Examples of activities include:

• cross referrals
• information sessions for students
• joint delivery especially of self-management/self-direction and employment preparation components
• access to hands-on and job-shadowing opportunities
• the sharing of clients

The Snapshot Report further highlighted some of the external and internal variables that either supported or inhibited the development of linkages. These variables will be explored further in the Models Project.

External variables included:

• co-location of Academic Upgrading and Job Connect
• availability of TOWES/Essential Skills development
• student demographics
• local labour market, particularly the availability of employment opportunities for Academic Upgrading students
• transportation to programs
• scheduling of services, ongoing and start-up

Internal variables included:

• access to labour market information of catchment area, such as employment opportunities for Academic Upgrading students, closures and placements
• linkage of Academic Upgrading programs with Local Training Boards
• strong linkage to TOWES
• linkage with Ontario Works
• relationship with Local Services Planning
• internal linkage/partnership with Contract Training
• knowledge of range of services provided by Job Connect, Pre-Apprenticeship and Apprenticeship programs
• close monitoring of goals and progress of students
• responsiveness and flexibility of Academic Upgrading programs such as focused, short-term programs and flexible schedules
• capacity of Academic Upgrading programs to provide workforce learning activities and demonstrations
• use of Essential Skills curriculum
• development status of ACE Program, in particular the option for students seeking ACE for employment
• flexible program policies related to attendance, leaves and scheduling that support linkages between programs

The Snapshot Report also helped identify which Academic Upgrading programs to approach to provide models, although other factors had to be considered. One important one was colleges’ involvement in TCU’s pilot, No Wrong Door. Care was needed not to target the same programs.