NEEDS ANALYSIS FOR IMPLEMENTING MULTIPURPOSE TRAINING WORKSHOPS IN THE LOWER NORTH SHORE Report presented to the Commission scolaire du Littoral By: Louise Bolduc, Director of the Continuing Education department October 13, 2015
This report is the result of an extensive reflection on the issues and challenges faced by the Commission scolaire du Littoral. The following people collaborated closely on analyzing data and drafting this report. Academic person in charge: Mr. Bruno JEAN, Professor Canada Research Chair in rural development Populations, Territory and Development department of the Université du Québec à Rimouski Professor JEAN has been a professor at UQAR since 1977, where he is responsible for the regional development doctoral program. He is the author of a number of articles and works on rural development, including Territoires d avenir (Presses de l Université du Québec, 1977) and Comprendre le Québec rural, published by UQAR in 2009 and reedited in a new updated version in 2014. He is also one of the founding members of the Quebec Rural University, a training initiative popular with rural territory development stakeholders. A world-renown specialist on rural matters, he has been a visiting professor in France, Japan and Brazil. Professor JEAN was a member of the Scientific Committee at the Québec Lower North Shore and Labrador Straits Towards Regional Collaboration event held from November 14 to 16, 2014 in Blanc-Sablon, Québec and in L Anse-au-Clair (Newfoundland and Labrador). Although he could not attend the event, the exchanges with the organizers gave him an understanding of the development problems in Québec s Lower North Shore region. Professor JEAN carried out two partner research projects with small municipalities from the La Haute-Côte-Nord RCM. This research focused on the elaboration of a local development plan (capable of keeping the village school open) and on a scenario to increase the revenue of municipalities facing increased expenses as part of new standards for many municipal services. Professor JEAN was the first UQAR representative at the Commission régionale des partenaires du marché du travail du Bas Saint-Laurent, where he sat for two years. In this role, he acquired expertise on vocational training matters. In addition, he participated in the creation of an agriculture vocational training organization with the Commission scolaire Monts-et-Marées and the Cégep de Matane, Agri-Services Inc. Professor JEAN s Canada Research Chair in rural development mandate was to promote research on matters regarding rurality and the sustainable or appropriate development of rural territories in a double perspective of advancing knowledge on rural realities and supporting the development initiatives of rural communities. Lawrence Desrosiers, former senior official at the Ministère des Affaires municipales et des Régions, is associate professor at the Chair and his expertise in regional analysis may be mobilized if needed. 2
Ms. Louise Bolduc, Director Continuing Education department,université du Québec à Rimouski Originally from Baie-Comeau, Ms. Bolduc holds a bachelor s degree from the Université du Sherbrooke in teaching physical education in the primary, secondary and college levels. She also obtained a certificate in andragogy from UQAR and a Diploma of Higher Specialized Studies (DESS) in school administration from the Université du Québec à Chicoutimi. For more than 30 years, Ms. Bolduc has worked in the eduction sector in the Lower St. Lawrence, Gaspésie and North Shore regions as a teacher, and subsequently as an administrator. She has sound knowledge of the vocational training sector through her experience as a teacher and as the assistant director of a centre. As part of her work, Ms. Bolduc developed and ensured links between various committees, through the consultation and mobilization of public and private partners, and through various targeted regional and local initiatives in the regions where she worked. Among other things, she initiated different projects promoting vocational and technical training and developed and adapted training programs in connection with labour market needs and perspectives. She is also very active within several national advisory groups. With the collaboration of Ms. Claire Bolduc, President of Solidarité rurale du Québec As an agronomist for 35 years and President of the Ordre des agronomes du Québec from 1999 to 2005, Claire Bolduc has a diversified career path and some 30 years of citizen involvement in the agriculture, rural, environmental, educational and soil fields. After starting her career in teaching and working as an educational consultant, she assumed the leadership of the Ville-Marie Pavilion of the Cégep de l Abitibi- Témiscamingue from 1992 to 2003. Before being elected as President of the Solidarité rurale du Québec in March 2008, she was regional director at the Ministère du Développement durable, de l Environnement et des Parcs in Abitibi Témiscamingue Baie-James Nunavik. She knows rural and regional Québec, having travelled through it to reflect on the next development phase of rural Québec with people from the regions. Since 1995, Claire Bolduc has operated a vineyard with her spouse in Ville-Marie in Témiscamingue. 3
Table of contents List of tables...6 Introduction...7 Mandate awarded to the Continuing Education department of the UQAR...8 Part I Socio-economic environment and vocational training perspectives in the Lower North Shore... 9 The Commission scolaire du Littoral...9 Overall demographic change... 10 Demographic change by age class... 11 Demographic forecasts for the territory... 12 Training-job adequacy... 15 Part I findings... 17 Part II Training needs in the Lower North Shore, on the Commission scolaire du Littoral territory 19 1. The stakeholders met... 20 1.1 Local development centre (CLD)... 20 1.2 The Coasters' Association... 20 2. Training needs in the agriculture sector: Nordic horticulture... 21 3. Training needs in the fisheries sector... 22 4. Training needs in the tourism sector... 22 5. Training needs in the health and social field... 23 6. Marine product transformation... 23 7. Road construction... 24 8. Local entrepreneurship and the administration of commercial companies... 24 Part II findings... 24 Part III Significant challenges and issues, and innovative proposals... 25 1. The Multipurpose Workshops... 26 2 Ideas to enrich the Multipurpose Workshops... 27 3 The adjustment of programs and measures... 30 Recommendations... 32 Conclusion... 35 Appendix 1: Chronology of Activities... 36 4
Appendix 2: Survey on Vocational Training Needs in the Lower North Shore... 37 Appendix 3: Guide for Facilitating Meetings with the Communities of Puakashipi and Unamenshipi... 42 Appendix 4: Vision 20-20 Document... 44 Appendix 5: Commission scolaire du Littoral Vocational Training, 1999 2014... 49 Appendix 6: Act to Ensure the Occupancy and Vitality of Territories... 50 5
List of Tables Table 1: Population variation of the CS Littoral municipalities, 1996 2011... 10 Table 2: Population of the RCM by age group, at July 1st, 1996 2011... 11 Table 3: Population forecast of the territories, GSL RCM, 2011 2026... 13 Table 4: Population by age group, GSL RCM, 2011 2026... 13 Table 5: Population by age group and by type of territory, GSL RCM, 2026... 14 Table 6: The number of households based on the head of household s age, GSL RCM, 2011 2026... 15 6
Introduction Our progress as a nation can be no swifter than our progress in education... The human mind is our fundamental resource. John F. Kennedy, 1961 Under the leadership of researcher and professor Bruno Jean, we are submitting the report on the needs analysis for implementing multipurpose training workshops in the Lower North Shore. Training and retaining labour in the regions are major issues for developing the labour market, particularly in the Lower North Shore, where the dispersed population and the breadth of the territory make organizing this type of training more complex. In addition to this geographic factor, the presence of two Aboriginal communities whose population is growing very rapidly and whose realities are distinct. Moreover, it should be noted that in this part Québec, few or no opportunities for the vocational training necessary to practise a trade are accessible. In this context, teachers and trainers face several challenges they can tackle only if they acquire solid pedagogical foundations. With this knowledge and these skills, they help learners acquire extensive knowledge, soft skills and know-how in order to participate actively in civic life. Our work and analyses aim to show that the realities of the socio-economic environment of the Lower North Shore are such that the Multipurpose Workshops project proposed by the school board is an appropriate response to current vocational training challenges, in line with the current regional development challenges of the Lower North Shore region. 7
Mandate awarded to the Continuing Education department of the UQAR Background: This report is being tabled following discussions and work carried out for the Commission scolaire du Littoral (CSL) by the Université du Québec à Rimouski (UQAR) with a view to specifying the needs for implementing multipurpose training workshops in the Lower North Shore. The Commission scolaire du Littoral (CSL) would thus like to meet the real training needs of the Lower North Shore population. On January 29, the school board reached out to the Continuing Education department (SFC) of the UQAR to help it analyze the feasibility of such a project. The UQAR was chosen based on: 1) Its competence in analyzing training needs; 2) Its specific knowledge of the vocational training sector; 3) Its access to a vast network of pedagogical and regional development experts. In addition to these assets, the SFC plays a leadership role in the continued training offer of the UQAR bachelor s degree in vocational education, fully accessible online. Our understanding of the mandate: Following the exchange, the UQAR s SFC chose to further explore the possibility of participating in the school board s project. The SFC s actions, in direct line with the school board s expectations, will first consist in: Analyzing the needs of the project stakeholders; Proposing solutions adapted to the reality of the Lower North Shore; If applicable, the SFC s work could continue by supporting the school board s work through the following interventions: Design and submit various training programs in line with the needs; Propose solutions to plan the training; Support and coach the trainers and participants, as needed; Evaluate the results; Outline prospects for the future. 8
Part I Socio-economic environment and vocational training perspectives in the Lower North Shore Rural Québec continues to have significant regional disparities. In essentially rural regions, particularly the most remote, household incomes are lower. There is a high rate of under-employment, and even social distress. A declining population and an economy often based on primary activities such as sylviculture, agriculture, fisheries or mining mean that communities are confronted with an ongoing structural socio-economic stagnation that, in some cases, threatens their viability. 1 1 In this context, in essentially rural regions and particularly the most remote people of working age are leaving and economic activities are declining. Many of the issues these regions are confronted with are linked to the high cost of essential public services, like school or health care, the conversion of economic activities and to protection of a minimum of human and social capital necessary to guarantee development. 2 2 This is the observation we must make of the situation in the Lower North Shore. It is also essential to consider that one of the first operational drivers is the geographic perspective, involving components such as the size of the territory, population density, the protection area, as well as the zone and nature of the location of the communities. Lastly, we must underline that access to education and training is a sine qua non condition of a community s ability to develop, create and increase wealth and to create a living environment where people can flourish. This is a form of heritage that does not impose future choices, but that offers a range of desirable possibilities today to make informed choices, both now and in the future. As such, the first part of this report presents a socio-economic portrait of the territory of the Commission scolaire (CS) du Littoral. It highlights the main characteristics of this region s population characteristics the school board must address to ensure its mission and adapt it to new emerging realities. The Commission scolaire du Littoral The Commission scolaire du Littoral is the only bilingual school board in Québec and it operates under the auspices of a law that is specific to it. The school board serves the territory of the Le Golfe-du-Saint-Laurent RCM, created in 2010, including Anticosti Island. It meets the needs of an adult French-speaking, English-speaking and Aboriginal population of Catholic and Protestant faith, and it provides educational services from kindergarten to secondary school inclusively. The territory is difficult to access because there are no roads connecting its approximately 375 km of shoreline. Rich in natural resources, it is nonetheless one of the least known regions of Québec, despite unique and spectacular environment and landscapes. 1 OECD, OECD Rural Policy Reviews: Québec, Canada, 2010, p. 130. 2 OECD, OECD Rural Policy Reviews: Québec, Canada, 2010, p. 28. 10
Overall demographic change The population of the CS du Littoral territory has experienced significant decline of the past 15 years, going from 6,091 to 5,403 inhabitants, or a nearly 11.3% reduction, while the population of the Le Golfe-du-Saint-Laurent RCM fell by 6.9%. This percentage represents an average that masks contrasting change differences between municipalities. While Saint-Augustin lost 19.4% of its population, the territory s two Aboriginal communities, Pakuashipi and Unamenshipi, stood out with a respective increase of 21% and 30% of residents. For its part, even Blanc-Sablon, the territory s service centre with its hospital and with the highest concentration of people (1,128 inhabitants), lost 10.9% of its population from 1996 to 2011. Regressive demographic change also characterizes municipalities like Gros-Mécatina, Saint-Augustin and Bonne- Espérance. Table 1: Population variation of the CS Littoral municipalities, 1996 2011 Name of the 1996 2006 2011 2006 2011 1996 2011 Blanc-Sablon 1,266 1,280 1,128-152 -11.9% -138-10.9% Bonne-Espérance 919 831 735-96 -11.6% -184-20.0% Saint-Augustin 693 597 481-116 -19.4% -212-30.6% Gros-Mécatina 627 569 504-65 -11.4% -123-19.6% Côte-Nord-du-Golfe-du-St- 1,232 1,036 975-61 -5.9% -257-20.9% The municipalities of the RCM 4,737 4,313 3,823-490 -11.4% -914-19.3% Pakuashipi 243 294 315 21 7.1% 72 29.6% La Romaine (Unamenshipi) 847 938 1,023 85 9.1% 176 20.8% The Aboriginal territories 1,090 1,232 1,338 106 8.6% 248 22.8% Total population of the GSL 5,827 5,545 5,161-384 -6.9% -666-11.4% Anticosti Island 264 282 242-40 -14.2% -22-8.3% Total CSL population 6,091 5,827 5,403-424 -7.3% -688-11.3% The two Aboriginal territories had a population increase twice as strong as Québec s population (10.5%), but this demographic growth could not compensate for declines elsewhere. This growth is explained by a birth rate of 18.8 births per 1,000 inhabitants for the period from 2006 to 2011, or nearly double the rate (9.5) of the municipalities of the Le Golfe-du-Saint-Laurent (GSL) RCM. 10
Over the last five-year census period, the population of the CS du Littoral territory has undergone a decline of 7.3% significant for such a short period with a loss of 424 inhabitants. The declining population over the last five years is entirely due to negative net migration. During this period, natural increase was slightly positive, because there were 321 births and 213 deaths in the GSL RCM. Demographic change 3 by age class Demographic decline, accelerated by migrations outside the region, is not happening equally between the different age classes. This decline also directly affects the CS du Littoral s school populations. The most remarkable fact here is a marked ageing of the Lower North Shore population over the last 15 years, from 1996 to 2001. The population 45 years of age and over rose from 26.3% to 43.3% of the population in 2011, as we can see in the following table, which presents various demographic change indicators for the Le Golfe-du-Saint-Laurent RCM. The ageing of the population is also causing changes in municipal and community service needs and use. We note an increased need for seniors housing, hospital services and home health care. Table 2: Population of the RCM by age group, at July 1st, 1996 2011 Year Age group 1996 2001 2006 2011 1996 2001 0 14 24.0% 22.1% 19.9% 17.6% -6.4% 15 24 14.9% 12.9% 13.6% 13.4% -1.4% 25 44 34.8% 33.7% 30.3% 25.7% -9.1% 45 64 17.5% 20.8% 24.5% 29.1% 11.6% 65 and + 8.9% 10.5% 11.8% 14.2% 5.3% 80 and + 1.6% 2.0% 3.1% 3.7% 2.1% Labour replacement rate 258 156 110 97-161 Median age 30.8 34.4 37.6 40.9 10.2 Average age 32.7 35.1 37.3 39.6 6.8 During the period observed, the median age of the population increased by 10.2 years. This type of change reflects an accelerated ageing of the population in a relatively short period of time. 3 In the rest of the report, we are obliged to use statistical data not on the CS du Littoral territory, but on the Le Golfe-du-Saint-Laurent RCM, for which data is available. We can, however, infer observations from the RCM as valid findings for the CS du Littoral territory. 11
During this period, the number of children aged 0 to 4 dropped by nearly 32%, while those aged 5 (kindergarten age) and those of primary school age fell by 37%. The number of children of secondary school age declined by 22%. The reduction in school populations is a major issue that the Commission scolaire du Littoral must address. In addition, using the population data by age class, we can estimate what we call the labour replacement rate. By comparing the number of young people who will enter the labour market and the number of people who will leave it for retirement, we can also see the opportunities for a given generation to find a job in the region where it grew up. For the Le Golfe-du-Saint-Laurent RCM, while there were 258 people aged 20 to 29 for 100 people aged 55 to 64 in 1996, in 2011 there were 97 young people for 100 people close to retirement age. In theory, the likelihood of finding a job is therefore higher for the younger generation today. However, despite a certain balance between job offer and demand, it is clear that the jobs offered require adequate training, namely vocational training. This is a major issue, not only for the territory s development, but also for the Commission scolaire du Littoral, which must adapt to this reality. Demographic forecasts for the territory By considering age class, we can observe the rapid ageing of this population and the reduced number of young people affected by the exodus. We also see the job opportunities in place for the young generation. We must now consider the demographic forecasts over a period necessary for planning, and a 15-year horizon seems appropriate. In September 2014, the Institut de la statistique du Québec (ISQ) made public its new demographic forecasts for every RCM in Québec. These scenarios are developed based on hypotheses on natality and mortality trends as well as internal and external migrations. The ISQ does not do forecasts by municipality, but in the following table we outlined forecasts for the RCM s five municipalities and two Aboriginal territories in an exploratory fashion. These forecasts are based on the projection of trends from 1996 to 2011, which we adjusted by iteration (rule of three) to the RCM population the ISQ anticipates. This scenario presents the population change if no intervention or event were to disrupt the region s current socio-economic situation 44. 4 However, Georges Mathews, a competent demographer, questions the relevance of these projections for a territory like the North Shore, which has an economic structure that relies on major often foreign companies for extracting and transforming natural resources. We know that their decisions can greatly influence the demography of this type of region. Georges Mathews, L'avenir démographique des régions : analyse critique et implications des plus récentes perspectives démographiques du BSQ in Recherches Sociographiques, vol. 3, 1996, pp. 411 437 12
Table 3: Population forecast of the territories, GSL RCM, 2011 2026 Municipalities 1996 2011 2026 2011 2026 Blanc-Sablon 1,266 1,128 996-132 -11.7% Bonne-Espérance 919 735 583-152 -20.7% Saint-Augustin 693 481 331-150 -31.2% Gros-Mécatina 627 504 402-102 -20.3% Côte-Nord-du-Golfe-du-St-Laurent 1,232 975 765-210 -21.6% The municipalities of the RCM 4,737 3,823 3,076-747 -19.5% Pakuashipi 243 315 405 90 28.5% La Romaine (Unamenshipi) 847 1,023 1,225 202 19.7% The Aboriginal territories 1,090 1,338 1,630 292 21.8% Total population of the GSL RCM 5,827 5,161 4,706-455 -8.8% According to these ISQ demographic forecasts, from 2011 to 2026, the Le Golfe-du- Saint-Laurent RCM population will decline by 8.8%, or 455 inhabitants. As for the territory of the Commission scolaire du Littoral, we can estimate a loss of 747 inhabitants. For their part, the two Aboriginal territories should see their population increase by 22% over the same period. The population decline over the next 15 years will be caused mainly by a negative net migration that will reach 550 people. Natural increase will be slightly positive because, according to the ISQ, there will be 731 births (including 292 births in the two Aboriginal communities alone) against 636 deaths in the RCM. The following table allows us to examine the evolution of certain demographic indicators by 2026. Table 4: Population by age group, GSL RCM, 2011 2026 Year Age group 2011 2016 2021 2026 2011 2026 0 19 24.7% 21.4% 20.4% 19.8% -4.9% 20 64 61.1% 61.0% 58.5% 55.2% -5.9% 65 and + 14.2% 17.6% 21.1% 24.9% 10.8% 80 and + 3.7% 4.1% 4.4% 5.9% 2.3% Labour replacement rate 97 80 63 52-44 Median age 40.9 44.9 47.5 48.8 7.9 Average age 39.6 42.3 44.1 45.7 6.2 13
The population should continue to age significantly. The 65-year-old age group that accounted for 14.2% of the population in 2011 should reach 24.9% of the total population in 2026. Another sign of ageing is the population s median age and average age, which will increase from 40.9 to 48.8 and from 39.6 to 45.7, respectively. If we take into account ageing from 1996 to 2011, this means that in 30 years alone, the region will undergo a complete reversal of its demographic outlook by becoming an ageing population. That being said, this type of phenomenon is not unique to the Lower North Shore because it is seen elsewhere in Québec and in Québec society as a whole. The labour replacement rate will further decline, from 97 young people aged 20 to 29 for 100 people aged 55 to 64 in 2011, to 52 in 2026. This situation is cause for concern in terms of labour, if only for the replacement of the workers who must retire. Moreover, if the number of workers (people who declare employment income) evaluated by the ISQ in 2011 (1,890) remains stable until 2026, the number of workers in 2026 will increase the worker rate from 66% of the population in 2011 to 79% in 2026. The RCM s unemployment rate will most likely drop along with the reduction of the labour force. From 2011 to 2026, the number of children aged 4 and under will fall by 26%, and the number of children aged 5 (kindergarten age) will decrease by 24%. The population of children who will be of age to attend primary school will decrease by 20%, and young people of age to attend secondary school will drop by 35%. This means that the Commission scolaire du Littoral will have to make a significant adaptation to the educational services offer a change it has already begun to make. Because there are considerable differences in the observable demographic behaviours between the municipalities and the Aboriginal territories, the following table outlines the evolution of the various indicators for these two types of territories. Table 5: Population by age group and by type of territory, GSL RCM, 2026 Age group Municipalities Aboriginal RCM territories 0 19 15.7% 27.7% 19.8% 20 64 55.7% 54.2% 55.2% 65 and + 28.6% 18.1% 24.9% 0 44 39.1% 60.9% 45.8% 45 and + 58.5% 41.5% 54.2% Labour replacement rate 38 97 52 Median age 53.6 38.1 48.8 14
The Aboriginal territories have a median age that is 10.5 years younger than the median age of the territory s municipalities. The relative part of the age pyramid in the 20 64 age group is practically equal in both communities. In the Aboriginal territories, 60.9% of the population is under the age of 45, while in the municipalities 58.5% of the population is 45 and over. In the municipalities, the labour replacement rate will become problematic because there will only be 8 young people aged 20 to 29 for 100 adults aged 55 to 64, while in the Aboriginal territories the number of young people (97) is practically equal to the number of adults aged 55 to 64. Table 6: The number of households based on the head of household s age, GSL RCM, 2011 2026 Year Age group 2011 2016 2021 2026 2011 2026 15 29 129 125 112 91-38 -29.5% 30 44 450 357 328 338-112 -24.9% 45 64 801 856 829 751-50 -6.2% 15 64 1,380 1,338 1,269 1,180-200 -14.5% 65 and + 472 556 652 759 287 60.8% 80 and + 117 117 125 170 53 45.3% Total 1,852 1,894 1,921 1,939 87 4.7% According to the ISQ s forecasts, there will be 87 more households (occupied dwellings) in 2026. The number of dwellings occupied by a head of household aged 64 and under in 2026 will reduce by 200, but there will be 287 more dwellings occupied by a head of household aged over 65. Starting at 80 years of age, people s autonomy declines, and a need for new dwellings (53) adapted to this type of clientele could arise. Training-job adequacy In the following section, we replicate the Emploi-Québec 55 and Ministère de l Économie, de l Innovation et des Exportations analyses of the region s employment needs, and therefore the resulting training needs. This data is produced for the whole administrative region. The service territory of the CS du Littoral is amalgamated with the other territories yet we know that the problem in the Lower North Shore is quite different from the average and the Upper North Shore. In addition, even if these analyses only partially explore future jobs, significant vocational training needs are already identified for existing jobs. A new service offer, based on new programs that take into account specific regional and school board features, should therefore be established. This socio-economic and demographic data shows beyond all doubt the 5 Emploi-Québec, Portrait régional de la Côte Nord. État du marché du travail, January 2015. Emploi-Québec, Plan d action 2014 2015. Région Côte Nord, 2014. Ministère de l Économie, de l Innovation et des Exportations, Côte Nord. Portrait régional, Winter 2015. We should also cite another relevant study: Groupe Mallette and Comité RAP (Réussite Accomplissement Persévérance) Côte Nord, Étude sur le phénomène de la réussite éducative pour la région de la Côte-Nord. État de situation de la MRC Le-Golfe-du-Saint-Laurent, June 2012. 15
necessity of innovating in this matter. According to Emploi-Québec, although the situation in the North Shore has improved since 2006, its population s educational level has nonetheless stayed below the educational level of Québec as a whole. In 2006, 33.8% of the North Shore population aged 15 and over did not have a diploma. This proportion dropped to 32.3% in 2011 compared with 22.2% in Québec. The gap was even wider in the margins of the territory and the proportion of the population without a diploma was nearly 80% in the Aboriginal population. Furthermore, according to the 2011 census, the unemployment rate reached 29.2% for people without a diploma in the eastern part of the region, compared with 13.5% for the entire population aged 15 and over in Québec. According to Emploi-Québec, among the professions for which companies mentioned having recruiting difficulties in the labour needs enquiry carried out in the fall of 2011, 70% of the jobs required a diploma. Among these same professions, nearly 65% did not require prior experience. In fact, half the companies mentioned the lack of qualified candidates as the main cause of recruiting difficulties. Increasing the educational level is therefore a key issue for the North Shore. The North Shore is a vast territory whose socio-economic characteristics diverge from one RCM to another. However, the labour needs are great and the people of the North Shore should be the first to benefit from this growth. According to Emploi- Québec, we must therefore ensure that the population has access to quality basic training, regardless of the place of residence. In addition, training modes must be diversified in order to adapt to the needs of individuals and companies. Lastly, the training must respond to the real needs of the labour market. The balance between training and labour market needs is an ongoing concern for Emploi-Québec. Over the course of 2012 2013, an action plan was implemented jointly with the Ministère de l Éducation, du Loisir et du Sport in order to improve the situation. In this action plan, several solutions are more or less of direct concern to the CS du Littoral and its partners. Although not all the actions included in the plan have been implemented yet, they include: Provide dynamic and proactive information to citizens, youths and adults on 16
labour market needs and the training offer with a view to obtaining the available jobs. Implement a one-stop service for citizens in order to recognize their knowledge and skills, and initiate work between the Ministère de l Éducation, du Loisir et du Sport and the Commission des partenaires du marché du travail to establish common recognition criteria. The Commission des partenaires du marché du travail will prioritize vocational and technical training needs. Establish a regional gateway for companies in terms of training and labour management. Mobilize workers and companies in terms of labour skill development by supporting the Investissement-compétence initiative of the Commission des partenaires du marché du travail. Improve part-time training support for workers. However, despite the demonstrated interest of Emploi-Québec s analyses in the employment situation in the North Shore region analyses that by extension affect vocational training needs it is important to note that the job opportunities analysis and therefore the training opportunities analysis for the specific sub-region of the Lower North Shore are diluted within the larger administrative region. Consequently, these analyses do not show the specific needs of this territory adequately. If the Emploi- Québec observations are relevant for the Middle and the Upper North Shore, they are difficult to apply to the singular and unique case of the Lower North Shore. The Commission scolaire du Littoral must therefore consider the Emploi-Québec data to identify training needs, and it must more importantly be alert to all the other signals from the job sectors that it can pick up from its presence on the territory and its partnerships with stakeholders. It can therefore be assumed that the study of current and future vocational training needs is driven by the analyses of partners committed to the development of the Lower North Shore such as the CLD or the Coasters Association. Part I findings The territory of the Commission scolaire du Littoral is experiencing significant population decline, which has an impact on the declining school population. From 1,617 students in 1971 to 859 in 2001 to a few more than 500 today, the school population decline is considerable. In addition, this population decline affecting the territory served by the Commission scolaire du Littoral will make it difficult to keep primary and secondary schools open in some municipalities in the coming years. 17
Basic training is relatively poor in the Le Golfe-du-Saint-Laurent RCM, where nearly half of the population does not have a diploma. And yet, the Emploi-Québec studies show that more and more North Shore employers offer jobs that require a recognized qualification or vocational training. With the fall in the base population (primary and secondary cycle), taking into account a good job-training adequacy and job opportunity analyses according to Emploi-Québec, the Commission scolaire du Littoral will have to develop a vocational training service offer that is adequately adapted to the socio-economic realities of its territory. In parallel with the development of the service offer, the Commission scolaire du Littoral will also have to develop original pedagogical formulas to integrate the basic training necessary for the success of vocational training, a basic training that is often absent for a significant part of its population. 18
Part II Training needs in the Lower North Shore, on the Commission scolaire du Littoral territory If the vocational training needs arise from the analysis of the characteristics of the region and its population, identifying these needs also depends on the reflection and analysis of representatives from the industry, stakeholders who see the employment realities and challenges on a daily basis. We thus wanted to measure the expectations expressed by organizations that represent the Lower North Shore population. To do so, several important information sources were mobilized. First of all, we read the CLD analyses and deepened our understanding of the issues through a discussion with the Director, Mr. Jarvin Joncas. We also examined the expectations expressed by the members of an important and credible Lower North Shore citizen group, the Coasters Association. At the Coasters annual general meeting, we presented our approach and held an in-depth discussion on vocational training issues in the Lower North Shore. In parallel with these approaches, we met with the two Aboriginal communities, Pakuashipi and Unamenshipi, and we conducted a survey among the territory s workers and employers (Appendices 2 and 3). Before delving into the summary of the discussions held with local organizations, it is worth emphasizing a few elements of the meetings with the Aboriginal communities and the results of the survey. In addition to the low enrolment rate of youths from the two Aboriginal communities, a more worrisome observation must be made: the youths who have received training, including vocational training, are not able to find a job, despite assistance for employers and concrete incentives. The difficulty lies with employers and also with Aboriginals themselves. In fact, workers and the community have made few efforts to integrate people into the labour market. It was therefore noted that we must work on valuing people as workers in their community and with employers, and we need to support the emergence and development of pride in who people are and what they contribute, first for themselves and secondly for the community. Coaching (support, mentoring), as much as training, is a success factor. We noted that a significantly greater number of women completed the survey. It brought to light respondents marked interest in vocational training activities in various fields, including management, business, food services, care of individuals, tourism and fisheries, while mining, agriculture, forestry and transportation were also mentioned, but with less emphasis. If obtaining a diploma is a motivational tool for training, better working conditions, a good job or skills for starting a business also represent good reasons to get training. 1. The stakeholders met 1.1 Local development centre (CLD) This CLD s Local Action Plan for the Economy and Employment (PALÉE) outlines a few interesting vocational training solutions. The CLD is in the process of updating the last 20
plan covering 2010 to 2015. Despite the changes announced by the Québec government last fall, the current version of the plan remains relevant overall. After a quick review of a few of the plan s analysis elements, Mr. Joncas identified four major fields in which he feels the CS du Littoral could lead vocational training initiatives. Training needs in the agriculture sector Training needs in the fisheries sector Training needs in the tourism sector Training needs in the health and social field All the training needs identified by the CLD are in keeping with the socio-economic realities of the Lower North Shore. These training needs arise from a certain socioeconomic foresight and not only from the current employment reality. On March 21, 2015, at the annual Coasters meeting, a foresight exercise led by the CLD and other partners, entitled Vision 20-20, was carried out (Appendix 4). Many of the cases presented were discussed with the Commission scolaire du Littoral. 1.2 The Coasters' Association This is an association of citizens engaged in the development of their community but, more importantly, it is also an organization that receives multiple government aids to launch and carry out projects in every field, from seniors health to local economic development. They implement programs from various public and private organizations, for example Québec en Forme, on behalf of the Québec-wide program, which does not need to come to the region. Here are the main points that address training needs: Tourism Fisheries Computer literacy Marine product transformation Road construction Small commercial business administration 20
We are therefore presenting training hypotheses arising from these discussions. 2. Training needs in the agriculture sector: Nordic horticulture This project concerns the cultivation of vegetables in greenhouses or tunnels, and targets two objectives: 1) create jobs (to compensate for the 70 seasonal jobs lost due to the closure of marine product transformation plants in the Gros-Mécatina and La Tabatière sectors) and 2) improve the local population s diet by providing increased access to fresh and quality food products. Experiments are underway and, if conclusive, this could be a considerable project requiring competent labour and therefore the training of people involved in it. In addition, thanks to our participation in the annual Coasters Association meeting, we obtained information on a rural laboratory project (supported by the Ministère des Affaires municipales et de l Occupation du territoire) titled Développement de la filière des petits fruits et des champignons : PFNL nordiques et maritimes à valeur ajoutée. According to the MAMOT s fact sheet, This laboratory project aims to demonstrate that the sustainable production of Nordic non-timber forest products (NTFPs) can contribute to diversifying a territory s economy structurally. When a community tests an innovative model for using the natural resources within its territory, it can generate socio-economic benefits and jobs. It can also ensure the passage from a traditional activity, where the black market has its place, toward more structured activities to ensure supply and sale in new markets. This project also aims to adapt fisheries infrastructures no longer used to their fully capacity to the transformation of small fruit. The project therefore aims to give the community of Bonne Espérance a cooperative structure that associates private companies to spearhead the project and ensure its longevity. The project involves implementing a supply structure for the various resources identified as valuable and developing plantings on certain parcels to ensure a sufficient quantity of small fruit. Developing and marketing new products and training new pickers are also part of the actions planned in the work plan in order to test the model and develop knowledge and expertise. It is therefore easy to understand that the Coasters Association is continuing the rural laboratory project not only for horticultural activities but also for the transformation of small fruit, wild mushrooms and even algae (for the pharmaceutical industry). It is safe to assume that if this project goes ahead, vocational training needs could arise from it for the new workers in this relatively new field. The horticulture sector, in particular the picking of fruit and NTFPs, is also a sought-after sector for Aboriginal communities who see in it employment potential and an opportunity to put forward certain cultural practices specific to their community. 3. Training needs in the fisheries sector Fishing was and remains an important economic activity in the Lower North Shore, but it is unusual in that workers in this seasonal job sector go work outside the region, as far as Alberta or elsewhere in Canada, where jobs are available. The training identified in the fisheries sector does not so much focus on fishing and its techniques as it does on the new fishing environment, with its many boat safety features required by the 21
government and which require training. This new environment includes the computerization of work because everything is done online, from obtaining and keeping permits to preparing the various activity reports required of fisherman. The information fisherman need (for example, marine weather and other data) is also found on the Internet. It is therefore necessary to develop people s abilities and prepare them to work in this new environment; in short, to develop their digital literacy. For Aboriginal communities, this is a major issue, because the fisheries industry is essentially a traditional and cultural sector. Their concerns are similar to other stakeholders concerns regarding digital literacy. On this specific point of, the discussions with the Coasters Association helped identify this training need for fishermen as well as for the entire population. In a knowledge economy that is spreading everywhere, digital literacy is becoming as necessary as traditional literacy based on handwriting. The Coasters Association retained this idea of new literacy in the digital era as a project on which it intends to work because a good portion of government services are available online only, in particular in this part of the Québec territory. 4. Training needs in the tourism sector Tourism, especially tourism focused on discovering the unique natural environment of the Lower North Shore, seems to be a promising economic sector for this region where much work remains to be done. The Cooperative for a sustainable tourism environment (CoSte), is a good example of a new tourism company offering products that are more attuned to the sector s potential and to the expectations of consumers who are now more ecologically aware and have a taste for adventure tourism. There are other promising projects, like the multipurpose trail that serves as a white road in winter and as a hiking trail in the summer. There is also much to be done to harness the potential of Middle Bay for example, where to date little of the site has been tapped into, as they did in the archaeologically rich Red Bay National Historic Site (European, Viking or Basque whale hunting). In addition to the specialized training that the CS du Littoral could offer, there is a marked interest in general training for all those in contact with tourists (gas station attendants, restaurant staff, etc.) in order to raise their awareness of the tourism aspect (elements on the history of the region, its inhabitants, its activities, and on the region s geography, attractions, etc.) and the dimensions of tourism customer service. This last aspect has a particularly important dimension not only for coastal municipalities but also and in particular for the Aboriginal communities. It could help develop a deeper knowledge of the various communities that inhabit the territory, and constitute a way of building pride and a sense of belonging in each community and between the communities. 5. Training needs in the health and social field The statistical data clearly illustrates two demographic phenomena, namely the ageing of the population and the migration of young people. Ageing in the Lower North Shore is no 22
different from what is observed elsewhere. Aside from the fact that these realities weigh heavily on the regressive evolution of the CS du Littoral s target population, they also offer new training potential for people who, in one way or another, will have to work with seniors. Moreover, the exodus of young people seems to be continuing in this region, while it has slowed in other peripheral Québec regions, where we are seeing young migrants return. For the CS du Littoral, if young people return, this could signify an interesting potential for recruiting vocational training trainers within the region. Furthermore, in often voluntary structures, there is a growing number of what we could call psycho-social workers (informal caregivers, for example) who could potentially have training needs. 6. Marine product transformation The problem is well known: how do we give added value to seafood products through greater transformation in the region. The Coopérative en bio-produits is examining the possibilities of extracting products required by the pharmaceutical and cosmetic industries. Obviously, this development of new markets requires new skills and can offer many possibilities for employees and eventual entrepreneurs. In fact, this is one of the aspects addressed by the new Québec Maritime Strategy. 23
7. Road construction The development of infrastructures, including road infrastructures, is one of the issues likely to have training needs in the near future. Be they major Québec or Canadian projects (Plan Nord, electricity, Canadian sovereignty on the territory, etc.) or major current challenges (climate change, energy), the movement of people and goods requires adequate infrastructures to meet the needs, and will require even more in the future. These training needs must be taken into account in a forward-looking reflection. 8. Local entrepreneurship and the administration of commercial companies Although raised during the meetings, it was the survey of people and employers and the meeting with the Aboriginal communities that clearly identified this specific training and skill development need. In fact, some entrepreneurs want their employees to have more skills, while several people have expressed the idea of developing a small company in the personal services sector. Jobs in the service and business sectors require certain management skills but they are absolutely required for building SMEs. Local entrepreneurship as a means of making the territory more dynamic was raised in the discussions with the CLD and in the meeting with the Coasters Association, even if this aspect of training needs remain more abstract. Part II findings Training needs are numerous and varied, as shown by the discussions, the meetings and the survey. In addition to the sectors identified by the local organizations, the management, business, care of individuals and food services sectors are also soughtafter training avenues. While it is difficult to meet all the needs at once, it is nevertheless possible to plan training actions and initiatives, and to propose activities to set up milestones toward vocational training as of now. To this end, three options are most promising, namely: 1) computer skills, digital literacy (functional abilities), given that current digital infrastructures must be updated imperatively, 2) the development of knowledge of the community (functional and social abilities), 3) notions of entrepreneurship (economic abilities). Job opportunities will be considerable in the coming years, there will be many more jobs than workers, and we must quickly implement all the training methods for the local populations. It will also be advisable to reflect quickly on measures to retain local labour. 24
Part III Significant challenges and issues, and innovative proposals The Lower North Shore is first and foremost a living environment for the members of diverse communities, and we cannot reduce it to economic sectors or a production area. Before its resources, the most valuable capital for this region and for any society is its people. Changing demographics, ageing and migratory flows remind us that citizens are the rarest and most valuable resource for these communities. Education is a a formidable vector for identity, vitality, and social and economic development. The Commission scolaire du Littoral, whose schools play a fundamental role in the vitality and social, cultural and economic development of North Shore communities, understands this well. The characteristics of social decay evoked in demography also show us another side: the school dropout problem, a phenomenon that is reaching alarming rates in several of the territory s communities. This is a issue social that we must tackle in order to reverse the trends and promote school retention across the North Shore territory. Local and regional initiative and community mobilization remain the cornerstones for improving the situation and preventing school dropout, and the various Lower North Shore stakeholders are also contributing to this. Maintaining the education network is a major issue. Literacy services, continuing education and tailored training in secondary and vocational schools are indispensable tools in a context of reducing the asset pool. We must therefore develop innovative strategies to maintain accessible and quality educational services everywhere, in addition to tackling school retention in a common and concerted fashion. Adaptation to varied contexts, different from those found elsewhere in Québec, on a territory distinct for its geography and social organization, are also factors that require new methods and way ways of organizing training activities. In short, we must ensure the symbiosis of specialized training with the resources and culture of this specific territory. In this spirit of adaptation and service to the community over the last 15 years (1999 to 2014), the Commission scolaire du Littoral has operated in vocational training with all the target populations across its territory, be they French-speaking, English-speaking or Aboriginal. Without being officially registered on the vocational training inventory, the CSL has offered 13 training courses and 9 different programs, in collaboration with 10 school boards from across Québec. These activities welcomed more than 200 students, 191 of whom successfully completed the program, for a 93% graduation rate (Appendix 5). In addition, the CSL offers general training for adults through a closed envelope that meets the needs expressed by small or very small groups. The consequences on local and regional development are considerable. Any solution to maintain access to education to the populations of the Lower North Shore must therefore be studied seriously because, beyond developing job skills, schools are a place for growing roots in local culture, values and identity. 1. The Multipurpose Workshops 25
Already implemented in a few municipalities in Québec, Ontario and New-Brunswick by school boards looking to meet the different training needs of local populations as effectively as possible, the Multipurpose Workshops are comprehensive, flexible and sometimes large-scale workshops that offer several coop programs based on local or industry needs. This new classroom formula helps meet the need for qualified labour expressed by the industry through workshops adapted to teaching varied study programs. In a single space, the equipment required to teach the study programs can be moved around depending on the need. The Multipurpose Workshops also call on innovative pedagogical functions that promote success, despite some shortcomings that could have been identified from the start for the French-speaking, English-speaking and Aboriginal populations. In the context of the Lower North Shore, where a sparse and small population wants to work toward a fulfilling professional horizon, this kind of program can help meet a training need quickly, facilitate its organization and ensure the delivery of activities. Because they are anchored in their community and in line with their territory s key stakeholders, they promote local training to meet the community s specific needs. There is no lack of appropriate training spaces because the Commission scolaire du Littoral already has facilities appropriate for many vocational training possibilities. It is also a way to ensure that local populations have sufficient access to a diversified vocational training offer that respects their region s realities and cultures. These new facilities, which are flexible and open to various activity sectors, also contribute significantly to developing an entrepreneurial culture through education and training for young people and adults alike. 26
In a time of the economic conversion of the territory s activities and the integrated management of resources, the North Shore communities have everything to gain from decompartmentalizing training activities using an innovative and audacious formula, in terms of ways to organize vocational training and preferred pedagogical approaches. Moreover, this is a real opportunity to enable local populations to learn, in addition to a trade or a professional activity, the history of their community and region and thus reinforce their sense of belonging. We can easily understand that institutions actions must be modernized to respond adequately to small communities and reflect their reality. This is an excellent opportunity for the Commission scolaire du Littoral (CSL). Far from being officially registered in the vocational training inventory, the CSL wants to optimize every potential opportunity in the communities across its service territory. This is why the Multipurpose Workshops offer an opportunity to offer more and improved vocational training. These adaptable and scalable workshops based on needs can also be designed to meet the specific needs of the Lower North Shore populations in terms of study prerequisites. As the statistics show, in many cases, potential students do not have these prerequisites. Ideas to enrich the Multipurpose Workshops Training to return to the labour market 1992. In order to meet two distinct needs, namely allowing women to return to the labour market after being absent for at least 10 years, and providing some sectors with trained and competent workers, the Centre de Femmes du Témiscamingue, jointly with the Cégep de l Abitibi-Témiscamingue, launched an innovating training project. Beyond the teachings, it is the training dynamic that is important to take away. Before even getting into skill development, the training program included a period for updating general knowledge, work methods and time management. This specific part of the program continued throughout the 20-month training program and taught many soft skills required for a good performance on the labour market. Beyond reading, writing, mathematics or logic, this upgrade training helped students learn work methods and take control of their personal development, thus playing a major role in their success. All the women who registered at the beginning completed the program, found a job at the end of the program, and were employed 6, 12, 24 and 60 months after the training. The activity received national recognition for its positive results. It is fair to say that this activity played a successful role in the community. This type of training was reproduced in Ontario technical schools, where the teachings that accompanied the vocational training helped students stay in school and improved their performance on the labour market significantly. 28
Amik-Wiche School-Business Although its graduation rate was virtually non-existent a few years ago, the Amik-Wiche High School on the Lac Simon Algonquin reserve almost eradicated school dropout. How? By creating a micro-business! The school is transformed part time into an SME by the regular high school students and those in work preparedness training program. As part of two entrepreneurship programs, the three rules of success for the students in secondary 5 and the PSS workshops are perseverance, skills and success. The students use the skills acquired in their courses to offer the 1,500 inhabitants of Lac Simon catering, carpentry and mechanical services. Graduates use the revenues generated to take a trip abroad at the end of their studies, provided they have respected strict criteria of assiduity, academic success and participation in activities. And it works! The graduation rate soared to 80% in 2015, despite no youths having graduated in 2008. The program has even incited former drop-outs to return to school. This is because the very simple system includes recognition and rewards that motivate youths to return to school and succeed. But above and beyond students academic success, the micro-business instills pride, healthy life habits and the drive to excel. And most of all, the graduates look toward the future with confidence! This is a game-changing idea! 29
The City-School: In the heart of its community This project was created in response to a worrisome situation with the young people of the Haut-Saint-François RCM: a high deprivation index in 11 of the 14 municipalities, the highest school dropout rate and the lowest revenue in the Eastern Townships; 25% of youths who finish primary school leave the territory for Sherbrooke. In 1999 2000, this RCM had the highest rate of youths aged 12 to 17 who had violated the Criminal Code or laws in all of the Eastern Townships. Young people s sense of belonging to their community was not very strong, and the exodus to big cities appeared to be the only way out. In an attempt to reverse the situation, the Polyvalente Louis-Saint-Laurent in East Angus, along with many partners, developed an original educational project: the Citéécole (City-School). It works on two levels: 1. Transform the school community, so as to develop the students active citizenship; 2. Develop ties with the students communities to create a place conducive to supporting and involving them. Since in 2007, the school has operated like a municipality: the citizens, city hall and student municipal council replace the students, secretariat and student council. The notion of citizen includes business, social, leisure and community functions. In addition to making students experience citizenship within the school s walls, the project develops citizenship training based on knowledge of the municipalities and the Haut-Saint- François RCM. This knowledge is part of the school curriculum, but it is also based on educational activities in the communities so that City-School citizens can appropriate knowledge in a concrete way by participating in local bodies: the municipal council, the board of directors of the credit union, the Chamber of Commerce, etc. 30
The adjustment of programs and measures Community size, population density, distance from big cities and the presence or accessibility of some services or infrastructures are part of the territorial context that shapes the very different realities from one community or region to another. Adjustment should also be part of a global perspective that takes into consideration, firstly, the government s orientation toward greater decentralization and regionalization and, secondly, communities willingness to take control of their own development. The accessibility of public services for the population is a fundamental issue in terms of equity between citizens and commitment to enhancing the entire territory. The approach consists of offering individuals the same development opportunities within their community as those available in large cities. This includes getting basic training or a first qualification without necessarily having to leave the community. The objective of adjusting public services is to ensure equity for all citizens, regardless of their condition or place of residence. In this regard, the State has a moral and also legal obligation to guarantee citizens have equitable access to basic services (health, social and educational, including childcare), regardless of their condition or place of residence. Adopted in 2012, the Act to ensure the occupancy and vitality of territories is a reminder of this (Appendix 6). In fact, the Act aims to support the adaptation of the management mechanisms of government ministries and bodies in order to promote the vitality of territories, which of course concerns all education interventions. This issue is especially significant in communities facing a vitality problem or, more globally, in territories with a low population density and removed from major centres. In terms of education, the Conseil supérieur de l éducation recommended as of 2010 the adjustment of interventions and a greater appropriation of the educational project by communities and regions. This adjustment must be based on two premises: 1. The public service is not an immediate expense (salaries, infrastructures, etc.), but a long-term investment (educated citizens who are active in their community); 2. The State guarantees equitable access to basic services for citizens, and it has the responsibility to ensure acceptable conditions for each territory and maintain the highest standards of quality. Applying the adjustment of educational services translates into adapting financing terms for basic services to take into account distinct territorial features, structuring service delivery initiatives and supporting the community in identifying needs and the responses to these needs. When the financing of public services like education is essentially based on the number of students, it goes without saying that a reduction of the student population inevitably leads to a reduction in financing, forcing territorial authorities to make difficult choices in reducing or even shutting down services. This is harmful for sparsely populated or economically vulnerable territories. The cycle of devitalization can become insurmountable when simultaneously there is a need to remedy the loss of economic activity, transform the economy, and attract young people and young families, and the labour force is being weakened by loss of support and services. On its own and on a quantitative basis, the financing rule inexorably leads to challenges in dispensing basic training near communities as well as an inability to act that makes 31
institutions fragile. If the quantitative criterion (number of students, etc.) is valid in urban communities or in territories in geographic proximity to large communities, it is on the other hand insufficient in the Lower North Shore because it does not take into account territorial specificities, particularly the situation of geographic remoteness and low population density. This is why financing conditions, already in effect for vocational training in some regions and to recognize the realities of small communities, must translate into support of the CLS s activities through agreements with school boards from elsewhere in Québec. The reality of small or very small groups must be reflected in future agreements. The effectiveness of initiatives and respect for communities are at stake. In addition, a qualitative adjustment criterion should be introduced based on objective conditions. This criterion could not only take into account territorial specificities (remoteness, density, territory of origin), but also the quality of the project, partnership with the community, local or regional networking as well as the innovation and adaptation effort to carry out the service mission better for the community. Taking these factors into consideration when adjusting education funding would encourage complementarity, discussion and collaboration. The Conseil supérieur de l éducation [ ] notes that few measures seem to be combined with substantial resources to reinforce education communities ability to act, promote participation in the decisions that concern them and expand their leeway so they can meet their educational needs locally. The financing conditions of educational services should take into account the specific features of each region. [ ] The Conseil also feels that the current solutions and modes of action are insufficient given the scope of changes to come. This context calls for a different approach that, in Québec and elsewhere, must be based on the vitality of local communities and on the solutions they propose to implement strategies best adapted to their educational needs. Source: Conseil supérieur de l éducation (2009) 32
Recommendations In the light of the above, it is clear that the Commission scolaire du Littoral is strongly involved in the development of the people and the territory it serves. This territory, as it is currently structured and conceived, is a complex and varied geographic and human whole that is difficult to define and that imperatively requires a customized approach. The strategic importance of the CSL s action cannot be emphasized enough. Through various means, it has developed a detailed and accurate understanding of the issues of training and vocational training across its territory. This school board, which offers very personalized service, is a strong anchoring element for local communities, being first and foremost a public service that remains accessible to all. This accessibility also involves maintaining or implementing educational services equivalent to those offered elsewhere, because quality educational services have a structuring effect on remote communities. This is particularly true for vocational training. As such, the activities put forth by the CSL must be supported based on an innovative formula, devised with local populations and organizations, and adapted to the conditions of the Lower North Shore communities. As with general training, this could translate into a specific vocational training envelope, which would greatly facilitate agreements between school boards. It goes without saying that the public facilities (schools and educational institutions) throughout the Lower North Shore territory must serve local populations as best they can. It is therefore appropriate to promote and implement measures to support vocational training initiatives and thus help develop communities and local populations. This is not only a question of efficiency, as the CSL has a significant capacity for action on the territory, and at a low cost to society, but also of equity for these populations. On a territorial level, equity could translate into the implementation of appropriate financing measures for activities that recognize and support small or very small groups and that enables the CSL to reach agreements with other school boards that do not penalize anyone. Lastly, because economic development goes hand in hand with social development, we suggest that appropriate conditions be put in place so that the Commission scolaire du Littoral can play its essential role fully. Here are the main recommendations arising from our findings and analyses of the vocational training situation in the Lower North Shore. 33
Recommendation 1. Support the organization of vocational training Multipurpose Workshops in Commission scolaire du Littoral institutions. The facilities are available; The vocational training needs are considerable; The territory s population is not very mobile; The population and employers have a strong interest in vocational training; Recommendation 2. Facilitate access to vocational training equipment. By facilitating the acquisition of equipment; By recognizing innovative partnerships with companies in the territory. Recommendation 3. Support the Commission scolaire du Littoral s concrete vocational training actions in the Lower North Shore. By recognizing the importance of the CSL s action and its ability to identify development issues across the territory; By recognizing the CLS s ability to adapt to its diverse populations; By supporting the innovative vocational training initiatives put forward by the CSL. Recommendation 4. Ensure appropriate financing for the vocational training activities offered by the Commission scolaire du Littoral. By ensuring appropriate financing for small or very small groups; By promoting agreements with partner school boards to offer vocational training; By providing a closed budgetary envelope for vocational training, to finance vocational training adequately and fill the gap of partner school boards for small or very small groups. 34
Recommendation 5. Allow the adjustment of the Commission scolaire du Littoral s vocational training efforts. By recognizing the realities of local populations in terms of prerequisites for vocational training; By facilitating people s path in the vocational training curriculum in conjunction with the acquisition of academic prerequisites; By recognizing innovative pedagogical formulas that the CSL could put forward; By supporting the efforts of local populations and partners. These recommendations are based on the Commission scolaire du Littoral s competence, its capacity for action on its service territory, and the effectiveness of its work. 35
Conclusion This exercise paints a simple and concrete picture of the reality of a vast territory, of the real commitment of a teaching institution involved and engaged in its community, and of partnerships between people and organizations that care about their territory s development. Their collective goal is simple and noble: offer a quality living environment for residents so they can flourish and promote the development of the territory s various communities. A school board with quality facilities would like to use them to fulfil the ambitions of local populations. It would also like to offer these populations appropriate and accessible equipment to serve the development of the people and communities. It would lastly like to have means adapted to its realities in order to respond to training needs better, in particular vocational training, and thus serve its territory s population better. The Commission scolaire du Littoral clearly demonstrated its leadership and adaptability over the last 15 years. It has examined the territory s development issues closely and accurately and would like to help the communities of the Lower North Shore thrive. As mentioned, there are many possibilities and actions to take, which are of concern to the Ministère de l Éducation, de l Enseignement supérieur et de la Recherche, as well as the CSL and its partners. A society s value is not measured in money, but rather in the value of individuals, their ability to participate in and contribute to society, and to have an innovative impact on the community by creating reliable and lasting solutions. Jacques Atali, August 2015 36
Appendix 1: Chronology of Activities Fall 2014: Meeting and discussions with the Commission scolaire du Littoral January 2015: Bid by UQAR s Continuing Education department March 2015: Meetings with stakeholders, discussions and data collection, Bruno Jean May 2015: Meeting with the Aboriginal communities of the CS du Littoral territory May June 2015: Survey of the population Summer 2015: Compilation of the survey, search for information and data, drafting of the preliminary report September 2015: Tabling of the preliminary report October 2015: Tabling of the final report 37
Appendix 2: Survey on Vocational Training Needs in the Lower North Shore Vocational Training Lower North Shore * 1. What is your place of residence? Blanc-Sablon Bonne-Espérance Gros-Mécatina Côte-Nord-Golfe-St-Laurent- Pakuashipi Anticosti Island Saint-Augustin Unamenshipi * 2. What is your status? Regional employer Regional worker Citizen (neither worker nor employer) of the region Other (please specify) 38
* 3. Are you currently on the labour market? Yes, I work full time Yes, I work part time I have a seasonal job No, I am not * 4. If you answered yes to the previous question, what is your job? * 5. If it offered vocational training programs in the Lower North Shore, would the Commission scolaire du Littoral meet a need for you, your company or the region? Yes, for me Yes, for my company Yes, for me and for my company No I don t know * 6. Among the following themes linked to various economic sectors in your region, please indicate your degree of interest in the following types of vocational training: Not at all interested Interested Very interested Management, business and IT Management, Management, Management, business and IT business and IT business and IT Not at all Very interested Interested interested 39
Not at all interested Interested Very interested Transportation Transport ation Not at all interested Transportatio n Interested Transportatio n Very interested Motorized equipment maintenance Motorized equipment maintenance Not at all interested Motorized equipment maintenance Interested Motorized equipment maintenance Very interested Fishing and aquaculture Fishing and aquaculture Not at all i t t d Fishing and aquaculture Interested Fishing and aquaculture Very interested Food services and tourism Forestry Food services and tourism Not at all i t t d Forestry Not at all interested Food services and tourism Interested Forestry Interested Food services and tourism Very interested Forestry Very interested Health Health Not at all interested Health Interested Health Very interested Mining Mining Not at all interested Mining Interested Mining Very interested Agriculture Agriculture Not at all interested Agriculture Interested Agriculture Very interested Other (please specify) 40
* 7. If vocational training were offered in one of your fields of interest, would you be interested in registering? Yes No I don t know * 8. What would be your main motivation to take vocational training? Obtain a diploma Get a job Start a business Have better working conditions Other (please specify) * 9. Would you like to informed of this project s progress? Yes No If so, please indicate your first and last name and email * 10. Which of the following age groups do you fall into? 18 and under 19 25 26 35 36 45 40
46 and over * 11. What is your sex? Man Woman * 12. Thank you for your valuable cooperation! Your comments are appreciated. Completed 41
Appendix 3: Guide for Facilitating Meetings with the Communities of Pakuashipi and Unamenshipi MEETING GUIDE Participant Workbook Activity carried out as part of the mandate with the CS du Littoral Feasibility analysis for the implementation of multipurpose training workshops 42
MEETING GUIDE Activity carried out as part of the mandate with the CS du Littoral Background The CS du Littoral is currently carrying out a feasibility analysis for the implementation of multipurpose training workshops in response to efforts to support the socio-economic development of the region and to retain human resources and young people in the region. Training and retaining labour in the region are major issues for the development of the labour market, particularly in the Lower North Shore where the dispersal of the population and the vastness of the territory make training organization complex. In this context, implementing adaptable, multipurpose training workshops could be a concrete solution for the region. PREAMBLE Brief introduction of the participants and their area of intervention (have an attendance list and obtain the contact information of participants for subsequent follow-ups) CONTENT OF THE EXCHANGES 1. If you had to quantify on a scale of 1 to 10 the level of professional skills of the people who work in the vocational training field in your community, how would you rate them? Can you justify your position? 2. Which vocational training sectors should be developed further for the community? (type of trade and/or needs) 3. If you were a CS du Littoral decision-maker, what type of vocational training would you promote to make up for the shortage of workers and how would you justify your choice? CONCLUSION Is there anything you would like to add or that was not discussed? (Thanks) LB/lb 2015-01-17 43
Appendix 4: Vision 20-20 Document 44
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Appendix 5: Commission scolaire du LittoralVocational Training, 1999 2014