Program Profile #
COMMUNITY PARTICIPATION
"I have already started seeing the impact that the ECDVU course will have on Malawi. I am using the knowledge and skills that I am gaining from the course in my work with colleagues as well as with communities in my work area." MALAWI: Chalizamudzi Matola
IN SHORT
" I think ECDVU is the best thing to have happened to early childhood development in Africa."
NIGERIA: Uche Ezirim
Brief Program History: ECDVU grew out of a series of two to three-week ECD training seminars initiated by the United Nations Children's Fund (UNICEF) in 1994. At the urging of participants, an initiative to expand the reach and impact of these seminars was implemented. In 2000, the World Bank, using Norwegian Educational Trust Funds, supported the development phase of the ECDVU. Other partners joined the effort to organize an initial three-year graduate degree ECDVU project in Sub-Saharan Africa. In 2001, the Middle East-North Africa (MENA) region of the World Bank requested the delivery of a one-year professional development program based on the ECDVU model. As a result, the ECDVU MENA program was developed in 2002.
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Program Profile #8
Name: Indigenous Early Childhood Educator Apprenticeship Program
Name of Learning Institution: Northern College of Applied Arts and Technology Location: Northern Ontario at Haileybury, Moosonee, Kirkland Lake, and Timmins
Important Note: The Indigenous Early Childhood Educator Apprenticeship Program began as an apprenticeship program and was a partnership between the apprentice, a sponsor/employer, and the Government of Ontario. The Government of Ontario paid for approximately 85% of the tuition for the in-school training component and the apprentice paid the balance of tuition fees. Apprentices worked in child care centres or facilities and pre-schools. The first cohort of 12 students was all Aboriginal women. Of these students, five completed the Program, one went on to complete her diploma and two are continuing through distance education.
In 2008/09 the College of Early Childhood Educators26 changed the qualifications for
early childhood educators. In order to work as a qualified early childhood educator in Ontario, individuals are required to complete a certificate, diploma, or degree program recognized by the College of Early Childhood Educators. The Apprenticeship Program did not meet these new standards and no grandparent clause was included. This change made it difficult to justify the extra time to complete the work portion of an apprenticeship program plus the required courses required by the College of Early Childhood Educators and a decision was made by the Northern College of Applied Arts and Technology to change the Program to a pre-apprenticeship program for high school students.
Program Description: There are four courses that students in the High School Apprenticeship Program can enrol in. Students who successfully complete these
26The College of Early Childhood Educators is a self-regulatory body. The Government of Ontario, through
the Early Childhood Educators Act, 2007 (the Act), has given the profession of early childhood education the privilege and responsibility of regulating itself in the public interest. The College, by law, is authorized to set qualifications and requirements for those who wish to work as early childhood educators (ECEs) and register those who meet them. http://collegeofece.on.ca/en/AboutUs/Pages/Purpose-and-Mandate.aspx
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early childhood education program.
Delivery Method: Each school board employs an apprenticeship youth coordinator to coordinate various apprentice programs, apply for funding from the Government of Ontario to resource the program, and registering students. The Program is promoted throughout the school system and five of eight high schools in the region have
participated in it to-date and interest in the Program is growing Strengths of the Program:
The Program raises awareness and understanding of the importance of early childhood education and training among high school students.
The Program helps high school students transition into a college or university early childhood education program.
Lessons Learned:
Establish a registry of early childhood educators and develop territorial standards and level of professionalism.
Use national standards as a guide when creating a program.
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Program Profile #9
Name of Program: Child and Youth Care First Nations (2-Year Diploma Program) Name of Learning Institute: Vancouver Island University
Location: Offered at the Cowichan Campus, Vancouver Island.
Program Description: The Child and Youth Care First Nations Program delivers early childhood development training with an Aboriginal perspective. The Program is continually evolving with involvement from the First Nations communities of the Cowichan area, as well as from the First Nations students who bring the teachings of their communities into the Program. Students are mostly females in their 20’s and of Aboriginal descent; most live on Vancouver Island.
The Program uses the generative model, which combines First Nation philosophies, practices, and cultural content with western research, theory, and professional experiences. The model engages students, instructors, and community in a co-
construction of knowledge to be applied in the Program and in students’ and graduates’ practice in Aboriginal communities.
‚VIU’s holistic, grassroots approach to Early Childhood Development (ECD)
curriculum supports students to generate their own ideas about culturally relevant ECD practice and ways to implement it. The importance of spirituality is emphasized
through attention to ceremony and tradition. The Elders in residence and other community Elders provide grounding for students, faculty and staff. The Elders also share their own knowledge, reinforce local ways of teaching and learning, and mentor students. This community learning environment and generative approach offer many benefits.‛ 27
Delivery Method: The Program is offered at the Cowichan Campus in Duncan. Three teachers are attached to the Program – an Elder and a male/female team. Instructors
27 Vancouver Island University. 2009. Building on the Strengths of Children, Family and Community – A
- 146 - Lutra Associates Ltd. provide different, gender and cultural-based perspectives. The Elder also sits on the University’s First Nations Advisory Committee. The Elder is an instructor, a mentor and an advisor who is fluent in her Aboriginal language. She engages other members of the community in the Program to make presentations, help deliver teachings, and build relationships with and mentor students. Other instructors have achieved a
master’s level of education, and have demonstrated, positive working relations working with Aboriginal communities.
Strengths of the Program:
Duncan is a smaller community with a large Aboriginal population. The
Cowichan Campus is small and not overwhelming to students. The Campus has a majority of Aboriginal students and numerous targeted activities and supports. Aboriginal students see themselves reflected in the Program and throughout the campus.
The inclusion of Elders in the Program and campus-based activities further incorporates traditional knowledge and promotes awareness for both First Nations and Non-Aboriginal students. The Elder who is attached to the Program is caring and easy to approach, develops strong relationships with students, and enjoys her role.
Instructors (the elder and non-Aboriginal instructors) are very committed to the Program, students, and Aboriginal communities. Instructors endeavour to create an environment where students feel connected and supported and students feel comfortable bringing personal and program-related issues forward.
Class sizes are small.
It is a long-running, successful Program.
Graduates are prepared and can work with both First Nations and non-First Nations children, youths and their families, and are able to work cooperatively with other community professionals.
‚Students build family.‛
Lessons/Best Practices Relevant to the NWT:
It is important to meet with communities, listen and be respectful of their views, and build relationships and partnerships.
- 147 - Lutra Associates Ltd. The individual who is the link between the University and communities is very important. He/she must be respectful of Aboriginal cultures, and understand that all communities are different. It is very important that he/she be able to ‘work in both worlds’.
Good support systems for Aboriginal students are needed.
Smaller campuses/communities help students make successful transitions into programs.
Compliance with Occupational or Other Standards: The Program meets the
requirements of the Ministry of Health in British Columbia for Basic Certification in Early Childhood Education (ECE), following a required period of supervised work experience.
Program Length: The Child and Youth Care First Nations Program is offered on a full- time and part-time basis. Core courses must be taken concurrently and are offered over a two-year period and most students complete the Program within this two-year
period. Program intake is every two years and approximately 25 students enrol in the Program. The University employs a recruiter who targets Aboriginal students. He/she visits communities, high schools, career fairs on Vancouver Island and other locations within and outside of the Province, and has visited the NWT.
Admission Requirements:
General admission requirements for Vancouver Island University apply. English 12 with minimum ‚C+‛ grade or equivalent.28
Resume describing the applicant’s education and employment background. Two completed reference forms.
Experience (volunteer or paid) with children/youths in a child/youth oriented setting, minimum 150 hours.
An interview, following receipt of the above items.
28 Acceptable alternatives to English 12 include First Peoples' English 12 or VIU's ENGL 067. Students who do not have these requirements may write the Language Proficiency Index (LPI). A Level IV or better on the essay part, plus a minimum average of 50 percent on the additional sections of the LPI is considered by VIU to be equivalent to English 12 with a grade of "C+".
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Notes:
Electives must be approved by the CYC First Nations Coordinator in consultation with the CYC department. Some of these university credit requirements can be met by the Arts One—First Nations program.
Field work practicum may require a satisfactory completion of a criminal record check prior to placement commencement.
Eligible applicants of First Nations ancestry are given priority for admission. The University eliminated their prior learning assessment position a couple of years ago. Students wishing to have their prior learning assessed speak to departments directly.
Upon admission, students are expected to be familiar with and adhere to the Code of Ethics of the Child and Youth Care Association of British Columbia
Completion Requirements: Students must successfully complete the two-year
Program, including 300 hours of practicum. Upon completion students will be eligible for VIU’s Diploma in Child and Youth Care. Students successfully completing the diploma Program may apply their earned credits toward a Bachelor of Arts in Child and Youth Care at VIU or another university. Most students who decide to continue their studies stay with VIU.
‚This is not a ‘watered down’ program, but it is reflective of Aboriginal culture, perspectives, and approaches.‛
Curriculum: Following are the CYC First Nations core courses which are offered over a two-year cycle. Elective requirements (including English) may be completed prior to, concurrent with and/or following completion of the CYC core courses. A description of courses is included on pages 190-192.
YEAR 1 Credits
CYCL 111 - (Child Development I) 3
CYCL 112 - (Child Development II) 3
CYCL 131 - (Practicum I: Preparation & Intro to CYC Professional Practice) 4.5 CYCL 132 - (Practicum II: Introduction to Professional CYC Practice) 4.5
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CYCL 252 - (Fundamentals of Change) 6
CYCL 263 - (Elder Teachings in Child and Youth Care) 3
Degree English Requirement 6
(All students in degree programs at VIU are required to complete 6 credits of first–year English composition and literature courses.)
YEAR 2
CYCL 152 - (Communicating with Children) 3
CYCL 234 - (Practicum III & Professional Foundations for Child and Youth Care) 4.5 CYCL 235 - (Practicum IV & Professional Foundations for Child and Youth Care) 4.5 CYCL 261 - (Introduction to Family Development and Support) 3
CYCL 262 - (Adolescence and Adolescent Issues) 3
CYCL 264 - (Elder Teachings in Child and Youth Care II) 3 CYCL 362 - (Abuse in the Family from a First Nations Practice Perspective) 3
Two Electives 6
Aboriginal students are also eligible to attend ‚Pathways to Learning‛ offered at the Nanaimo Campus two weeks prior to the start of the academic year. The Program provides an introduction/orientation to the Campus and supports for Aboriginal students. Students meet Elders and other students, receive tips for success, and participate in cultural activities.
Brief Program History: Vancouver Island University (formally known as Malaspina College) began collaborating with First Nations groups in 1970 to deliver courses and programs using a First Nations’ perspective. The Child and Youth Care First Nations Program began in 1995. The curriculum was developed in partnership with Chowichan Tribes, Vancouver Island University, and the University of Victoria.
Other Notes:
In 1989, Malaspina/Vancouver Island University was the first college or university to create a position and hire an Aboriginal person to support Aboriginal students.
- 150 - Lutra Associates Ltd. The University’s First Nations Advisory Committee was created in the 1980’s
and includes representation by the First Nation groups on Vancouver Island. Six Elders sit on the Committee. Three Elders are attached to specific programs, the others lead cultural activities, counsel and mentor students. The Committee meets three times per year. Its mandate is to ensure that opportunities for all students to learn and succeed are maximized and that respect for First Nation, Metis and Inuit cultures, traditions and diversity is maintained. To do this, Committee members provide peer support, brainstorm, and advise the University on Aboriginal issues, e.g., how the university can better reflect Aboriginal perspectives, and engage and support Aboriginal students. In 2005, the Office of the Director of Aboriginal Education was created to help improve educational opportunities for Aboriginal students by guiding programs and services and providing direction to the University in matters related to Aboriginal peoples.
In 2007, the College was one of 11 institutions in BC that received funding from the BC Government to develop an Aboriginal Service Plan to help close the gap for Aboriginal learners.
In 2010, more than 1,700 Aboriginal students – approximately 10% of the student population - were registered in VIU programs.
In 2010, the University highlighted Aboriginal education as an area for further development as part of their strategic priorities.29
In 2010, Vancouver Island IU received $2.5 million in funding to establish a B.C. Regional Innovation Chair in Aboriginal Early Childhood Development. The goal of the Chair is to strengthen the cultural relevance of training for early childhood education by creating innovative, culturally relevant and practical resources for early childhood educators and students. The research and
innovation agenda will be collaborative and will include the active involvement of Aboriginal communities, practitioners and educators in research and
curriculum development.
29
Vancouver Island University. July 2010. Accountability Plan and Report 2010/2011 – 2012/13.
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Program Profile #10
Name of Program: Child Development Practitioner Apprenticeship Program (ECA) Name of Learning Institute: Canadore College
Location: North Bay, Ontario
Program Description/Delivery Method: The apprenticeship model is centered on the workplace. Training takes place predominantly on the job. In Ontario, the on-the-job portion of apprenticeship training is measured as performance objectives. Once the required objectives are met the apprentice is considered ready to write for certification. In most cases this can take from two to five years.
The theoretical component of apprenticeship training is usually delivered onsite in a learning institution. The traditional in-school delivery of apprenticeship is called block release, where students attend classes for a fixed block of time, typically eight weeks. At Canadore College, theoretical training is offered onsite via night classes (called Contact North) and through alternative delivery modes (e.g. via the Internet, and through print- based correspondence formats).
Strengths of the Program:
The Program enables apprentices who currently work in the field to remain employed without disruption to their income. All courses are offered by distance education and/or night classes via Contact North.
Alternative delivery modes create flexibility for the apprentice and employer, and help meet the needs of smaller and/or isolated communities.
Instructors are experts in the field of child care and early childhood education. Instructors for all courses are varied so that students experience diverse teaching methods and approaches.
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Involvement, cooperation and participation between the sponsor educator and college supervisor are vital to the success of the apprentice.
Compliance with Occupational or Other Standards: not documented
Program Length: The Program, which can be completed in three years, consists of two levels and follows a typical college calendar year. Fall semester is from September to December; the Winter semester is from January to April; and the Spring semester is from May to June/August. Students may choose to register in any number of courses they wish in a given semester; two per semester is recommended. There are six
placement courses associated with specific theoretical courses in the ECA Program. It is strongly recommended that they be taken concurrently.
Admission Requirements: Students must enrol through the Ministry of Training, Colleges & Universities (MTCU) - Apprenticeship Branch. Students who confirm their registration, will receive specific program information about course load, textbook requirements and transfer credit/PLA process. This typically occurs two weeks prior to the commencement of the given semester.
There is a classroom fee payable to the institution for each of the courses in the
program. Generally, theory courses are $70. Each while placement courses are $20 each. Once an apprentice pays the classroom fee she/he becomes registered/enrolled with the College as an ECA student. Students may choose to register in any number of courses they wish in a given semester; two per semester is recommended (plus the applicable placement course).
Completion Requirements: Students enrolled in the apprentice program with
Canadore College are able to achieve an Early Childhood Education diploma. To do so however, students are required to take approximately six additional courses beyond the required program courses within a one-year period. Additional courses include:
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Curriculum: No detailed course descriptions are available.
Delivery Method
Offered
Fall Winter Spring/Summer
ECA100: Child Development I CN X
ECA105: Health, Safety, and Nutrition
IL X X X
ECA110: Creative Arts IL X X X
ECA115: Child Development II CN X
ECA125: Preschool Learning Environment I
CN X
ECA140: Preschool Learning Environment I Placement
IL /
Placement X
Year 2
ECA120: Advocacy and Bias-Free Practice
IL X X X
ECA130: Preschool Learning Environment II
CN X
ECA145: Preschool Learning Environment II Placement
IL /
Placement X ECA135: School Age Learning
Environment
CN & IL X
ECA150: School Age Learning Environment Placement
IL /
- 154 - Lutra Associates Ltd. ECA200: Child Development III:
Assessment and Inclusion
CN X ECA205: Administration IL X X X ECA225: Interpersonal Communication IL X X X Year 3
ECA210: Child, Family, & Community
CN X
ECA215: Infant/Toddler Learning Environment
IL X X X
ECA240: Infant/Toddler Learning Environment Placement
IL /
Placement X X X
ECA220: Pre-School Learning Environment III
CN X
ECA245: Pre-School Learning Environment III Placement
IL /
Placement X
ECA230: Philosophy of Early Childhood Education
IL X X X
ECA235: Advanced Curricula CN & IL X
ECA250: Advanced Curricula Placement
IL / Placement
X *CN = Contact North (Night Classes)
**IL = Independent Learning/Correspondence/Web Brief Program History: not documented
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