Flexibility and Innovation in Apprenticeship Technical Training (FIATT)
Apprentices report a number of common barriers to block-release training, including financial hardship, inaccessibility in rural and remote locations, inconvenient scheduling and few training opportunities in low-volume trades. The Government of Canada’s Flexibility and Innovation in Apprenticeship Technical Training program is funding pilot projects designed to overcome these challenges. Technical trainers are experimenting with online learning, upfront training, mobile labs and simulator training.
Ten technical trainers are implementing pilots: British Columbia Institute of Technology, Collège Boréal, New Brunswick Community College, Nova Scotia Community College, Operating Engineers Training Institute of Ontario, Portage College, Red Deer College, Saskatchewan Polytechnic, Thompson Rivers University School of Trades and Technology and Yukon College/Aurora College.
They are testing new models with automotive service technicians, carpenters, construction and industrial electricians, crane operators, gasfitters, heavy-duty equipment technicians, oil heat system technicians, plumbers, refrigeration and air conditioning technicians, steamfitter/pipefitters, truck and transport mechanics and welders.
CAF-FCA is helping connect the pilots and will track the impact on apprentice learning and employer commitment to apprenticeship training. Key findings will be shared at events over the next two years.
For more information on each pilot and links to technical trainer websites, click here.
Call For Articles – Canadian Apprenticeship Journal:
Alternate Delivery of Apprenticeship Technical Training
The federal government is currently funding ten pilot projects as part of its Flexibility and Innovation in Apprenticeship Technical Training initiative. These pilots are experimenting with online learning, upfront training, mobile labs and simulator training. As part of its efforts to broaden discussion on this topic, CAF-FCA invites practitioners, jurisdictional apprenticeship authorities, researchers and other stakeholders to submit articles for an upcoming issue of the Canadian Apprenticeship Journal.
Articles will be accepted until 12:00pm EDT on April 28, 2017. Research articles should be no longer than 12 pages or 5,000 words, with shorter pieces on specific programs or initiatives (800 to 2,000 words) also welcome. Articles may be written in English or French, and those chosen will be published in the language of submission. Please submit article in Microsoft Word format to: firstname.lastname@example.org.
Themes of this issue will include:
- Alternate delivery solutions that work for apprentice learners
- Examples of initiatives from across sectors and jurisdictions
- Impact of alternate delivery on completion, grades and learner outcomes
- Breaking down barriers for rural/Northern apprentices and/or under-represented groups
- Challenges and opportunities alternate delivery poses for training providers and apprentices
For more information, please contact Emily: email@example.com.