1. 9. Occupational learning connected with academic learning;

    No matter what learning pathway option a student chooses -- university, college, apprenticeship, VET, work – they need to have the option of connecting to and experiencing the world of work. Experiential learning in this regard helps build a career focus and support career planning. Nearly all of the measures in the inventory had components to support occupational learning. One inventory example is Réseau québécois des Centres de Formation en Entreprise et Récupération (CFER) -- an alternative school which takes place in a recycling plant where students learn how to recycle materials while taking their academic high school credits. Reading materials, for example, come from workplace materials.

    10. Professional development and occupational awareness for educators; Krumboltz and Worthington in their article, School-to-Work Transitions: From a Learning Theory Perspective, state that “learning how to adapt to changing conditions in the workplace will be one of the essential skills for success” (1999). It may be challenging for teachers and counsellors, who may work their entire careers in the same place, to imagine or prepare students for this work environment. Programs and practices that support teacher and counsellor learning in this regard is important and may be a key way to connect educators and employers and thereby improve the connections between education and the labour market.

    11. Partnerships and articulation between high school and PSE;     Taylor (2007) states that “the focus on providing a mix of pathways with more emphasis on technical and vocational options may ensure that young people have a better chance of finding skilled work.” This would require more partnerships and articulation between high school and PSE institutions.

  2. 12. Solid bridging and mobility between vocational, apprenticeships and PSE. Streaming students in high school is a hot button issue. There is a valid concern that streaming may lead to discrimination and support advantaged students over those who are disadvantaged. However, many authors point out that the Canadian system is not equitable or accessible to all. High aspirations of a majority of students which are fuelled by social and cultural values placed on university education in the end are not supportive of successful transitions. Ensuring mobility between pathways (work and PSE) and evaluating initiatives and policy for equitable access is important.