PRSP

1140 - Draft Research Plan Assignment

Submitted by: Richard Lamarche, March 27, 2016
Introduction/Background
Apprenticeship registrations have increased over the past two decades, but we have not seen a
corresponding number of completions in Canada (Coe, 2013). In fact, the number of registered
apprentices in Canada more than doubled between 1995 and 2007, yet successful completion of
apprenticeship programs increased by only about one-third as much (Laporte, 2013).
Completion rates vary amongst the provinces possibly due to varying training delivery formats. As most
apprentices start their journey with little or no prior learning or experience in their chosen trade, this
could also be a significant factor in completion rates as students discover that the specific trade
functions may not be what they expected.
The Ontario Youth Apprenticeship Program (OYAP) offers High School students in Grades 11 and 12 an
opportunity to earn co-op credits is a school-to-work transition program offered through Ontario
secondary schools. Full-time students in Grades 11 and 12 earn cooperative education credits through
work placements in skilled trades and get a head start by receiving the same in school curriculum, based
on Ontario Training Standards for their chosen (Red Seal) trade, as registered Apprentices do. Successful
completion of the in-school trade specific training portion of OYAP will lead to exemption from the Level
1 in-school training requirement (Ontario Red Seal Trade Plumber) for students who go on to register
as Apprentices. Therefore it is critical that OYAP students receive the same level of trade specific
curriculum standard training as is delivered through the Apprenticeship learning model.
Literature Review
Apprenticeship programme requirements and apprenticeship completion rates in Canada
Patrick J. Coe (Coe, 2013) reports that although apprenticeship registrations in Canada seem to be
growing, there is not a correlation in the completion rates experienced in this country. The completion
rates across provinces vary and the paper suggests reasons why each province may have various success
rates with the curriculum enforced, and as such, completion rate success. The author researches the
extent the differences in completion rates are related to differences in the structure of apprenticeship
programmes (Coe, 2013). The research concludes stating there is little evidence to support the view
that either the length of the work experience term or the technical training requirement acts as a barrier
to completion. However, there is some evidence to suggest that the format in which technical training is
delivered is related to completion rates (Coe, 2013).


Expansive learning through high school apprenticeship: opportunities and limits
Taylor & Watt-Malcolm (Taylor A. &.-M., 2007) discovered that restrictions on learning occurred in
(high) schools partly because of curriculum divisions (academic/vocational) as well as other stresses
restricted student learning. A focus on three different contexts, the schools, the training centres and the
worksites, factored in to the interviews conducted in this study with both students and instructors
(Taylor A. &.-M., 2007). The main findings suggested, in the learning centre, the failure to address
tensions rooted in power relations in the workplace limited students' learning. Similarly, students were
confronted with the need to make trade-offs in the workplace that restricted their learning (Taylor A.
&.-M., 2007). It was concluded by the authors that taking steps to address these issues would enhance
workplace practices and learning environments for apprentices (Taylor A. &.-M., 2007).

Should I stay or should I go? Exploring high school apprentices pathways
Taylor, Lehmann & Raykov (Taylor A. L., 2013) reveal that little is known about outcomes for youth who
begin an apprenticeship in high school. Through a series of interviews with youth who failed to
complete the trade program, the authors suggest, that a narrow focus on apprenticeship training
completion diverts attention from the complex learning and work transitions experienced by most
youth (Taylor A. L., 2013). Consequently, the research suggests that partners involved in high school
apprenticeship and policy-makers could do more to raise student awareness of multiple trajectories and
skills transfer, make apprenticeship training more expansive, and increase the flexibility of pathways by
providing greater articulation between different post-secondary education pathways and opportunities
to change direction (Taylor A. L., 2013).

Research Questions
This study will attempt to address the following research questions:
Main Research Question:
(1) How do completion rates compare between traditional mainstream apprentices and those who
registered through the OYAP system?
Sub Research Question:
(1) Are OYAP students better informed on the skill requirements of their chosen trade than the
non-OYAP registrants?
(2) Are non-completers entering another post-secondary program in lieu of their chosen
apprenticeship?
(3) Are non-completers entering another trade in lieu of their first selection?
(4) What is the satisfaction level of integration efforts for OYAP students entering directly to Level 2
apprenticeship?
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Research Design
Research Methodology and Approach
This study will employ a quantitative research methodology to test the theoretical correlation between
completion rates and OYAP registrants (main research question). The subsequent 3 sub questions
maintain the quantitative research however the last question employs qualitative research in an
attempt to understand the affect that by-passing the Level 1 Apprenticeship training, including bonds
that are formed in a unique 8 week format, may have with completion rates due to satisfaction and
engagement. This is supported through Taylor and Freeman who discuss the problem in completion
including several influences on their attitudes toward completion of apprenticeship training. These
include how they see themselves as learners and workers as a result of experiences at school (Taylor A.
F., 2011)

Participants
Participants in this study will consist of
(1) Registered Plumbing Apprentices in Ontario through the examination and analysis of
completion statistics obtained from MTCU and Ontario College of Trades (OCoT) records and
publications.
(2) Surveys and interviews of Level 2 and 3 apprentices registered through the OYAP process.

Ethical Considerations
Data for the main study will be obtained either from MTCU or OCoT records. I therefore do not foresee
or anticipate any ethical issues arising from the collection and analysis of data for the purpose of the
main question and first three sub questions.
Data for sub question 4 will be through surveys and potentially interviews. I will consult with ORSIE for
direction and/or approval. Given that human subjects may be studied, I understand that a project
summary, information sheet, and a consent form may be applicable.
Data Collection
It is proposed that the main source of data will be collected from the MTCU and the OCoT analyzing the
completion rates data for the trade of Plumber since the inception of the OYAP program to current
graduates. Data will also be collected via surveys and/or interviews during the respective intakes of
both Level 2 and Level 3 apprentices. Since the MTCU dictates the intake schedule, these dates are not
known at this time. Intakes are announced in the spring of each year for the following academic year, at
which point more definitive dates can be established for the survey and interview data collection
timelines. It will be important to realize these constraints in the timing of this study.
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Data Analysis
I will analyze the completion data to determine, if possible, whether completion rates for OYAP
registrants differ from the traditional mainstream apprenticeship registrants. Following this analysis, the
surveys and interviews can be conducted to enhance the data collected above. I will be looking to draw,
if any, conclusions that can be seen in completion rates of the traditional apprenticeship model vs. the
OYAP training model. If it can be seen that the conclusion rates are, in fact different, the sub questions
1-4 play a more significant role in determining the causing effects of this find.
Significance/Implications for the Field
The delivery of Apprenticeship training is under review. After centuries of status quo, post-secondary
education institutions are bringing into question the effectiveness of this traditional training model. The
college system is a business, and businesses need to evaluate their product, service and customer
satisfaction. Given the completion rates, we cannot assume that the future of Apprenticeship training
will be a reflection of the past. We must recognize that students have a vast number of choices when it
comes to learning, including private Training Delivery Agents. The college system as a whole needs to
evaluate the changing landscape of this type of education. All we need to do is to look at the content of
this new faculty training program to realize the amount of time and energy spent by DC educators in
providing our students with a myriad of alternative forms of content delivery, assessment methods,
UDL, and technology in the classroom; yet we continue to deliver Apprenticeship training in the same
basic traditional fashion year after year, including delivering curriculum in a format that is, perhaps, out-
dated. The apprentice coming to us from the high school OYAP system is much more attuned to the
technological delivery of content than the traditional apprenticeship delivery model supports.
The results of this study will help to highlight the less-than-ideal completion rates of apprentices in
trades including perhaps a correlation to the variety of obstacles encountered by apprentices during
training (Laporte, 2013) which may play an influencing part in the need for a thorough and un-biased
review of Apprenticeship training in Ontario.

Works Cited
Coe, P. J. (2013). Apprenticeship programme requirements and apprenticeship completion rates in
Canada. Journal of Vocational Education & Training , 65 (4), 575-605.
Laporte, C. M. (2013). The completion behaviour of registered apprentices in Canada: who continues,
who quits, and who completes programs? Empirical Research in Vocational Education and Training , 5:1.
Taylor, A. &.-M. (2007). Expansive learning through high school apprenticeship: opportunities and limits.
Journal of Education and Work , 20 (1), 27-44.
Taylor, A. F. (2011). Made in the trade: youth attitudes toward apprenticeship certification. Journal of
Vocational Education and Training , 63 (3), 345-362.
Taylor, A. L. (2013). Should I stay or should I go? Exploring high school apprentices pathways . Journal
of Education and Work , 28 (6), 652-676.