Practice Details

SITUATION BEFORE THE INITIATIVE BEGAN

The situation prior to the implementation of this initiative was that fact that a skilled workforce was critical to Canada’s competitive position in the global marketplace and to Canada’s standard of living and these skills were not being realized within the context of educational opportunities presently available.  Part of the problem was in the inability for the K-12 learning system to gather/link with the Post Secondary learning system and with the workplace, to leverage the potential of Canadian youth, immigrant youth and First Nations youth, in creating opportunities that would serve the Canadian economic, social and political context. 

ESTABLISHMENT OF PRIORITIES

All priorities were established by an interdisciplinary JLI Steering Committee (both male and female members) through group consensus under the leadership of the Project Manager, who is female.  The JLI demonstrates a repeatable, customizable model for the building of learning communities through active, broad-based industry, government and education partnerships.  It also develops and diffuses web-based resources applicable to the context of “School to Work” or “Career Pathways”.  The connection of workplace learning to academic programs of study at the high school and post secondary levels along a laddered, articulated curriculum in logistics including Apprenticeship and Industry Training was also a priority, because of its ability to ease the transition of young people into entry-level employment opportunities in logistics/supply chain management and logistics based instructional programs.  It does this in a gender neutral context permitting women to become successful in fields that were historically reserved for males.  It also does this in an equitable fashion permitting immigrant youth and First Nations youth to realize success in these fields as well.  The JLI also reflects and accommodates the requirements of adult workers wishing to continue learning through professional training within the logistics field.

FORMULATION OF OBJECTIVES AND STRATEGIES

The main strategy of the Joint Learning Initiative has been to create efficiencies by gathering and connecting experts and resources through extensive partnerships and collaboration.  A common vision and focused efforts of over twenty – five diverse partners has resulted in the linkage of a learning continuum to employment opportunities in the logistics sector.  The strategy ensured access and equity for all youth within the Canadian context.  The actually instructional design and delivery provided three methods including CDRom, Web based and print formats.  Through research, the Joint Learning Initiative serves as a model that can be applied to other content development initiatives providing a proof of concept supporting collaborative partnerships that positively impact the growth and development of the greater Canadian context and beyond. 

MOBILISATION OF RESOURCES

The organization of the JLI Steering Committee was originally funded through the Alberta Online Consortium, with funding contributed by the Alberta Provincial Government.  The JLI is led and managed by the Alberta Online Consortium through a female lead.  Agreements were created between Alberta Learning (a Ministry of the Alberta Provincial Government) and the Alberta Online Consortium for the development of this initiative.  Presently, agreements are being struck between provinces in Canada to ensure that First Nations, immigrant youth and Francophone youth will continue to be accommodated by this initiative.

Membership is open to all and anyone who is interested in participating and making a contribution. Members have contributed when and what they can, but all contributions have been connected to stated project goals.  Government partners have contributed financially towards specific project outcomes such as new courses, websites and marketing information.  Education partners (many women) have contributed their talent, expertise and knowledge of instructional design with broad application.  Industry partners have brought their knowledge of the logistics sector and the ability to translate learning from their reality into the classroom.  Once people understood the power and opportunity that this project created, the circle of influence widened and new applications began.

PROCESS

Many challenges (e.g. including initial funding, support from industry) have been overcome in moving this project from concept to reality, but success has come because the partners have understood the value of the project, the importance of its success for Albertans of all ages and walks of life, and have approached this work with an attitude of sharing and collaboration.  Once there were deliverables that people could actually see (online courses, Career Pathway Map), then the general acceptance and understanding moved rapidly.  Student successes in introductory logistics courses and workplace settings (many were offered jobs which continued on after the work experience course was over) validated the project and reinforced partner commitment to continue moving forward. Creating linkages at all levels of this project has been both a challenge and an effective building strategy.  This project has been about flexibility, both in its creation, but in its implementation as well.  Individual schools, communities and larger societal contexts, with diverse populations, needs and cultures, can take what fits from this model and modify the elements to suit their context.  This model can also be applied to other sectors such as health care, resource sectors, tourism, etc. The tools of the project include multiple communication efforts such as presentations to different communities of practice specific to training, learning and developing skills; courseware that facilitates understanding and builds skills; and career pathway articulations leveraging Canadian youth’s ability to serve as functional, skilled employees in a equitable, gender and cultural friendly manner.

RESULTS ACHIEVED

The Joint Learning Initiative also realized a multi-model approach to teaching and learning.  Learning materials and resources are available online anytime, anywhere.  For learners who do not have access to the Internet, CD Rom and print versions were created.  Learning is inquiry based and in the online courses, could be instructor mediated through a Learning Management System.  There is also a practical learning component to these modules through connections to industry and work experience including Registered Apprenticeship Programs, and summer internships.  Again, industry has articulated that students exiting the JLI are better qualified and preferred applicants than those who have not participated in this initiative.

Further, teachers/instructors are provided with professional development opportunities to ensure understanding and to enhance teaching and learning opportunities.  Users with both 56.6 and high speed connections will have access to all resources, with some resources being provided in a CD ROM format that is accessible from local workstations or LANS.  All web applications will be linked from learning resources provided and are available at no cost for end users within the Province of Alberta.

Therefore improvement was achieved for immigrant, First Nations and Canadian youth in terms of skills development and employment possibilities.  Because the JLI was distributed in a equitable fashion local and national youth could participate and met with equal success.  The Alberta government is presently engaging in Career Pathway articulations and is using the expertise of the Alberta Online Consortium to assist them in this endeavor.  There has also been a change in attitude toward careers in Logistics and in the University’s acceptance of this as an academic career pathway.  Further, both male and female youth are realizing success in this arena.

SUSTAINABILITY 

Sustainability of  this initiative has been achieved through the evaluative research that articulates the success of this project and that fact that the objectives have been realized.  The Alberta Provincial government continues to support this initiative both financially and philosophically.  As well, this initiative is now realizing partnerships with First Nations organizations (Keewetin Career Development Association) and with other Provinces (e.g. British Columbia, Ontario and New Brunswick to develop more courses and create National career pathway possibilities.  Finally, there is discussion with international partners to further this work in Asia.

The sustainability rests in the JLI’s realization of gender equity, and in the equal accessibility of courses and career pathway development within the greater Canadian context.

LESSONS LEARNED

One of the lessons learned is that people embrace a vision if it is true to its objectives and if its implementation really is for the equitable benefit of others.   We have learned that these types of initiatives should be public in access and public in purpose such that the needs of diverse contextual and cultural communities are met.  Perhaps this is the greatest value and lesson learned by this initiative.  We have also learned that communication must be constant, must be clear and must attend to building capacity in others to get involved and to embrace new ideas.  Collaboration is a key, but competition among partners and self interest must still be managed. All contributors must be acknowledged in some fashion for their efforts, but the real contributors need little acknowledgement; it is the project which counts.  Models are critical for creating shared understandings for people to be able to embrace new ideas and ways of doing things.  The JLI model has become the template for many other projects in which the Alberta Online Consortium is involved.

TRANSFERABILITY

The JLI has also created white papers, research and articles can support the sharing and transfer of knowledge, which the Alberta Online Consortium (AOC) would be happy to diffuse to interested contexts.  Further, avoiding the need to re-create this process,  through collaborations with AOC is something that we would have appreciated when the JLI was in its early stages.

The transferability is inherently imbedded in this project as the many partners articulate the successes beyond their context and begin to involve other contexts, ideas, projects and philosophies which are managed within the framework of the JLI.  We have applied this model to service sectors, such as the policing sector, to assist them in getting a training model and career pathways model established in the Canadian context.  Further, this model is now being considered with the Asian context to support and facilitate careers in logistics.  Considering that the target population is broad, this initiative served to provide necessary skills and create career pathways leveraging youth’s ability to attract work, or apply courses to a Post Secondary Institute in establishing a career pathway.  Youth have the potential of gaining more economic benefit through the knowledge and skills that this initiative has provided them, as well as reciprocally benefiting the workplace context.  A research project undertaken by the University of Alberta, argued that the JLI did realize youth’s ability to attract work and to apply courses to a Post Secondary Institute in establishing a career pathway.