2. Table of Content
Educational Crisis
Canada’s Future
Who is ICTC
Why FIT Works
Introducing FIT
Why FIT
What is FIT
How FIT Works
Testimonials
www.focusit.ca/www.ictc-ctic.ca
3. Educational Crisis
Disengagement crisis among learners from
traditional learning & teaching modules
“The majority of students in the upper grades are
not intellectually engaged in the classroom.”
Source: C21 Canada. “C21 Presents: Shifting Minds. A 21st century vision of public education for Canada.” May 2012.
www.focusit.ca/www.ictc-ctic.ca
4. Canada’s Future
Multi-literate, creative and innovative
people are the drivers of the 21st Century
Reinvigorating the Canadian educational system
impacts economic, social, environmental and
financial aspirations of Canadians
Source: C21 Canada. “C21 Presents: Shifting Minds. A 21st century vision of public education for Canada.” May 2012.
www.focusit.ca/www.ictc-ctic.ca
5. The Situation
By 2016, Canada will need more
than 106,000 ICT workers
Systemic shortage of soft skills
Mismatch between capabilities
Youth are not choosing ICT as a
career
Not seen as fun, viable or profitable
Unaware of the opportunities
available in ICT
Canadian graduates lack the
right blend of skills to compete in
the digital economy
21st Century Skills
www.focusit.ca/www.ictc-ctic.ca
6. What is ICT?
Information Communications Technology
A constantly evolving term:
“All the uses of digital technology that
already exist to help individuals,
businesses and organizations use
information.”
“ICT covers any product that will
store, retrieve, manipulate,
transmit or receive information
electronically in a digital form.”
http://www.tutor2u.net/business/ict/intro_what_is_ict.htm
www.focusit.ca/www.ictc-ctic.ca
7. 21st Century Skills
What are They:
Solve real problems
Engage with knowledge that matters
Be respected
See how subjects are interconnected
Learn from and with each other and people in
their community
Connect with experts and expertise
Have more opportunities for dialogue and
conversation
How to Learn Them:
Applied, project-based and interdisciplinary
learning
Collaborative learning
Inquiry and investigation
Technology for learning
Demonstration of competence
Personalized learning
Information access, analysis, synthesis and
the generation of new ideas
www.focusit.ca/www.ictc-ctic.ca
9. Problem Definition &
Potential Opportunity
ICTC’s objective is to enhance the supply of ICT workers to the labour
market in Canada by educating youth on the benefits of STEAM:
Science, Technology, Engineering, Arts & Math
ICTC has the platform and research to highlight impending skill-set
shortage; however, we must reach a variety of stakeholders at every
level to change the misconceptions of STEAM careers:
www.focusit.ca/www.ictc-ctic.ca
10. Atlantic Canada
Employment Growth: 2000 to 2012
Computer Engineers Business Analysts Computer Programmers User Support Technicians
220
Employment Growth Index: Year 2000 = 100
200
180
160
140
120
100
80
60
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
www.focusit.ca/www.ictc-ctic.ca
11. How This Affects Business
The cost of a Bad Hire:
Of new hires 46% fail within 18 months
Another 45% are only fair to marginal performers
That means that 81% of new hires are a disappointment
Associated costs are anywhere between 20% to 200%
Factors contributing to the cost of a bad hire:
Less productivity, lost time, cost to recruit and train, employee morale, and negative impact on
client solutions
Source: http://www.recruitingblogs.com/profiles/blogs/bad-hires-stats-costs-avoidance-poor-excuses-and-other-thoughts
www.focusit.ca/www.ictc-ctic.ca
12. Who is ICTC
The Information and Communication
Technology Council (ICTC):
Dedicated to ensuring Canada’s
ICT sector is made up of a
prepared, diverse and highly
educated workforce
Centre of expertise in ICT
research and labour market
intelligence, policy
development, and program
management
Network of industry, education &
government:
Develop Canada’s future skilled
and innovative talent
Empower industries to maintain
a competitive advantage in a
global market
www.focusit.ca/www.ictc-ctic.ca
13. Talent Programs
Women in IT
Youth Initiatives
Focus on IT
Career Focus
Standards
I-ADVANCETM
Career Transitions
Bridge Training for
Internationally Educated
Professionals
Aboriginal Inclusion
www.focusit.ca/www.ictc-ctic.ca
16. What is FIT?
FOCUS program for Grades 11 and 12
Delivered through hands-on learning
Project- based learning built on teamwork
Increased awareness and understanding along
with skill development for an ICT career
Based on learning outcomes validated by
business, industry and educators
The core FOCUS program:
Developing PC maintenance skills
Network Administration technical proficiency
Media, Graphics and Communications explorations
Employability/essential skills
Business/entrepreneurship aptitude
Developing work experience skills
www.focusit.ca/www.ictc-ctic.ca
18. FIT Students
Aware of impacts of technology
Understand the role of ICT in industry
Explore ICT career opportunities
Apply ICT skills to develop solutions
www.focusit.ca/www.ictc-ctic.ca
19. Innovative & Realistic
Learn by seeing, thinking, & doing
Practise FIT skills to make them
better prepared for 21st century
Experience through internships or
co-ops
www.focusit.ca/www.ictc-ctic.ca
20. The FIT Advantage
FIT Graduates:
Potential advanced standing for
future studies
Better prepared to write major ICT
certification exams
Valuable career-ready skills
Recognized by employers across
Canada
www.focusit.ca/www.ictc-ctic.ca
22. FIT Umbrella
FIT approved curriculum: Cisco Networking Academy, Adobe Certified, Java
Working with: Junior Achievement, Microsoft, HP, Toon
Boom, Oracle, Career Cruising, Pearson Vue, Pearson Ed, Linux
www.focusit.ca/www.ictc-ctic.ca
23. FIT Creates Pathways
FIT School – sector focus
Career Exploration
To University
To College
To Work
To Entrepreneurship
Industry/Work/Economic
Development
Making Canada Strong
www.focusit.ca/www.ictc-ctic.ca
24. FIT Team Members
Tracy Biernacki-Dusza
National Program Manager
Pamela Bahlis
Talent Initiatives Coordinator
Randy Fisher
Education Specialist
Emily Jamieson
Web Content Specialist
Jazmine Fenton
FIT Intern
www.focusit.ca/www.ictc-ctic.ca
25. FIT Provincial Representatives
Wayne Oakley, Atlantic
w.oakley@ictc-ctic.ca
Dennis Hitchmough, Ontario
d.hitchmough@ictc-ctic.ca
Celine Loslier, Quebec
c.loslier@ictc-ctic.ca
Cameron Mateika, Manitoba
c.matieka@ictc-ctic.ca
Nancy Burkell, Saskatchewan
n.burkell@ictc-ctic.ca
Debbie Vance, Alberta & British
Columbia
d.vance@ictc-ctic.ca
www.focusit.ca/www.ictc-ctic.ca
26. Finding Your FIT
General Technical Competencies
General Business Competencies
Network & Operations Support Concentration
Software Design & Development Concentration
Interactive Media Concentration
Business & Information Analysis Concentration
www.focusit.ca/www.ictc-ctic.ca
27. Business & Information Analysis
Business analyst
Analyst-designer
Systems analyst
Information Analyst
Relationship manager
Project Leader
Business Architect
Information Architect
Quality Assurance Analyst
Data Administrator
User education & technical writing
www.focusit.ca/www.ictc-ctic.ca
28. Software Design & Development
Analyst-programmer
Applications software
integrator
Programmer
Software designer
Database design
Data Architect
Technical Architect
User interface designer
Games designer
E-commerce developer
Technology consultant
www.focusit.ca/www.ictc-ctic.ca
29. Network & System Operations
User technical support expert
Help desk operator
Problem manager
Network planner
Security expert
Hardware/software platform
specialist
Computer operator
Mobile/wireless communications
planner & support expert
www.focusit.ca/www.ictc-ctic.ca
30. Interactive Media
Web designer
Web developer
Web master
Database administrator
Social media developer
Games design and
developer
User interface designer
E-commerce developer
www.focusit.ca/www.ictc-ctic.ca
31. FIT Competency Example
Analytical Thinking 1
COMPETENCY
CAPABILITY
LEARNING
OUTCOME
Clearly describes a problem or opportunity and the
Analytical Thinking 1 Analyzes basic situations.
impact it has/could have on the organization.
Examines a multiple layer problem to understand its true
Analytical Thinking 1 Analyzes basic situations.
source, i.e., root cause analysis.
Analytical Thinking 1 Analyzes basic situations. Identifies opportunities stemming from a situation.
Analytical Thinking 1 Gathers input/information from different sources. Observes and documents a problem.
Identifies and interviews key personnel and documents
Analytical Thinking 1 Gathers input/information from different sources.
significant findings and possible solutions.
Explores detailed information related to the problem or
Analytical Thinking 1 Gathers input/information from different sources.
opportunity.
Investigates possible solutions documenting impacts for
Analytical Thinking 1 Gathers input/information from different sources.
each option.
Distinguishes between critical, important and irrelevant pieces of information and uses
Analytical Thinking 1 Identifies recurring patterns in the information received.
them to reach an appropriate conclusion.
Distinguishes between critical, important and irrelevant pieces of information and uses Identifies unique issues that are not relevant to the
Analytical Thinking 1
them to reach an appropriate conclusion. problem/opportunity.
Distinguishes between critical, important and irrelevant pieces of information and uses
Analytical Thinking 1 Identifies the critical elements of this situation.
them to reach an appropriate conclusion.
www.focusit.ca/www.ictc-ctic.ca
32. FIT Competency Example
Analytical Thinking 2
COMPETENCY
CAPABILITY
LEARNING
OUTCOME
Identifies an organizational problem or opportunity to
Analytical Thinking 2 Clearly articulates a problem or opportunity.
explore.
Documents in detail the scope and nature of an
Analytical Thinking 2 Clearly articulates a problem or opportunity.
organizational problem or opportunity.
Understands the organizational context in which the
Analytical Thinking 2 Clearly articulates a problem or opportunity.
problem or opportunity is present.
Identifies all information used in the process involved and
Analytical Thinking 2 Clearly articulates a problem or opportunity. additional information needed and how it flows through
the process.
Diagrams the flow of the process involved, the people
Analytical Thinking 2 Clearly articulates a problem or opportunity.
involved and the information they use.
Identifies missing information or problems with
Analytical Thinking 2 Gathers information from the organization to clarify what solutions are possible.
information.
Identifies handoffs, obstacles, time lags and other issues
Analytical Thinking 2 Gathers information from the organization to clarify what solutions are possible.
affecting the problem.
Analytical Thinking 2 Gathers information from the organization to clarify what solutions are possible. Identifies duplication of effort.
Identifies organizational considerations affecting a
Analytical Thinking 2 Gathers information from the organization to clarify what solutions are possible.
solution.
Documents causes and consequences of actions and
Analytical Thinking 2 Gathers information from the organization to clarify what solutions are possible.
events that are not readily apparent.
Documents two possible process options, their business
Analytical Thinking 2 Redesigns a process to be more effective or efficient.
value, and the changes that would be required.
Analytical Thinking 2 Redesigns a process to be more effective or efficient. Recommends and justifies a preferred solution.
www.focusit.ca/www.ictc-ctic.ca
33. FIT Crosswalk
ICTC & FIT National New Brunswick Courses Created
Standards Teacher Focus Group Directly to FIT
Standards
• Labour Market • Luc Plourde Information Tech 120
Information • Kathy MacDonald BOM 120
• National Occupation • Sarah-Jane Smith Entrepreneurship 110
Codes (NOC) • Charlene Melanson Computer Science 110
• Industry Capabilities • Ray O’Donnell Technical Support 110
Identified • Ryan Murphy Digital Tech 120
• Development of
ICTC • Mike Whelton
Capabilities, • Mike Cusack
Competencies & • Brian Gray
Learning Outcomes
• Industry Validated
• Education Validated
www.focusit.ca/www.ictc-ctic.ca
35. FIT Early Adopter
Mission Statement
St. Malachy’s Memorial High School is committed to educating
the whole person. Through a rigorous and comprehensive
program of studies we prepare students – academically, socially
and morally – to assume their places as conscientious, involved
and contributing members of society.
Approach – Simplicity!
www.focusit.ca/www.ictc-ctic.ca
36. FIT Implementation
The Team:
Beth Horgan, Principal
Mike Whelton, Vice Principal
Ray O’Donnell, SPR For
Technology, FIT Coordinator
Ryan Murphy – Teacher, Tech
Support/Digital Technology/IT
120/Computer Science
Charlene Melanson –
Teacher, Business Organization &
Management/Entrepreneurship
Guidance Department
www.focusit.ca/www.ictc-ctic.ca
38. FIT Implementation
Tech Support Facility
Peason Vue Testing Centre
www.focusit.ca/www.ictc-ctic.ca
39. FIT Implementation
IT Essentials course
10 Chapters
Local option course for final 6 chapters
www.focusit.ca/www.ictc-ctic.ca
40. New Brunswick is a
FIT CHAMPION
Provincial Alignment
Jamie O’Toole
FocusIT Website
FIT Teaching Resources (IRP)
Pan Canadian Model for Education
Interconnected Learning
System from Secondary to
Post-Secondary
www.focusit.ca/www.ictc-ctic.ca
41. FIT Students Say…
“It was unique – an open learning
environment. You learn the academic
side, but it’s more about how you manage
your time, assess a project and set goals.”
Ryan Clark, FIT Student
“Last Spring I got my acceptance to
Concordia’s Mel Hoppenheim School of
Cinema, which one of the most reputable
film schools in Canada. Before I took my
FIT Digital Tech class I had never touched
a camera or editing software. It may sound
cheesy to say but I honestly wouldn’t be
here if I hadn’t taken the course in high
school.”
Taylor McDougall, FIT Student
www.focusit.ca/www.ictc-ctic.ca
42. FIT Support Ahead
FIT Website Soft Launch
Newsletter
Sections for:
Students/Parents
Teachers
Industry
Teacher Resource Section
IRP – Integrated Resource Package
www.focusit.ca/www.ictc-ctic.ca
NOTE TO TEAM:These bullets make up the boilerplate that should be included in all external presentations. It ties in FIT with ICTC and covers the key differentiators for FIT.
Source: C21 Canada. “C21 Presents: Shifting Minds. A 21st century vision of public education for Canada.” May 2012.Disengagement crisis among learners from traditional learning & teaching modules“The majority of students in the upper grades are not intellectually engaged in the classroom.”OECD, European Union, UNESCO and others have determined that multi-literate, creative and innovative people are the drivers of the 21st Century “We need Canadian citizens and their governments at all levels to understand the imperative for modernizing our educational systems to meet the new realities of the knowledge and digital eras.”Reinvigorating the Canadian educational system impacts economic, social, environmental and financial aspirations of Canadians.
Original Slide Content: By 2016, Canada will need more than 106,000 ICT workersSystemic shortage of soft skills required for a 21st Century ICT A pervasive mismatch between the capabilities needed by employers and the skills and experience of many ICT job-seekers.Youths are not choosing ICT as a career choiceNot perceived as fun, viable or profitable career choiceDo not see the opportunities available in ICTIt is no longer enough to be a technical expert: the industry now needs workers with multidisciplinary skills. ICT professionals are increasingly required to understand the business of their companies—the marketing, operations and HR management aspects, for example. Employers are on the hunt for personnel who have specific combinations of ICT experience as well as expertise in domains.In the next five years, Canada is going to see a new, radically different ICT job market emerge.By 2016, Canada will need more than 106,000 ICT workers.In most regions, there will be systemic shortages of ICT workers with the capabilities needed by employers.At the heart of these systemic shortages is a pervasive mismatch between the capabilities needed by employers and the skills and experience of many ICT job-seekers.The consequences of this pervasive mismatch will beSerious recruitment challenges for employers, andDrawn out and often frustrating job searches for many ICT job-seekers, especially those with <5years of experience. PLUS: Youth do not fully comprehend the opportunities available for those with an ICT background
Behind the pervasive mismatch is a change in the nature of ICT careers.Declining needs: ‘Commodity Skills’ – application use (Microsoft, etc). Companies assuming you already know how to use Word, Excel, etc.ICT technical capabilities only.Growing needs:ICT skills combined with soft skills (communications, team work) and ‘context skills’, i.e., understanding the business needs and processes to which ICT is applied,ICT skills combined with technical skills from other domains, e.g., ehealth, manufacturing, finance, etc..
ICTC’s objective in pursuing the FIT program is to enhance the supply of ICT workers to the labour market in Canada. Current projections indicate that net demand for ICT workers will be in the neighbourhood of 20,000 per year with domestic graduates filling somewhere between 50% and 70% of requirements.
FOCUS is a secondary-school program for Grades 11 and 12Delivered through hands-on learningBased on teamwork, creating and running simulated businesses Allows greater knowledge and work skills necessary to make ICT a career choice Based on learning outcomes validated by business, industry and educatorsThe core FOCUS program focuses on:Developing PC maintenance skillsNetwork Administration technical proficiencyMedia, Graphics and Communications explorationsEmployability/essential skillsBusiness/entrepreneurship aptitudeDeveloping work experience skillsThe FIT program aims to help students…Acquire an understanding of the workplace environment Develop relevant business and technical skillsMake effective and informed career choices in the ICT fieldIncorporate business and technical competencies into their future learning
Research in 2010 suggested the costs could be anywhere from 20% to 200%Survey conducted by Harris Interactive, 41% said a bad hire cost more than $25,000 and 25% identified the cost was over $50,000.Associated costs are anywhere between 20% to 200%Survey by Harris Interactive: 41% said a bad hire cost more than $25,000 and 25% identified the cost was over $50,000.Factors contributing to the cost of a bad hire:Writing and replacing a job ads, screening candidates, phone calls and emails, arranging and conducting interviews, checking referencesTraining, client impact, cultural impact, relocation, signing bonuses, and timeLess productivityLost time to recruit and train another workerCost to recruit and train another worker Employee morale negatively affectedNegative impact on client solutions
The Information and Communications Technology Council (ICTC) is a centre of expertise in ICT research and labour market intelligence, policy development, and program management. Through our strong network of industry, academia and government, we enable the development of Canada’s future skilled and innovative talent, empowering industries to maintain a competitive advantage in a global market.ICTC’s unique position:Authoritative, best-in-class ICT business intelligenceIndependent, neutral policy advisorEstablished networks of partners (government, industry, academia, and international)Strong program management and delivery
ICTC is a leader in developing workforce solutions, enabling Canadian businesses to access the right talent with the right skills needed to drive innovation and productivity in an increasingly competitive environment.In order to ensure Canada is able to meet the demand of future ICT labour needs, we consider all labour market sources including domestic and international. Our programs provide unique and targeted solutions for recruiting, retaining and integrating women, aboriginals, youth and internationally educated professionals into ICT workforce.The objective of ICTC’s Standards and Certification is to identify and develop competency profiles and career pathways for key in-demand occupations and domain knowledge areas (DKAs). The profiles will facilitate the development of human resource strategies targeted at training and recruitment, thereby ensuring an adequate supply of qualified workers for this growing sector.The I-ADVACE certification program - is an industry-wide certification program designed to validate and recognize the technical knowledge, industry experience, business and interpersonal skills of ICT professionals. The goal? To equip professionals with a unique, integrated certification that meets national industry standards. No other certification program combines technical and soft skills like I-ADVANCE™ does.
What are we doing in some of these provinces right now?Nova Scotia – MoE, 5 school boardsQuebec – different pathway through CEGEP, helping the francophone communities across Canada (& NB)Ontario – some of our original pilot schools and largest boards in Canada. SHSM program (sector focus).Manitoba – First FIT school, FIT Launch, Dep Min of Ed, sign MOU, feature 4 FIT schools (Van, TO, Calgary, Ottawa) & a student testemonial from Taylor McDougall from James M Hill Memorial High School last year, currently attending Concordia University as a Film Production major,thought I knew what I was going to do after I graduated. I was planning to go into theatre, it was something I had done all my life and it seemed like the obvious choice. I had all the required credits to get into my program, so I took a couple FIT recognized technology courses. This changed her pathway.Saskatchewan – First school board & FIT crosswalk.British Columbia – MoE piloting a pathway model using ICT and the FIT program as one of two pilots.
FOCUS is a secondary-school program for Grades 11 and 12Delivered through hands-on learningBased on teamwork, creating and running simulated businesses Allows greater knowledge and work skills necessary to make ICT a career choice Based on learning outcomes validated by business, industry and educatorsThe core FOCUS program focuses on:Developing PC maintenance skillsNetwork Administration technical proficiencyMedia, Graphics and Communications explorationsEmployability/essential skillsBusiness/entrepreneurship aptitudeDeveloping work experience skillsThe FIT program aims to help students…Acquire an understanding of the workplace environment Develop relevant business and technical skillsMake effective and informed career choices in the ICT fieldIncorporate business and technical competencies into their future learning
This diagram summarizes how FIT is effective in giving students the skills, knowledge and abilities they need to build a career path in IT.The Information and Communication Technology Council is the Canadian not-for-profit sector council that manages FIT.We champion collaboration among all stakeholders and are a catalyst for action and solutions on labour market issues, leading the development of Canada’s ICT workforce.ICTC is committed to working with governments, education and industry to ensure young people are prepared for what the future holds in terms of employment.We are dedicated to ensuring Canada’s ICT sector is made up of a prepared, diverse and highly educated workforce.We:Define HR issuesFacilitate shift from school to workRecruit, retain workersDevelop occupational standards, competenciesPromote the workplace as a learning placeDevelop sector, career awareness strategies
Students enrolled in FIT:Become keenly aware of the influence and impact technology has in our daily livesUnderstand the role of ICT in all types of enterprisesIdentify and explore career opportunities within ICTApply specific ICT skills to develop solutions
Students learn most effectively through personal observation, investigation and action. A special business simulation model allows FIT students to practise the techniques they’re acquiring, making their skills more readily applicable to the workforce.Real work experience is possible through FIT-assisted summertime, youth apprenticeship or co-op placements
FIT students complete high school with tangible benefitsadvanced standing for future studies ready to write major ICT certification examsvaluable career-ready skills certified accreditation that is recognized by employers across Canada
This slide demonstrates how the student is supported by these three partners. The student is at the center with her existing IT skills – those she has acquired by virtue of the world she lives in. FIT works because it’s a program where ICTC, education and industry work together to help students become successful, digital, global citizens.The student is supported by ICTC through FIT, and by education through a 21st century learning environment. Then, armed with her essential ICT and business skills, the student is able to proceed down a career path into any industry in any sector.What results is a better, more well-rounded student entering post-secondary or the workforce.
Network & Operations Support Concentration IT Essentials Discover/ Exploration Industry Credential (e.g. A+ and Net+ Certification) Work Experience FIT Certificate Software Design & Development Concentration ICTC approved programming languageIndustry Credential (e.g. Java Certification)Work Experience FIT Certificate Interactive Media ConcentrationPathways through High School Industry Credential (e.g. Adobe Certifications) Work Experience FIT Certificate Business & Information Analysis ConcentrationEnhanced business and technical skills to analyze business needs and propose solutionsReviewing possible Industry CredentialWork ExperienceFIT Certificate
The approach was one of simplicity.
As a team, we identified a room to designate solely to the Tech Support side of the program then establish a core group of teachers and a coordinator. The team consists of the following:Having the same core group of professionals makes tracking/monitoring student’s progress within the FIT Program more efficient
In order for students to flow through the program successfully, we establish a tracking form which is used at the end of first semester then again at the end of second semester. Through coordination with our guidance department, we track students using a spreadsheet based on the information of the tracking sheet, paying close attention to graduates then looking at course placement for those graduating the next year.We also, through the help of Guidance and our administration, indicate the FIT Tracking in all subject areas within our course registration booklet. Course have the “FIT” wording beside them to help students choose the area of study.
The major concerns were firstly set up. Our technician put in long hours to sort out the logistics of secure set up then to enable access through Frederiction. As well, the administration test was long and required about 12 hours of prep prior to writing. Our other concern was the test the students were doing covered 16 chapters of the of CISCO material for IT Fundalmentals. The curriculum for the IT Course only covered the first 10 chapters. As a result of this, we submitted a local option course which we will run second semester to cover the final 6 Chapters and combine practice testing in order to better prepare our students for final industry standard testing.
Now that we have all the competencies available and the gaps identified what do we need to do?Having a method or process that teachers can take advantage of is the next importance.The most effective way is a web site and IRP or Integrated Resource Package.For Canada wide usage and for you to use it.And now we will tell you how easy it is for you to do this.