Other barriers were related to the lack of knowledge of both front line deliverers and students. Both student and faculty focus groups indicated a definite lack of knowledge about how the system works, especially in connection to many of the new apprenticeships. In student focus groups, it was observed that apprenticeship was confused with postsecondary cooperative programs. Both groups indicated a need for more information so that students could make better informed career choices. Academic Upgrading could play a strong role in the identification of qualified participants. Student focus groups further noted that students who were considering an apprenticeship were doing so because they knew someone who was an apprentice or journeyperson.

Academic Upgrading teachers were often not consulted in the development of Pre-Apprenticeship programs and therefore not always aware of what was approved, what was being delivered or what was required of the students. This led to problems for Pre-Apprenticeship students who needed to, but were unsuccessful in their attempts to, be upgraded to an equivalent of Grade XII upon completion of their program. If consulted, Academic Upgrading teachers would be able to advise on how realistic this goal was based the number of hours allowed for the students. Academic Upgrading teachers also expressed the concern that upgrading students were accepted into Pre-Apprenticeship programs without basic math and reading skills.

Interviews with managers indicated a higher degree of understanding of Pre-Apprenticeship and Apprenticeship, and the benefits of service integration. As with Job Connect, there were more linkages at colleges where the programs were co-located, shared managers or were part of the same division:

At Canadore, the upgrading coordinator is also responsible for the delivery of the Pre-Apprenticeship programs. At Durham, the departments responsible for trades and upgrading are involved with initiatives at General Motors to help them address skill shortages. The Apprenticeship and Academic Upgrading managers at Northern College are working together closely to develop strategies and programming to address the needs of communities on the James Bay Coast. At some colleges, academic curriculum is used as the basis for Pre-Apprenticeship programming.

(Kallio, McIver & Wallace, 2006)

The Innovative Approaches and Promising Directions project concluded that Academic Upgrading also has a role to play in improving the retention and success of apprentices. Students who are unsuccessful in academic portions of their in-school training could be referred to upgrading programs in their home communities.

The three CSC projects, A Snapshot of College Sector Workforce Delivery, Innovative Approaches and Promising Directions and Provincial Models of Program Integration are closely linked. As shown, the first two provide valuable qualitative information for guiding the Models Project. The Models Project, for its part, will add to the information base with quantitative data and move forward the recommendations related to the integration of Academic Upgrading, Job Connect and Pre-Apprenticeship/Apprenticeship services by means of a pilot process.