Standards Development Overview

The Ministry’s Program Development Unit is responsible for working with industry to establish standards for training: the standards are for training, curriculum, examination and recognitions. These standards include program design, entry requirements, on-the-job skill requirements, in- school instructional content (reportable subjects), completion requirements and certification qualification method.

Apprenticeship is workplace-based training and includes an in-school training component which supports skills development and mastery on-the-job. The competency-based approach is used for standards development. Competency-based training (CBT) is a systematic approach to training which is results oriented and based on specific, precisely stated competencies.

The design process of developing the workplace or on-the-job training standard includes three major activities: occupational analysis; development of performance objectives; and in-school curriculum standards. The design process of developing the in-school component of training includes two major activities: development of the curriculum standards; and development of exemption tests.

The curriculum standard is developed from the on-the-job training standards. The exemption tests are developed from the curriculum standards. Inherent throughout the design process is

meaningful and substantial participation of all stakeholders. Industry involvement is critical to standards development to ensure that skills training meet industry’s present and future needs. The apprenticeship in-school curriculum standard represents standardized outcomes and learning content that is delivered by all approved training delivery agents (TDAs). Curriculum standards complement the workplace training standards. Learning outcomes reflect what the apprentice must be able to demonstrate upon completion of each reportable subject of in-school training. The training delivery agent (TDA) must be able to deliver the curriculum standards in support of the learning outcomes. A TDA wishing to be approved must demonstrate its ability to deliver the outcomes as grouped in the approved curriculum standard. The approved curriculum forms the basis for the development of lesson plans, and evaluation standards and criteria. Following are some definitions within the standards development process that when read in order will give the reader a sense of what it is to “build a program”.

1. TOSS - Acronym for Trade, Occupation, or Skill Set.

2. Program - A set of workplace-based training standards, off-the-job learning outcomes,

certification qualification method, and/or recognition standards associated with A TOSS. 3. Apprenticeship Program - A workplace-based training program established in a

are set out in a training standard and curriculum standard.

4. Program Standards and Guidelines - The rules and details of a training program, as

set out by the ministry in consultation with industry partners and stakeholders.

5. Program entry requirements - The essential components that a client must have in

order to enter the program (e.g., age, educational attainment, registration fee, etc.). These requirements are established by legislation and/or by government's advisory committees for entry into a program for a particular trade, occupation or skill set.

6. National Occupational Classification (NOC) - The Canadian National Occupational

Classification system provides a standardized framework for organizing the world of work in a manageable, understandable and coherent system. It describes duties, skills, interests, aptitudes, education requirements and working settings for occupations in the Canadian labour market. Each occupation is assigned a four-digit code that identifies that occupation and the occupational unit group to which it belongs. For example, the NOC code for Plumber is 7251.

7. Training Standard - A document produced by Program Development and Standards

Unit in consultation with an industry group, setting out the on-the-job competencies that form part of the training program for a specific TOSS.

8. Skill - A task or group of tasks performed under specified conditions to a specified level

of competency or proficiency as identified in the Training Standard.

9. Skill Set - One or more skills grouped in a set as identified in the Training Standard.

10. Optional Skill Sets - Some skill sets within a given training standard may be designated

as optional, so that completion of these skill sets is not required in order to complete the training requirements of the TOSS. In the hard copy versions of the training standard, these optional skill sets are generally denoted with shading.

11. Competency - The ability of an individual to perform a skill repeatedly and without

assistance to the standard of competency set out in the training standard or scheduled of training.

12. Competency Based Training - An approach to training that: (1) focuses on the mastery

of specific skills as opposed to a norm referenced training system; and, (2) focuses on the learner acquiring the skills as opposed to the trainer teaching them.

13. On the job training - The portion of an apprenticeship training program where

apprentices work on job site(s) to acquire the competencies of the trade, occupation or skill set under the supervision of a journeyperson.

14. On the job training duration - A period of time generally required by an apprentice to

become competent in the skill set(s) of a program.

15. Hours - Total number of hours required to complete the TQAA contract (i.e., total hours,

minus any front-end or evenly-applied credits). Any change must be initialled by both parties to the contract.

16. Sponsor - A person or organization that has entered into a registered ACA training

workplace-based training in a trade, other occupation or skill set (TOSS) as part of an apprenticeship program approved by the Director.

17. Sponsor or Employer Requirements - The essential criteria that a sponsor or employer

must have in order to be approved to train apprentices in a specific TOSS (e.g., number of journeypersons, located in Ontario, etc.).

18. Curriculum Standard – The standard of theoretical knowledge and practical application

required to complete the curriculum associated with a program. This document is produced by the Program Development and Standards Unit in consultation with an industry group, setting out the off-the-job (in school) competencies that form part of the training program for a specific TOSS.

19. Reportable Subject - A subject within a level of schooling that has a specific learning

outcome. Several reportable subjects combine to create one level of in-school training. 20. Prerequisites - Some reportable subjects within a curriculum standard may require

successful completion of one or more other reportable subjects prior to entry.

21. Prior Learning, Assessment and Recognition (PLAR) - A formal process that gives

recognition for previous learning that has occurred through work or other life experience. Prior learning is often referred to as experiential learning, which may have been acquired on the job, through hobbies or volunteer work. The assessment may be done through a variety of methods including portfolios, challenge tests, or demonstration of skill tests. For the on-the-job portion of an apprenticeship program, PLAR is largely done by apprentices demonstrating their skills or competencies to their trainers or sponsors. For the in-school portion of an apprenticeship program, PLAR is done either by means of an exemption test (where available) or through an informal portfolio development process (where no exemption test exists). Source: ACA Client Services Manual, Reference Section, Glossary, January 2000.

22. Off the job training - The portion of apprenticeship training where the apprentice attends

an approved TDA to receive classroom training on the curriculum of the trade.

23. Examination - The standard of theoretical knowledge and practical application required

to complete the curriculum associated with a program. This document is produced by the Program Development and Standards Unit in consultation with an industry group, setting out the off-the-job (in school) competencies that form part of the training program for a specific TOSS. The mark that must be obtained for an apprentice to pass an exam is 70%.

24. Red Seal Program - The Red Seal Program was established to provide greater mobility

across Canada for skilled workers. Through the program, apprentices who have completed their training and certified journeypersons are able to obtain a "Red Seal" endorsement on their Certificates of Qualification by successfully completing an Interprovincial Standards Examination. The program encourages standardization of provincial and territorial apprenticeship training and certification programs. The "Red Seal" allows qualified trades persons to practice the trade in any province or territory in Canada where the trade is designated without having to write further examinations. To date, there are 50 trades included in the national Red Seal Program. Ontario participates in 46 of these trades.

25. Provincial Advisory Committee - From the Trades Qualification and Apprenticeship

any trade or group of trades to advise the Minister in matters relating to the establishment and operation of apprentice training programs and trades qualifications." PACs represent employers and employees in equal numbers, and companies of all sizes from different geographical areas of the province, including unionized and non-unionized sectors. 26. Industry Committee - A committee for a trade or group of trades, established under the

ACA and appointed by the Minister of Training, Colleges, and Universities. Committees are comprised of industry representatives who provide advice on apprenticeship programs, including required qualifications and skill sets for trades, curricula, training standards, examinations, and the persons and institutions that will provide training.

Appendix 3