The introduction of the Work-Oriented Training Path (WOTP) in secondary schools is of great importance when we consider the fact that the vast majority of students with special needs do not graduate from high school, and that the lack of a high school diploma is a major obstacle to their integration into society and the job market.
Based on a work-study approach, the Work-Oriented Training Path consists of two programs: the one-year Training for a Semiskilled Trade program and the three-year Pre-Work Training program, both of which lead directly to the job market.
The Work-Oriented Training Path operates within a largely traditional framework.
Given the essential role of the various pedagogical and organizational measures used in its realization, this research focused on identifying the practices used to implement the WOTP in eight schools with different regional characteristics which claim to have successfully implemented the program. We also analysed the trajectories of WOTP students and the need for training perceived by education stakeholders. On the whole, the results show that, when it comes to graduation rates, the Training for a Semiskilled Trade program largely meets its objectives with a graduation rate of 43% to 100%, depending on the school, while the results are less positive for the Pre-Work Training program whose graduation rate is between 15% and 43%. With few exceptions, it appears that the Work-Oriented Training Path operates within a largely traditional framework that would benefit from a better structured integration of intervention plans, pedagogical differentiation and complementary services.
Main researcher
Nadia Rousseau, Université du Québec à Trois-Rivières
Deposit of the research report: July 2012