The College Sector Committee has been facilitating the sharing of materials as well as developing new materials. The Media Studies unit, part of ACE Communications, was developed for use by all colleges. It is worth noting that employed students are encouraged to use materials available at their workplaces to demonstrate their skills in this module.

7. Much of the workforce and sector specific training which colleges have provided to students over the years has been discontinued primarily as a result of shrinking dollars. Colleges have had to dedicate their dollars to their core business of preparing students for post secondary. Employability skills programs which included field placements with employers were common at most colleges. Now only a few have been able to retain such initiatives primarily as workshops. Through their Continuing Education divisions and Tuition Short funding streams, colleges have, over the years, developed some sector specific programming like Call Centre Training and Personal Support Worker. At many of the colleges which developed and delivered this programming, it has been discontinued as other deliverers in the community have been able to offer it free of charge. The materials developed are still being used as appropriate with upgrading students.

COMMONALITIES

A brief summary of activities at each college is provided in this snapshot. However it became clear in the interviews that much of the information provided was the same for all colleges. Rather than repeat information, commonalities have been summarized according to the Train Ontario 2 headings.

PROGRAM STRATEGIC. PLANNING

Analysis of Program Statistics

Colleges analyze their stats on a regular basis primarily to track activity levels and progress toward their contracted contact hours. This is done on a site by site basis and appropriate strategies (e.g. outreach, timetabling adjustments, retention strategies) are identified to address problem areas. Colleges also track learner demographics and goals and make adjustments accordingly. The most significant response has been the increased provision of part time learning opportunities for employed students including evening programming and the piloting of weekend delivery. Accommodations for shift workers including: swing shift schedules, noon hour and after work tutorials, one to one appointments and weekly timetabling have been made.

Colleges also conduct a larger analysis of program stats annually at a minimum and often up to three times a year with all staff. The CSC provides a provincial, regional and individual college stats summary as well as a guide to using the stats each spring. Colleges look at student goals, participant demographics and exit outcomes and have made changes to programming based on this analysis. For example some colleges are focusing on Essential Skills; others are developing strategies to address the increasing number of youth.