mining (formerly
Crowflight), Louisiana Pacific and the City of Thompson.
Education and Training Options (public institution offerings):
Trade Name Heavy Duty Equipment Mechanic Mine process operator Industrial Electrician Industrial Mechanic (Millwright) Power-­‐line technician Power Engineering Civil Engineering / CAD Technology Heavy Equipment Operator RRC ✔ *** -­‐ ✔ -­‐ -­‐ ✔ ✔ -­‐ ACC ✔ -­‐ -­‐ -­‐ -­‐ ✔ -­‐ -­‐ Industrial Instrumentation Mechanic -­‐ -­‐ * Program currently under review at UCN in 2014/15.
** WTC offers Technical Drafting.
***RRC and WTC also offer an automotive mechanic program.
UCN ✔ ✔ ✔ ✔ -­‐ -­‐ ✔ * -­‐ WTC *** -­‐ -­‐ ✔ -­‐ -­‐ ** -­‐ -­‐ -­‐ 49
Frontier School Division Technical Vocational Goals 2014
Frontier School Division recently took part in an initial
session of interested educational stakeholders that
were part of the Northern Manitoba Technical
Vocational Education Consortium from a few years past.
The renewed consortium will steward the development
of expanded trades and vocational opportunities for all
Manitoba students with a focus on Northern schools.
Structure: Members of the Frontier School Division,
Career Studies Department will act in concert with
active partner school representatives, organize and
facilitate the future group initiatives. This recent
working session will be a springboard to the
development of a formalized “Number 10 Highway”
Consortium which will take responsibility for the
development of a cooperative model to expand trades
and vocational programming opportunities within our
membership.
full credits are arranged for students to choose from
that allow safe exploration into a special subject area.
Some EOP programs are offered in home communities
and there is always a large concentration of credits
available at FCI where housing of more than 100
students and chaperones have been welcomed.
The consortium will ensure that secondary schools in
northern Manitoba are kept current and knowledgeable
regarding training and emerging labour market
employment opportunities so that students are
encouraged to pursue training and education that will
lead to labour market participation. The information
will also assist northern parents and communities to
support youth in improving their education outcomes
that are based on their career decisions.
The EOP model has been expanded even further with
the 4+1 as of last school year, and a pilot was launched
in 5 partner high schools. Those schools altered their
time tables to complete lesson delivery in 4 months
rather than 5 and this allows the home school to open a
full month of engaging options for both staff and
students.
This is repeated in the second term ending with one
month elective at the end of the school year. Students
were invited to attend Northern Technical Centre (NTC)
programs as exploratory credits to the majors of
Building Construction, Hairstyling, Culinary Arts, and
Power Mechanics. These recognized curriculums are a
key piece of the transition puzzle between industrial
arts and vocational majors that serve to engage
students in the educational experience.
The school division is uniquely situated to become a
leader in providing Technical Vocational training, which
provide a source of employees for northern industry.
Our constant goal is to share resources with all School
divisions when possible to further develop our model
and increase the overall number of graduates who will
pursue trades and vocations across the region.
The Department of Education has an approved Career
Exploration curriculum that has become a key elective
option for literally thousands of Frontier students,
beginning in the grade 9 program. Prior to that event
students may take advantage of focused programs such
as Career X and Career Trek and other outside agencies
that bring a broad perspective and special programming
to exemplify the options in unique ways to students at
very impressionable periods of their lives as they
transition into high school.
Frontier School Division continues the theme at grade 9
and 10 with Expanded Options Program (EOP) students
earn high school credits for classes taken during the
Frontier School Division “common weeks”. The
mandate of the program is to offer enlightenment and
enrichment that can serve as a window into the future
of student’s genuine career opportunities. It also serves
as a medium to legitimize the paths our education
system can provide our student. An array of half and
Programming for these events is ever changing from
one year to the next as special interests are shared
based on staff and local community member talents.
The past year FCI’s menu included; Natural Resources,
Drama, Advertising Art, Literature through Film,
Outdoor Education, Envirothon, Introduction to Cree,
Film Making, Cooking, Clothing, Cosmetology, Power
Mechanics, Woodworking, Jewelry Making, Music, Home
Improvement Skills, Art, Intro to Building Construction
/ Home Maintenance and Fire Prevention.
Further growth in the Frontier model of connection to
community has been displayed recently with the
Engaged Learners Program (ELP) where the students are
recruited from a pool of students that have been out of
school at least two years and are under the age of 21.
Students attend a remote retreat for 12 day blocks
where they are upgraded in Math, English, Essential
Skills characterized certificate programs, as well as a
handful of introductory Tech. Voc. electives in a
secluded safe environment. The goal of the ELP is to
position the student for successful re-entry into the
school system with a strong awareness of abilities and
opportunity. Along with the many supports already in
place across Frontier School Division, students are
afforded the best odds of success.
In the best interest for our collection of specialized
programming we have purchased and customized the
first of two enclosed trailers, the first is basically a
mobile wood working/carpentry support shop that has
now successfully been used in two community based 50
projects that allowed adults and students to collaborate
on a project. Our trailer is ideally suited to support the
Home Maintenance Unit developed by CMHC. The
second trailer will support metal work, electrical,
plumbing and small engines. The trailer has been
purchased and the interior design is being planned. The
projection is to dispatch the trailers to isolated
communities 8 times per year. Each event will be driven
by community requests and industrial partner needs in
the area of skill development in addition to
collaboration with community school staff and adult
learning centres.
FSD continues to expand connections to post-secondary
institutions and pursue dual credits where possible and
the number will grow as our capacity continues to grow.
Mineral Science, Child Care, Healthcare Aid. Emergency
Medical Responder, Level one Firefighter, Business and
Marketing, are just a few that are being discussed
presently.
A wonderful new option for 4+1 students this past term
was Introduction to Northern Trades, this hybrid was
developed in partnership with UCN and the Northern
Manitoba Mine Academy, students were provided
engaging practical training in Millwright, Welding and
Mechanics during the week days and a prospecting unit
was planned for the weekends culminating with
interactive lessons at the NMMA. The result was a very
exciting new tool for us to expose students to a broad
spectrum of career options that students and
instructors raved about. This model will surely be
expanded on as we move forward.
The Technical Vocational programs at Frontier School
Division have embraced the High School Apprenticeship
Program for students meeting the criteria. This program
offers students the opportunity to complete their high
school diploma while working towards trade
certification in a trade of choice. Frontier School
Division has a unique partnership with a number of
regional industries. These partners are contracting
students within this program and aiding in their future
success.
Students are paid hourly wages above the minimum
wage, and in some cases union wages, to work for these
partners under the supervision of a certificated trade
person. This is a significant opportunity for the
students. With this opportunity comes a significant
responsibility on their part. The contract requires
students to “maintain all academic studies as outlined
by the school”. Students must attend core classes
regularly as outlined in the school attendance policy.
They are required to keep up with course work and
have assignments completed regularly and punctually.
They are to display appropriate behavior within the
school in accordance with the rules and regulations as
outlined in the student code of conduct.
Each year we evaluate the success of our Technical
Vocational programs and through available provincial
funding augment equipment needs as well as teacher
support so the programs are at the very highest level we
are able to provide. Frontier School Division has always
been willing to provide programming that can increase
student success both academically and socially. It is our
intent to continue this proud heritage and provide as
much support as possible for the initiatives proposed by
community and industrial partners.
Frontier School Division Technical Vocational Mandate
includes:
1. Students will have the necessary essential skills
and credentials to participate in emerging postsecondary training and employment
opportunities
2. Students will have benefit of educational
partners “best practice” initiated by the shared
consortium obligation maximizing our collective
resources.
3. Students will be hired for existing and new jobs
in the north and beyond.
Partners of the “Number Ten Highway” Technical
Vocational Consortium are and in no way limited to…
Manitoba Competitiveness, Training and Trade
Vale
HUDbay
Northern Manitoba Sector Council
Manitoba Hydro
Northern Manitoba Mine Academy
Manitoba Education Citizenship and Youth
Advanced Education and Training Apprenticeship
Branch
University College of the North
Flin Flon School Division
Frontier School Division
Kelsey School Division
Swan River School Division
Successful completion of secondary education and the
transition to labour market linked training and
employment is essential to the development of northern
Manitoba, as outlined in the Northern Development
Strategy: Northerners will be hired for existing and new
jobs in the north.
This initiative supports one of the key priorities of the
Education Agenda: Kindergarten to Senior 4. Strengthen
pathways between secondary schools, post-secondary
education and work a day world. As young people
combine work and study, the transition from secondary
school to post-secondary education and work has
become increasingly complex. This transition is
51
especially difficult for certain groups of youth,
especially those with limited access to educational
resources, skills, and experience.
The members of the consortium would be best
positioned to increase the information available to
youth in each local area and able to demonstrate the
correlation between education and employment,
making all students aware of the emerging lucrative
employment opportunities being created through
developing natural resource based projects such as
hydroelectric and mining.
Opportunities for the “Frontier Builders” to indeed
Build People and Build Communities present themselves
each and every day. By blending our delivery with adult
education influence and the connection with postsecondary curriculum we afford the maximum benefit
for students while increasing the efficiency of our
facilities. The opportunities for “relevant” advanced
course work in all of our schools regardless of location
is improving daily and by braiding a homegrown
industrial arts model into our Technical Vocational
Majors we then maximize the preparedness of students
coming to us for their special interest. This provides a
tangible amount of engagement at the district level
beyond the classroom that is sure to add true wealth to
our communities for the coming generations.
Frontier Builders, Building People, Building
Communities.
52
WWW.UCN.CA
THE PAS CAMPUS
THOMPSON CAMPUS
7th and Charlebois
P.O. Box 3000
The Pas, Manitoba R9A 1M7
1.866.627.8500
504 Princeton Drive
Thompson, Manitoba
Canada R8N 0A5
1.866.677.6450
REGIONAL CENTRE LOCATIONS
Flin Flon - Churchill - Swan River - Pimicikamak (Cross Lake)
Tataskweyak (Split Lake) - Chemawawin (Easterville)
Nisichawayasihk (Nelson House) - Bunibonibee (Oxford House)
Mathias Colomb (Pukatawagan) - Norway House - St. Theresa Point
Misipawistik (Grand Rapids)