Academic journal article Canadian Journal of Education

Dual Credit: Creating Career and Work Possibilities for Canadian Youth

Academic journal article Canadian Journal of Education

Dual Credit: Creating Career and Work Possibilities for Canadian Youth

Article excerpt

Abstract

In this article, I investigated the problems that educators are addressing with dual credit initiatives and consider tensions that have limited the seamless implementation of dual credit programming. Stakeholder representatives clearly identified common resources and support required to sustain their dual credit programs. Study participants noted the need for strong partnerships for dual credit initiatives, for government policies to allow for articulation of credits between secondary and post-secondary and, in particular, for the means to fund these programs. Findings from individual interviews and focus groups conducted in British Columbia and Ontario with individuals who had formal work- related involvement (e.g., industry associations, government, organized labour, high schools, school boards, colleges, and industry) in dual credit initiatives suggest that access to dual credit options provide secondary students valuable opportunities for future career and post-secondary education, giving support for policies to support stakeholder partnerships to advance the effectiveness of dual credit models. However, with partnerships, tensions exist because stakeholders compete to gain and maintain control of their institutional terri-tories and established standards. Questions arise--"who is going to pay?" and "who is going to benefit?"--that suggest concerns about student access and who is allowed to make use of the resources allotted for these initiatives.

Key words: dual credit, youth, educational policy, secondary education, post- secondary education, Ontario education, British Columbia education, post-secondary credits, apprenticeship training, school to work transition programs

Resume

Dans cet article, l'auteure analyse des programmes a double reconnaissance de credit en Colombie-Britannique et en Ontario. Des representants des parties interessees ont clairement identifie les ressources communes et le soutien que requiert le maintien de telles initiatives. Elles ont note que ces initiatives exigent des partenariats solides, des politiques gouvernementales permettant l'articulation des credits entre le secondaire et le postsecondaire et, surtout, des ressources financieres. D'apres les entrevues individuelles et les discussions en groupe menees avec des personnes impliquees professionnellement dans des initiatives a double reconnaissance de credit, l'acces a des options de ce genre offre des eleves du secondaire des possibilites interessantes pour la planification de leur carriere et de leurs etudes postsecondaires, ce qui milite en faveur de politiques qui, en favorisant des partenariats entre les parties interessees, assurent la promotion de mode1es a double reconnaissance de credit. Ces partenariats engendrent toutefois des tensions, les parties interessees tentant chacune d'obtenir et de maintenir le controle de leurs territoires institutionnels et des normes qu'elles ont etablies. Les questions qui surgissent, comme << qui va payer? >> et << qui va en profiter? >>, font etat de preoccupations quant a l'acces des eleves a ces programmes et au contro1e des ressources allouees a ces initiatives.

Mots cles: double reconnaissance de credit, politiques en matiere d'enseignement, education secondaire, education postsecondaire, education en Ontario, education en Colombie-Britannique, credits au postsecondaire, formation en apprentissage, programmes ecoles-entreprises.

Introduction

In Canada, dual credit initiatives are not well-established in educational systems, unlike the United States where dual credit programming has been available for at least three decades. However, recent government policies in some Canadian provinces provide high school students with opportunities to earn secondary credits to contribute to their grade 12 diploma requirements while at the same time securing university, college, or apprenticeship post-secondary credits. …

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