ANEVALUATIONOF AN EDUCATIONAL UPGRADING PROGRAM by 1--------·i Seth Raymond B.Sc., Notre Dame University ofNelson, 1973 Professional Certificate, B.C. Department ofEducation, 1975 PROJECT SUBMITTED IN PARTIAL FULFILLl\1ENT OF THE REQUIREl\1ENTS FOR THE DEGREE OF MASTER OF EDUCATION m COUNSELLING © Seth Raymond, 1996 THE UNIVERSITY OF NORTHERN BRITISH COLUMBIA March 1996 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii ABSTRACT This report gives the results of a comprehensive evaluation of the Advanced Pre-Vocational Adult Training Program (APVTP). The APVTP aimed to increase the employability of the chronically or cyclically unemployed by improving their educational level. Participants in the APVTP used the Invest and Pathfinder computer systems while studying to meet the requirements of the Adult Dogwood (grade 12 graduation). The study covers the period from the program's initial admission of students in January, 1993 to July 31, 1995. Only students who had withdrawn or had graduated from the program by July 31, 1995 were considered. The information for the study was acquired from the agencies that developed and delivered the APVTP and from 63 questionnaires completed by former students. Two hundred forty-eight former students of the APVTP were identified. Eighty-two percent of these students (204) completed the requirements for grade 10, and most of these (199) began work on grade 11 and 12 courses. Ninety-two students (37% of the original248) met the requirements of the Adult Dogwood. On July 31, 1995, 47 of the 63 questionnaire respondents (75%) indicated they were either working and/or taking further training or education. In general, the students were pleased with their experience in the APVTP and regarded it as a valuable opportunity. The study identifies aspects of the program the students liked and disliked. Student's suggestions for the improvement of the APVTP are given. iii TABLE OF CONTENTS Abstract 11 Table of Contents 111 List ofTable lV List of Figures/List of Appendices v Acknowledgments Vl THE ADVANCED PRE-VOCATION ADULT TRAINING PROGRAM Rationale and Primary Objective 1 Partners Human Resources Development Canada Prince George Workplace Training Centre Continuing Education School District No. 57 3 3 4 Implementation 5 THEPARAMETERSOFTHISEVALUATION 9 SOURCES OF DATA 10 RESULTS OF THIS EVALUATION 11 Non-Questionnaire Data Direct Educational Outcomes Other Considerations 12 15 Questionnaire Data Employment/Education Situation Explanation of the Analysis of the Scale Questions Human Resources Development Canada Prince George Workplace Training Centre Continuing Education School District No. 57 Quantitative - General Opinions and Attitudes Qualitative- Likes, Dislikes, Suggestions 32 34 39 41 45 47 49 52 DISCUSSION AND REC011MENDATIONS Goals of the APVTP Final Considerations 59 63 iv LIST OF TABLES Table 1: Table 2: Table 3: Table 4: Table 5: Table 6: Table 7: Table 8: Table 9: Table 10: Table 11: Table 12: Table 13: Table 14: Table 15: Table 16: Table 17: Table 18: Table 19: Table 20: Table 21: Table 22: Table 23: Table 24: Table 25: Table 26: Table 27: Table 28: Table 29: Educational Outcomes of the APVTP Program 13 Achievements of APVTP Participants by Gender 15 Single and Married Status and Graduation 18 Last Grade Reported and Graduation 20 Ten Most Represented Occupations of Students in the APVTP 22 The Most Frequently Used Reason Codes 23 Age of APVTP Participants as ofJuly 31, 1995 24 Educational Outcomes and Age 24 Weekly Unemployment Insurance Received by APVTP Participants 26 Weekly Unemployment Insurance Levels and Educational Outcome 28 Income Levels of Graduates by Gender 30 Time Taken by APVTP Students to Achieve Their Adult Dogwood 31 Summary oflnformation Regarding the Return of the Questionnaire 33 ~ Snapshot' of July 31, 1995 34 Simplified 'Snapshot' of July 31, 1995 35 Comparison Between APVTP Graduates and Non-Graduates on July 31 , 1995 Further Training/Educational Experiences 37 38 Analysis of HRDC Questions 41 Comparison of Responses to Question 9 of Graduates and Non-Graduates 43 Comparison of Responses to Question 10 from the Employed and Unemployed Respondents Analysis ofPGWTC Questions 44 45 Comparison of Responses to Question 20 of Graduating and Non-Graduating Students Analysis of Brunswick Learning Centre Questions 46 47 Comparison ofResponses to Question 28 of Graduates and Non-Graduates 48 Analysis of General Opinions and Attitudes 49 Comparison of Responses to Questions 29 to 31 of Graduates and Non-Graduates The Best Liked Aspects of the APVTP 50 53 The Most Disliked Aspects of the APVTP 54 Suggestions for Improving the APVTP 55 v LIST OF FIGURES Figu.re 1: A Student's Journey Through the APVTP 7 Figure 2: Percentages of the 248 APVTP Students Achieving Specific Educational Outcomes 14 Figure 3: Probability of Graduating by Gender 16 Figure 4: Gender Composition of Students/Gender Composition of Graduates 17 Figure 5: Grade Level Reported and Graduation 21 Figure 6: Proportion of Each Age Group Who Graduated 25 Figure 7: Number of Students in Each Wage Group 27 Figure 8: Percentage of Graduates in Each Income Group 29 Figure 9: Employment/Training Situation on July 31, 1995 36 Figure 10: Explanation/Example of the Analysis of a Scale Question 40 LIST OF APPENDICES Appendix A: Names and Addresses 67 Appendix B: Educational Achievements 68 Appendix C: Master Student, Invest, and Pathfinder 69 Appendix D: Questionnaire Package 70 Bibliography 84 vi ACKNOWLEDGMENTS The three agencies involved in the delivery of the Advanced PreVocational Adult Training Program - Human Resources Development Canada, Continuing Education School District #57, and the Open Learning Agency's Prince George Community Skills Centre (formerly the Prince George Workplace Training Centre) - are to be commended for their friendly and open cooperation throughout this evaluation. I would like to extend a thank you to these individuals in particular: Martin Winkelaar Manager ofHRDC, Prince George Chris Boyle Principal/Manager at Continuing Education School District No. 57 Doug MacLaren Manager, Prince George Community Skills Centre Bruce Johnston Employment Counsellor, Labor Market Information, HRDC I would also like to thank my committe members, Dr. Ronald Lehr and Dr. Peter MacMillan. My supervisor, Dr. Bryan Hartman, the Education Programme Chair at the University of Northern British Columbia, deserves my special thanks for his patience and assistance. THE ADVANCED PRE-VOCATIONAL ADULT TRAINING PROGRAM RATIONALE AND PRIMARY OBJECTIVE The Advanced Pre-Vocational Adult Training Program (APVTP) was developed jointly in the city of Prince George by three agencies: Human Resources Development Canada, Continuing Education School District No. 57, and the Open Learning Agency's Prince George Workplace Training Centre 1 (see Appendix A). The APVTP has the broad aim of getting unemployment insurance (UI) recipients back to work. Although there are many other contributing factors, the APVTP identifies the lack of a grade 12 education as a significant barrier to many UI recipients who are trapped in a cycle of temporary, poor-paying jobs and unemployment. The APVTP provides financial support for selected UI recipients while they work toward the completion of the Provincial Adult Dogwood Certificate, which is a grade 12 completion certificate in British Columbia (see Appendix B). An adult student (19 or over) can enter Community Colleges and universities with the Adult Dogwood. It should be noted that a combination of factors makes the Advanced Pre-Vocational Adult Training Program distinct from other training programs. First, the APVTP is designed to give its participants a general academic a o n ~ It does not attempt to provide skills specific to a particular job. 1 The Prince George Workplace Training Centre changed its name during the course of this study. It is now called the Prince George Community Skills Centre. In this study, the name, Prince George Workplace Training Centre, has been retained. 2 Second, the program is delivered with the close cooperation of three agencies representing a federal ministry and two provincial ministries. Human Resources Development Canada works with the B.C. Ministry of Education (through Continuing Education School District No. 57) and the B.C. Ministry of Skills, Training, and Labour (through the Prince George Workplace Training Centre). Third, the APVTP is individuaHzed. It uses two different computer programs to pace and track each participant. Lockstep, whole-group, classroom procedures are not used. Students can enter and exit the program at any time throughout the year. Fourth, the successful graduates receive the Adult Dogwood Certificate in an annual graduation ceremony. PARTNERS The three partners in the Advanced Pre-Vocational Adult Training Program perform different roles. Human Resources Development Canada selects the participants and provides the funding for the program. Continuing Education School District No. 57 provides all the instruction for the students. Instruction to the end of Grade 10 occurs at the Open Learning Agency's Prince George Workplace Training Centre. The instruction of the Grade 11 and 12 courses takes place at the Brunswick Learning Centre, which is operated by Continuing Education School District No. 57. 3 Human Resources Development Canada Human Resources Development Canada (HRDC) is responsible for the administration of Unemployment Insurance (UI) funds in the Prince George region. Part of these funds, the UI Developmental Funds, are earmarked for improving the employment opportunities of UI recipients. In this regard, HRDC funds a wide range of training programs that are located within both private businesses and publicly-funded institutions. These programs include personal career counselling, group training of job search skills, computer training, and secondary education. Within the Prince George region, the Advanced Pre-Vocational Adult Training Program is one of two HRDC-funded initiatives which endeavor to provide adult participants with a grade 12 education. The other initiative is provided by the College ofNew Caledonia. It is beyond the scope of this study to detail the differences between the College ofNew Caledonia's program and the APVTP. Prince George Workplace Training Centre The Prince George Workplace Training Centre is a part of the Open Learning Agency (OLA). The province of British Columbia funds the OLA to provide educational opportunities to citizens throughout the province. The OLA runs the Open University and offers degrees in Arts, Science, and Administration. The Knowledge Network is a television network operated by the Open Learning Agency. As part of its programming, the Knowledge Network, offers lectures for courses in various subject areas. 4 The Prince George Workplace Training Centre represents another facet of OLA's broad mandate. It cooperates with businesses and community agencies to produce and/or deliver training or education to meet specific needs. As an example, it offers computer-interactive instruction on a wide variety of work-related topics such as, hydraulics, mechanics, and computer networks. Through its Prince George Workplace Training Centre, OLA is an integral part of the APVTP. It provides a computer lab equipped with the Invest Learning System (see Appendix C). This system provides individualized computer-assisted instruction in English and Mathematic.sup to the end of the grade 10 level. Teachers supplied through Continuing Education School District No. 57, provide instruction and supervision at the Prince George Workplace Training Centre. However, the technical, material, administrative, and clerical support needed for this component of the APVTP is supplied by the Prince George Workplace Training Centre. Continuing Education School District No. 57 Continuing Education School District No. 57 provides educational upgrading to adults in the Prince George region. It provides a wide variety of programs. Students can study for the General Educational Development tests (GED) or for grade 12 graduation. English as a Second Language (ESL) is offered to adults. Driving training is also available. Continuing Education School District No. 57 cooperates with various agencies to tailor and deliver some of its programs. The APVTP is an example of this cooperation. 5 The Pathfinder Computer System (see Appendix C) is used at the Brunswick Learning Centre to organize and track the delivery of grade 11 and 12 subjects. Teachers supply instruction and guidance as necessary. The APVTP utilizes the Pathfinder computer software to guide its students through their studies. IMPLEMENTATION The APVTP has three major phases. The first phase selects the participants and provides on-going monitoring. The second phase provides academic upgrading to a grade 10 level. The final phase provides the student with the necessary grade 11 and 12 courses to meet the requirements of the Adult Dogwood. In the selection phase, an HRDC counsellor selects a possible candidate from the pool of UI recipients in the Prince George area. Criteria for this selection include the lack of a grade 12 education and chronic or cyclical unemployment. A potential participant is typically called in for a personal interview, during which the APVTP is explained and the suitability and willingness of the person is determined. The HRDC counsellor explains that a student is expected to complete the program in 10 to 12 months. Each student is expected to study at the appropriate training site for about 5 hours a day- excluding breaks. The HRDC counsellor also explains that, if it is necessary, a participant is eligible for an extension ofUI benefits while taking the APVTP. A waiver of the usual condition of being ready and willing to work each day is put into effect (Section 26 of the Unemployment Insurance Act). 6 The counsellor also explains the monitoring process done by HRDC. At about two month intervals, an HRDC counsellor checks the progress of each participant. Records of attendance and academic advancement are reviewed and usually an interview with each individual is arranged. If a student is making insufficient progress or not attending regularly, he/she may be withdrawn from the program. The next step for the potential participant is an interview with a qualified teacher and the completion of a battery of assessment and 2 placement tests at the Prince George Workplace Training Centre, using the Invest Learning Systems Software. With the information from the assessment and interview, a tentative projection can be made to estimate the length of time needed for the student to earn the Adult Dogwood. The average student is expected to take 12 months. At this point the potential participant in the APVTP is considered to have become a student. The flow chart below summarizes the possible educational experiences of the student. 2 All instruction and assessment of APVTP students is done by teachers employed by Continuing Education School District No. 57. 7 Figure 1 A Student's Journey Through the APVTP PGWTC Brunswick Site Up to Grade 10 Grade 11/12 Master Student Josten's Invest Pathfmder 4 months 7 or 8 months !GRADUATION Figure 1 illustrates the main features of the Advanced Pre-Vocational Adult Training Program. After the selection and assessment phase, the typical student proceeds to the Prince George Workplace Learning Centre to upgrade his/her education to a Grade 10 level. This upgrading is expected to take about 4 months. At the Prince George Workplace Learning Centre, the Master Student program (see Appendix C) is usually given to orient and prepare the student for the educational task ahead. The student works mainly on the Invest 8 Computer System concentrating on Math and English skills. A noncomputerized component includes English workbooks and study of a novel. When the student's skills are considered sufficient, a Grade 10 Completion Certificate, developed by Continuing Education School District No. 57, is issued. The student now proceeds to the Brunswick Learning Centre, where he/she is expected to take 7 or 8 months to complete the requirements of the Adult Dogwood. At the Brunswick Learning Centre, the student uses the Pathfinder Learning System to guide his/her study of Grade 11 and 12 courses. The Pathfinder computer software directs the student to textbooks for reading and assignments. Teachers provide assistance, enrichment, and evaluation. To meet the requirements of the Adult Dogwood certificate, students must complete a specified combination of seven grade 11 and 12 courses. At least one of these courses will require the writing of a provincial examination. Students who successfully complete the requirements for the Adult Dogwood are invited to an annual graduation ceremony held by Continuing Education School District No. 57. Friends and relatives of the students are also invited. 9 THE PARAMETERS OF THIS EVALUATION The scope of this study was determined during a number of meetings with officials from HRDC, Continuing Education School District No. 57, and the Prince George Workplace Training Centre. The study covers the time from the APVTP's first acceptance of students in January, 1993 to July 31, 1995. The agreed parameters of the study are the following: 1) Outcomes - The educational outcomes of all participants. -The training/education and employment history of the participants since they left the APVTP. 2) Opinions/Attitudes - The attitudes of the participants to the various components of theAPVTP. - The opinions of the participants as to how the APVTP has affected their lives. 3) Suggestions/Recommendations - The suggestions of the participants as to how the APVTP can be improved. -The summary statements of the researcher. -The recommendations of the researcher. Before being implemented, all aspects of this study were approved by the University ofNorthern British Columbia's Ethical Review Committee. 10 SOURCES OF DATA The quantitative data for this study came from two sources. The first and largest pool of data came from the agencies involved in the APVTP. Printouts of a form, called a 2270, were obtained from HRDC. These forms were filled out by an HRDC counsellor when a person was first being considered for entry into the APVTP. They were also periodically updated. The 2270's gave a wealth of information including the birth date, gender, marital status, last grade in school, months on UI, weekly UI rate, job classification, start and end date of the person in the APVTP, as well as other information. The Prince George Workplace Training Centre and Continuing Education School District No. 57 supplied educational data on the APVTP students. Using the data supplied by them, it was possible to determine which students had completed grade 10, and of those, which ones had met the requirements of the Adult Dogwood. The other source of quantitative data was a questionnaire that was developed with the assistance of personnel from the three agencies involved with the APVTP. There was no opportunity to pretest the questionnaire on students. The only qualitative data for this study came from the questionnaires. Respondents gave comments and answered a number of open-ended questions. The questionnaire was mailed to all identified former students of the APVTP. The questionnaire was also administered over the telephone in an attempt to increase the return rate. A copy of the complete questionnaire package is included in Appendix D. II RESULTS OF THIS EVALUATION The results of the project are divided into two main sections. The first section, Non-Questionnaire Data, analyzes the data gathered from the records kept at the three agencies delivering the APVTP. The second section, Questionnaire Data, analyzes the data collected from the returned questionnaires. Much of the questionnaire asked for the opinions of past students. The questionnaire's format allowed much of this subjective material to be analyzed in a quantitative manner; for example, response frequencies, means, and standard deviations have been calculated and reported. Since only a small proportion of the questionnaire is open-ended, the amount of qualitative analysis was limited. Common themes and suggestions in the responses of the students were identified, tabulated, and reported. 12 NON-QUESTIONNAIRE DATA Direct Educational Outcomes This study used July 31, 1995 as the cut-off date; therefore, students must have left the APVTP, on or before July 31st, to be considered. It bears ' repeating that those students who were participating in the APVTP while the study was being conducted were not taken into account in any way. On July 31st, there were approximately 55 students currently completing the APVTP. A total of248 post-APVTP students were identified. According to the 2270 forms, the first 19 students began the program on January 4, 1993. By the end of January, an additional27 students had been admitted to the program. As of the end of July 1995, the APVTP had been admitting students for 31 months. Of the 248 students included in the study, 204 had earned grade 10 equivalency. Of these, 92 went on to meet the requirements of the Adult Dogwood Certificate. A number of students were granted grade 10 credit after a week or less of assessment and orientation at the Prince George Workplace Training Centre. Non-questionnaire data were not available to determine the exact number of these students. It is known that 49 students came into the program reporting prior grade 10 credit. 13 Table 1 summarizes the educational outcomes of the APVTP. Table 1 Educational Outcomes of the APVTP Program Educational Attainment Adult Dogwood (Grade 12) Number of Students Attaining This Outcome 92 Grade 10 Equivalency Only 112 Incomplete 44 Total Identified Student Population 248 The 92 students meeting the requirements of the Adult Dogwood had, of course, also met the requirements for grade 10 completion (for a total of 204 grade 10 equivalencies). The table does not indicate that 107 of the 112 students who earned the grade 10 did proceed to the Brunswick Learning Centre to start studying grade 11 and 12 courses. It would be an interesting collateral study to investigate the number and variety of grade 11 and 12 courses completed by these 107 students before they left the program, and the number of these students who have subsequently completed the requirements for the Adult Dogwood. 14 The pie chart, presented as Figure 2, illustrates the proportion of students that met the requirements of the Adult Dogwood; those who received credit only for grade 10 completion; and those who left the program without either certificate. As can be seen, 82% of the 248 students received grade 10 credit and 37% met the requirements for the Adult Dogwood. Figure 2 Percentages of the 248 APVTP Students Achieving Specific Educational Outcomes Incomplete 18% (n = 44) Adult Dogwood & Grade 10 37% (n = 92) 45% (n = 112) 15 Other Considerations In the preceding section, Direct Educational Outcomes, it was emphasized that meeting the requirements for grade 10 was an important subsidiary outcome of the APVTP. It was also underscored that meeting the requirements of the Adult Dogwood presupposed the student had already met the requirements for grade 10 credit. The remainder of this analysis of non-questionnaire data concentrates on the graduates of the APVTP, that is, those who met the requirements of the Adult Dogwood. Unless otherwise indicated, references to students who achieved grade 10 equivalency will subsequently refer solely to those students who completed only grade 10. There were 136 males and 112 females in the APVTP for the period under study. The graduates consisted of 41 males and 51 females. Of the 112 who achieved or confirmed their grade 10 equivalency, 66 were male and 46 were female. Table 2 summarizes the program attainments by gender. Table 2 Achievements of APVTP Participants by Gender 92 #of Males 41 #of Females 51 Grade 10 Equivalency 112 66 46 Incomplete 44 29 15 Total 136 112 Attainment Number of Students Attaining This Goal Adult Dogwood 16 Figure 3 illustrates the probability of graduating for female and male students. Females have a 46% graduation rate, males have a 30% graduation rate. Another way of looking at these figures is that males had almost a 1 in 3 chance of graduating while females had almost a 1 in 2 chance. Please refer to Table 2 for the numerical values used to construct Figure 3. Figure 3 Probability of Graduating by Gender 55 . CD r::: 50 40 .. 3530 nl - 46% of 112 45 ::I 'C nl 30% of 136 (!) 0 ~ :cnl 25 20 ...a. 15 .D 0 10 5 0 Female Male Gender The 66 males achieving grade 10 represents 49% of the male students; the 46 females achieving grade 10 represents 41% of the female students. 17 Figure 4 compares the gender composition of the total identified student body to the gender composition of graduates. It can be seen that the population of students (248) consisted of a higher number and a higher proportion of males; however, the graduates consisted of a higher number and a higher proportion of females. Please refer to Table 2 for the numerical values used to construct Figure 4. Figure 4 Gender Composition of Students/Gender Composition of Graduates 70% 60% 55% 55% 50% 40% 30% 20% 10% 0% Proportion of Total Students (248) Proportion of Graduates (92) The 112 students acquiring only grade 10 credit consisted of a higher number and proportion of males. The 66 males comprised 59% of these students while the 46 females comprised 41 %. 18 Before starting the APVTP, the students were asked if they were single or married (or the equivalent of married). Single students numbered 132, while 116 indicated they were in a marriage-like relationship. Table 3 summarizes this information and compares it with the achievement of the Adult Dogwood. As can be seen, a higher percentage of married students achieved their Adult Dogwood. The most successful group was married females with 55% of their number graduating. Table 3 Single and Married Status and Graduation Male Female # of single students 84 48 Both Genders 132 % single compared to all students 34% 19% 53% # of singles who graduated 24 16 40 % of each group of singles who graduated 29%, 33%, 30% # of married students 52 64 116 % married compared to all students 21% 26% 47% # of married who graduated 17 35 52 % of each group of married students who graduated 33%, 55%, 45% Descriptor 19 Fifteen participants indicated on the 2270 forms that they had been in training just prior to entering the APVTP. The type of training was not given. Seven of these 15 students graduated (4 7%). Another 14 participants indicated they had been attending a school upgrading program just prior to entering the APVTP. The nature of this schooling was not given. Nine of these 14 students graduated (64%). When students entered the program, they also indicated the length of time that they had been on Unemployment Insurance. The average time participants indicated they had been on UI was 5.0 months, although there was a wide variation (standard deviation of2.9). Again, keeping in mind that there was a lot of variation, the average time on UI for married students entering the program was 4.6 months, while for single students it was 5.4 months. 20 The students also reported the highest grade they attended at school. Table 4 summarizes this information and compares it to the various possible outcomes of the APVTP. There were two male students who did not provide this information; neither one graduated. Table 4 Last Grade Reported and Graduation Descriptor Elementary Up to Grade 7 21 Junior High Grades 8 to 10 176 Senior High Grades 11 & 12 49 4 55 33 19% 31o/o 67%) 13 97 24 # of males graduating 2 26 13 /o of males graduating 15%) 27%) 54°/o #of females 8 79 25 # of females graduating 2 29 20 25% 37o/o 80°/o # of Students (total # of 246) # of each group who graduated 0 /o of each group who graduated #of males 0 % offemales graduating 21 Figure 5 accentuates some of the differences in achievement indicated in Table 4. There is a strong relationship between what a student reports as his or her last grade, and the probability of achieving the requirements of the Adult Dogwood. Figure 5 Grade Level Reported and Graduation Senior High Junior High I•% Graduate I Elementary 0% 10% 20% 30% 40% 50% Percentage of Group to Graduate 60% 70% 22 There were 90 different occupational codes recorded on the 2270 forms for the APVTP students. These codes were used by the HRDC counsellor to categorize the primary occupation and the present occupation of the student. 3 There was very little difference between the primary and present categories so the following analysis is limited to the primary occupation category. Most of the 90 occupational codes had no more than three students assigned to each of them. In contrast, the ten most represented occupations had at least twice this number of students. These ten most represented occupations are presented in Table 5. Table 5 Ten Most Represented Occupations of Students in the APVTP Code# 3 Description # of Students 7611 Construction Trades Helpers & Laborers 20 6421 Retail Salesperson 19 7452 Material Handler 12 6242 Cooks 11 9619 Other Laborers In Processing, Manufacturing, & Utilities 9 8422 Silvaculture And Forestry Workers 9 6611 Cashiers 8 6663 Janitors, Caretakers 7 9614 Laborers in Wood, Pulp, & Paper Processing 6 1111 Financial Auditors & Accountants 6 The occupational codes and reason codes are derived from a series of manuals used by HRDC. These "EC" Manuals are binders which include a large number of bulletins that provide guidelines for the operations of HRDC. Outdated bulletins are periodically discarded and new bulletins are inserted in their place. 23 With the job classification information available on all248 of the students, an interesting collateral study could be done to determine the changes in the types and.duration of jobs done by APVTP graduates. The 2270 forms also gave 'Reason Codes' to describe under what circumstances a student continued or left the program. These were amended at various times by an HRDC counsellor, usually in consultation with the student. There were 22 different Reason Codes recorded on the copies of the 2270's used to compile this information. The printouts of the 2270's were made from the last amendment of the form. Table 6 shows the 10 most frequently used Reason Codes; the number of students to which each code was applied and the number of students who graduated because of or irrespective of the Reason Code. Table 6 The Most Frequently Used Reason Codes Code# Explanation of Code 31 Course extended if trainee requires more time Unsatisfactory progress, discipline problems, poor attendance Unable to contact trainee after termination 57 66 12 65 59 11 62 55 61 Recommencement on different course Took job unrelated to course content Family responsibilities Recommencement of the same course Completed course successfully prior to scheduled date Course unsuitable to trainee Completed course duration, but was not able to meet course standards # of Students to Whom it Applied 79 # of Students Who Graduated 33 2 20 18 13 12 9 8 1 9 0 0 6 8 6 6 0 2 50 24 The age of the participants varied widely. Participants ranged in age from 20 to 54. The exact age of each participant at the time of acceptance into the APVTP program was not calculated. Instead July 31, 1995 was used as a bench-mark date. Since participants could have started the program as early as January 1993, and others as late as early 1995, the age calculations are approximate. Table 7 gives the number of students in certain age ranges. Table 7 Age of APVTP Participants as of July 31, 1995 Age Range (Years) Number of Students 20's 74 30' s 110 40' s 51 SO's 13 Total 248 Table 8looks at age and educational outcomes in the APVTP. The number in each age group that achieved each outcome is given. Table 8 Educational Outcomes and Age Age Group 20's #in Group 74 Incomplete Adult Dogwood 16 Grade 10 Equivalent 36 30' s 110 20 55 35 40's 51 5 18 28 SO's 13 3 3 7 44 112 92 Total 22 25 Figure 6 shows the proportion of each age group who met the requirements for the Adult Dogwood. The numerical values on which the percentages are based are taken from Table 8. Figure 6 Proportion of Each Age Group Who Graduated 70% 60% 55% 54% 50% 40% / • % Graduating / 30% 20% 10% 0% 20's 30's 40's Age Group 50's 26 The APVTP provided a minimum level of monetary support set at $121 per week. The maximum support received was $426 per week. The data received from HRDC suggested that one or two individuals, because of special circumstances, may not have been receiving monetary support. The following table provides an indication of the different levels of support. Table 9 Weekly Unemployment Insurance Received by APVTP Participants Weekly UI Allowance up to $150 Number of Students Males Females Total 28 51 79 $151 to 200 18 31 49 $201 to 250 17 10 27 $251 to 300 20 8 28 . $301 to 350 19 8 27 $351 to 400 21 3 24 $401 to 450 13 1 14 Total 136 112 248 27 The information in Table 9 is translated into graphical form in Figure 7. The proportion of males and females in each group is indicated. Please refer to Table 9 for the exact numerical values used in constructing the graph. Figure 7 Number of Students in Each Wage Group 70 60 ~ 50 -.. Cl) "C :::1 ( /) 0 40 CD ..Q § 30 z 20 10 0 <=$150 $151200 $201250 $251300 $301350 Weekly Ul Rate $351400 $401450 28 Table 10 looks at income levels provided by the APVTP and the degree of educational success. Table 10 Weekly Unemployment Insurance Levels and Educational Outcome Weekly UIRate #of Students Incomplete N urn ber of Students Grade 10 Equiv. Adult Dogwood up to $150 79 11 32 36 151 to 200 49 9 21 19 201 to 250 27 7 13 7 251 to 300 28 6 16 6 301 to 350 27 3 9 15 351 to 400 24 6 12 6 401 to 450 14 2 9 3 44 112 92 Total 29 A graph of the percentage of each income group who attained the Adult Dogwood is given in Figure 8. Please refer to Table 10 for the numerical values used. Figure 8 Percentage of Graduates in Each Income Group 50 c. ::J -& ~ 40 (!) 0 .l!! 30 r:::: Q) ~ c. 20 10 0 <=$150 $151-200 $201-250 $251-300 Weekly Ul Rate $301-350 $351-400 $401-450 30 Table 11 gives information on graduation, UI income levels and gender. Table 11 Income Levels of Graduates by Gender Weekly UI Allowance up to $150 - Number of Students Graduating Males Females Total 12 24 36 7 12 19 $201 to 250 4 3 7 $251 to 300 2 4 6 $301 to 350 8 7 15 $351 to 400 5 1 6 $401 to 450 3 0 3 Total 41 51 92 $151 to 200 Students were informed when they started the APVTP that they had 12 months to complete the program. By examining the start and end dates given on the printouts of 2270's, the actual time it took graduates to complete the program can be estimated. A number of the start and end dates were only a couple of weeks apart which suggests they were altered when a Reason Code was adjusted, or they were adjusted for some other reason. Nevertheless, most start and end dates seemed to give a reasonable duration to the program. Using the start and end dates as given in the 2270 printouts gives the following information on the 92 graduates in the APVTP. The column'# of Students' refers to the number of graduates who completed the program in a 31 specific time frame. The'% of Students' refers to the proportion ofthe graduating students who completed the program in a specific time frame. As can be seen, 86% of the students who successfully completed the course did so in a year or less. The longest period of time spent by a successful student to complete the APVTP was just under 15 months. Table 12 Time Taken by APVTP Students to Achieve Their Adult Dogwood #of Months # of Students /o of Students Finished in 4 months or less 15 16% Finished in 4 - 8 months 20 22% Finished in 9 - 12 months 44 48% Finished in 13 - 15 months 13 14% Total 92 0 This brings to a close the analysis of the non-questionnaire data. 32 QUESTIONNAIRE DATA There were 248 students identified for the purposes of this study. In mid-October 1995, questionnaires were mailed to the students using the most recent addresses known to HRDC. The questionnaire package included a self-addressed return envelope. By December 15, 1995, thirtysix completed questionnaires were returned by the respondents. Thirtythree questionnaires that could not be delivered were returned unopened by the post office. Over a period of 3 weeks in November 1995, an attempt was made to contact by telephone those students who had not returned a questionnaire. Upon making contact, either a reminder was given to return the questionnaire or the questionnaire was given over the phone. Twenty-seven questionnaires were presented by telephone. The total number of completed questionnaires received was 63 (36 by mail plus 27 by telephone). This number produced a return of 25%. Most of the questionnaires returned by mail were from graduates (24 out of 36), while 17 of the 27 questionnaires given over the phone were given to nongraduates. Overall, 34 of the 63 returned questionnaires were from graduates (54%). This over-representation of graduates may be a source of bias in the questionnaire responses. A number of comparisons of graduate and nongraduate responses are given in the data analysis that follows. Possible differences in responses between the questionnaires returned by mail and those presented over the telephone are not addressed in this analysis. 33 Table 13 summarizes the data concerning the return of the questionnaire. The questionnaire was counted as returned whether it was mailed back or it was acquired by telephone contact. Table 13 Summary of Information Regarding the Return of the Questionnaire Explanation/Description Number Total number of questionnaires returned - by mail & by phone Questionnaires returned by mail Questionnaires acquired through phone contact Questionnaires returned by males Questionnaires returned by females Questionnaires returned by graduates (17 males, 17 females) Questionnaires returned by non-graduates ( 14 males, 15 females) Questionnaires returned by students who attended the Brunswick Learning Centre Questionnaires returned by students who attended only the PGWTC Questionnaires returned by students who never attended PGWTC or Brunswick Learning Centre Questionnaires returned by students who were given assessment and orientation at PGWTC, then sent to the Brunswick Learning Centre. These students were given credit for grade 10. 63 36 27 31 32 34 29 55 7 1 11 There was one discrepancy noted between a former student's questionnaire and the records available from Continuing Education. This student reports attending the Brunswick Learning Centre for a significant period of time but the non-questionnaire data received from Continuing Education contained no record of this student. The discrepancy was 34 allowed and was not corrected. In other words, the non-questionnaire data was not adjusted and the questionnaire was accepted as received. Employment/Education Situation Pages 3 and 4 of the questionnaire examine the employment, training, and financial circumstances of former APVTP students. Page 3 pinpoints the former students' situation on a specific date: July 31, 1995. A number of questionnaires had parts of page 3 or 4 left blank or crossed out. Some students reported being involved in a combination of circumstances. One student, for example, could be working, taking parttime courses, and receiving support from family or friends. In a number of instances, there were discrepancies between pages 3 and 4. The judgment of the researchers was used to interpret and adjust for any discrepancies. Table 14 presents the data given on page 3 of the questionnaires. Table 14 'Snapshot' of July 31, 1995 # Not Working # Working Full-time # Working Part-time #Volunteering 25 31 6 1 In the case of employment, all 63 respondents could be categorized. 5 of the 37 respondents working on July 31st, also reported receiving UI or welfare support, and 7 reported receiving assistance from family or friends. # in Full-time College or University Course # in Full-time Training Course or Apprenticeship # in Part-time or Correspondence College or University Course # in Part-time Training Course or ApprenticesJtip 2 3 5 9 UI 10 I Number of respondents receiving financial assistance from: Welfare Student Loan Family/Friends 8 I 1 I 12 I Other 2 35 The information on page 3 can be compiled differently to yield the simplified table below. The '# Working' column refers to the number of students who were working part or full-time on July 31st. Nine of these students were also taking part or full-time training or were involved in educational upgrading. The'# Taking Training/Not Working' refers to those who were unemployed on July 31st, but were taking some form of training or further education. The'# Not Working/Not Taking Training' refers to those students not working and not taking further training or education. Table 15 Simplified 'Snapshot' of July 31, 1995 #Working 37 # Taking Training/ Not Working 10 # Not Working/Not Taking Training 16 36 Table 15 is represented graphically in Figure 9. The label 'Further Training' refers to the 10 students taking some form of training or educational upgrading and not working. The 'Not Working' refers to those who are not employed and not taking some form of training/education. Figure 9 Employment/Training Situation on July 31, 1995 16% Further 59% Working 37 A comparison can be made between the 'snapshots' of APVTP graduates and non-graduates. There were 29 respondents to the questionnaire who had not graduated and 34 respondents who had graduated. The following table compares the July 31, 1995, situation of the non-graduates with the situation of the graduates. Table 16 Comparison Between APVTP Graduates and Non-Graduates on July 31, 1995 # ofNonGraduates Description #of Graduates 13 Not Working 12 15 Working Full-time 16 1 Working Part-time 5 1 Taking Full-time Educational Training 4 6 Taking Part-time Educational Training 8 4 Receiving Unemployment Insurance 6 4 Receiving Welfare Assistance 4 4 Receiving Financial Assistance from Family/Friends 8 0 Receiving Assistance from a Student Loan 1 1 Receiving Some Other Form of Financial Assistance 1 Page 4 of the questionnaire was included to allow a more general picture to be developed of the financial, employment, and educational situation of the respondents. However the usefulness of the data on page 4 was restricted by a number of circumstances. In some cases, the 38 information on page 4 contradicted information given elsewhere in the questionnaire. In other cases, page 4 was not filled out at all, or was only partially completed, or was completed in such a manner that exact dates and activities could not be determined. As a consequence, the amount of useful information obtained from page 4 was limited. It was possible to determine some general information from page 4. It seems that 22 of the 63 respondents acquired a job soon after leaving the APVTP and continued to be employed up to J,uly 31, 1995. Twelve students did not acquire any form of employment after leaving the program. Twenty-seven people had or were taking some sort of further training. A breakdown of the further training taken by the 27 former students is given below. It was not possible to determine precisely the type of courses taken or judge accurately the degree of success experienced. Table 17 Further Training/Educational Experiences Type of Training or Educational Experience Number Attempting/attempted to finish grade 12 7 Taking/took one or more college or university level courses 6 Taking/took correspondence courses at the university/college level Taking/took some sort of computer training program, on the job training, or apprenticeship program 2 12 39 Explanation of the Analysis of the Scale Questions A large proportion of the questionnaire was devoted to 'scale' questions which directed the former students to indicate on a scale that ranged from 1 to 5 their agreement or disagreement with a particular statement. The circling of 1 meant strong agreement with the statement; circling 2 meant agreement; 3 meant undecided; 4 meant disagreement; and, 5 meant strong disagreement. All the scaled questions were worded positively; that is to say, they were constructed to reflect a positive attitude about some aspect or result of the APVTP. For example, question 15 states: "The instructor/s was/were friendly and approachable." These two aspects of the scaled questions (positive wording and invariant meaning given to the numbers) allows the responses to the questions to be analyzed quantitatively. A mean (average) of all the responses to a question is a good indication of the degree of agreement of the entire sample of respondents with a particular statement. For example, a mean of 1.50 for question 15 would indicate a relatively strong positive regard for the instructors, while a mean of 4.00 would indicate a negative regard. The standard deviation of the mean is a measure of the variation of the responses about the mean (approximately two-thirds of the responses will be within+/- one standard deviation from the mean). For question 15, a standard deviation of2.00 would indicate a greater range of opinion than a standard deviation of 1.25. 40 An illustration and explanation of the analysis ofthe scaled questions is given in the figure below. Figure 10 Explanation/Example of the Analysis of a Scale Question Total Fl _(strongly agree) F2___Mean F3 _ _ F4_ _StDev F5____!strongly disagree) Total Fl, F2 ... Mean StDev (strongly agree) (strongly disagree) this is the total number of responses these are the number of responses to each of the scale numbers, 1 to 5 the average of the responses the standard deviation Fl means strong agreement F5 means strong disagreement 41 Human Resources Development Canada The analysis of the HRDC questions starts below. The questions are reproduced along with the question number they were assigned in the questionnaire. Table 18 Analysis of HRDC Questions 5) ~ o were asked to take the APVTP, it was clearly explained to you the amount oftime and effort it would take. Comment: 6) Before you were asked to take the APVTP, you were given information about how the program would improve your job and educational opportunities. Comment: 7) You felt your Unemployment Insurance benefits would not be affected, in any way, by your decision to take or not to take the APVTP? Comment: 8) The Unemployment Insurance benefits you received, while taking the APVTP, provided adequate income for you to finish the program. Comment: 9) As you studied in the program, an employee of Human Resources Development Canada kept track of your progress. You could be withdrawn from the program for lack of progress or for lack of attendance. You found this monitoring helpful. Comment: 10) The APVTP included components which prepared you for re-entering the job market or taking advantage of further educational opportunities. Comment: Total 62 Fl 33 F2 19 F3 05 F4 03 FS 02 (strongly agree) Mean 1.74 StDev. 1.02 (strongly disagree) Total 61 Fl 18 F2 15 F3 16 F4 07 FS 05 (strongly agree) Mean 2.44 StDev. 1.26 (strongly disagree) Total 60 Fl 20 F2 12 F3 12 F4 07 FS 09 (strongly agree) Mean 2.55 StDev. 1.44 (strongly disagree) Total 62 Fl 17 F2 14 F3 11 F4 06 FS 14 Total 55 Fl 11 F2 11 F3 13 F4 10 FS 10 Total 55 Fl 18 F2 10 F3 10 F4 08 FS 09 (strongly agree) Mean 2.77 StDev. 1.52 (strongly disagree) (strongly agree) Mean 2.95 StDev. 1.39 (strongly disagree) (strongly agree) Mean 2.64 StDev. 1.48 (strongly disagree) 42 As a rule, the closer the mean is to 1, the more satisfied or pleased the former students were with a particular aspect of the APVTP. A mean close to 3 would indicate ambivalence, while a mean of 4 or more would show a degree of dissatisfaction. The analysis of the HRDC questions shows no mean above 3. The most frequent number choice (the mode) in five of the six questions was 1. The analysis reveals a considerable degree of acceptance of the role of HRDC. Question 9 generated the highest mean. This is not an unexpected result. The monitoring of an individual's progress - a process which could result in removal from the APVTP - is bound to produce some level of concern and stress. Many students commented on this aspect of the APVTP and made suggestions on ways the monitoring could be improved. These concerns will be dealt with later, in the section, Qualitative- Likes, Dislikes, Suggestions. 43 The 63 completed questionnaires came from 34 graduates and 29 non-graduates of the APVTP. A comparison of the responses of these two groups to Question 9 is given in the table below. The question itself, as well as the analysis of the overall response is duplicated for convenience. The lack of a marked difference between the two groups is the most remarkable feature. Table 19 Comparison of Responses to Question 9 of Graduates and Non-Graduates 9) As you studied in the program, an employee of Human Resources Development Canada kept track of your progress. You could be withdrawn from the program for lack of progress or for lack of attendance. You found this monitoring helpful. All Responses Total 55 Fl 11 (strongly agree) F2 11 Mean 2.95 F3 13 F4 10 StDev. 1.39 F5 10 (strongly disagree) Analysis of Non-Grad Responses Total 24 Fl 03 F2 06 F3 09 F4 01 F5 05 (strongly agree) Mean 2.96 StDev. 1.30 (strongly disagree) Graduate Responses Total 31 (strongly agree) Fl 08 F2 05 Mean 2.94 F3 04 F4 09 StDev. 1.48 F5 05 (strongly disagree) 44 The questionnaire included Question 10 in the HRDC section because of HRDC' s obvious interest in getting people back to work. Question 10 asks if the APVTP prepared the former student for re-entering the job market or for furthering his/her education. A comparison of responses to this question from the non-working and working respondents yielded a fair difference in satisfaction with this role of the APVTP. This result was not surprising. The working group included 21 graduates and 14 non-graduates while the non-working group was composed of 10 graduates and 10 nongraduates. Table 20 Comparison of Responses to Question 10 from the Employed and Unemployed Respondents I 0) The APVTP included components which prepared you for re-entering the job market or taking advarttage of further educational opportunities. All Respondents Total 55 Fl 18 (strongly agree) F2 10 Mean 2.64 F3 10 F4 08 StDev. 1.48 F5 09 (strongly disagree) Analysis of Unemployed Respondents Employed Respondents Total 20 Total 35 Fl 04 F2 04 F3 03 Mean 3.10 F5 05 StDev. 1.52 (strongly disagree) F4 04 (strongly agree) Fl 14 F2 06 F3 07 Mean 2.37 F5 04 StDev. 1.42 (strongly disagree) F4 04 (strongly agree) 45 Prince George Workplace Training Centre The analysis of the scaled questions relating to the PGWTC is given below. The question numbers are taken from the questionnaire. Table 21 Analysis of PGWTC Questions 13) The Master Student Program was a valuable aid to your learning. Comment: 14) The physical facilities- things like the air quality, the heating system, the decor, the furniture - made it a comfortable and pleasant place to study. Comment: 15) The instructor/s was/were friendly and approachable. Comment: 16) The instructor/s was/were good at explaining things. Comment: 17) The Jostens' Invest computer system was a valuable aid to your learning. Comment: 18) The non-teaching staff members were helpful. Comment: 19) Your studies were assisted by the support you received from your fellow students. Comment: 20) Overall, you found your studies to be interesting and rewarding. Comment: Total 52 (strongly agree) FI 28 F2 10 Mean 1.88 F3 08 F4 04 StDev. 1.17 FS 02 (strongly disagree) Total 54 (strongly agree) FI 30 F2 16 Mean 1.67 F3 04 F4 04 StDev. 0.91 FS 00 (strongly disagree) Total 55 FI 47 (strongly agree) F2 07 Mean 1.16 F3 01 F4 00 StDev. 0.42 FS 00 (strongly disagree) Total 55 (strongly agree) FI 38 F2 15 Mean 1.35 F3 02 F4 00 StDev. 0.55 FS 00 (strongly disagree) Total 50 (strongly agree) FI 28 F2 10 Mean 1.76 F3 09 F4 02 StDev. 1.02 FS 01 (strongly disagree) Total 53 (strongly agree) Fl 26 F2 16 Mean 1.79 F3 08 F4 02 StDev. 0.97 FS 01 (strongly disagree) Total 52 Fl 25 (strongly agree) F2 13 Mean 1.90 F3 09 F4 04 StDev. 1.07 FS 01 (strongly disagree) Total 54 (strongly agree) FI 33 F2 11 Mean 1.67 F3 06 StDev. 1.01 F4 03 FS 01 (strongly disagree) 46 The analysis of the questions relating to the PGWTC show the students to be quite pleased with their experience. All questions had fairly low means and standard deviations. In all cases, number 1 is the most frequent response. Question 20 has a mean of 1.67 and a standard deviation of 1.01; in short, most students judged their "studies to be interesting and rewarding." The positive attitude of former students to their PGWTC experience seems to hold whether or not they completed their grade 10 requirements. There were only 5 responses to Question 20 from students who were unsuccessful at the PGWTC. All 5 of these responses were 1. The table below compares the responses to Question 20 of students who completed the requirements for the Adult Dogwood to the responses of students who didn't graduate. Table 22 Comparison of Responses to Question 20 of Graduating and Non-Graduating Students 20) Overall, you found your studies to be interesting and rewarding. (at the PGWTC) All Responses Total 54 (strongly agree) Fl 33 F2 11 Mean 1.67 F3 06 F4 03 StDev. 1.01 F5 01 (strongly disagree) Analysis of Responses of Non-Grads Responses of Graduates Total 30 Total 24 Fl 14 F2 05 F3 03 F4 02 F5 00 (strongly agree) Mean 1.71 StDev. 1.00 (strongly disagree) Fl 19 F2 06 F3 03 F4 01 F5 01 (strongly agree) Mean 1.63 StDev. 1.03 (strongly disagree) 47 Continuing Education School District No. 57 The analysis of the scaled questions relating to the Brunswick Learning Centre is given below. Table 23 Analysis of Brunswick Learning Centre Questions 22) The physical facilities- things like the air quality, the heating system, the decor, the furniture- made it a comfortable and pleasant place to study. Comment: 23) The instructor/s was/were friendly and approachable. Comment: 24) The instructor/s was/were good at explaining things. Comment: 25) The Pathfinder computer system was a valuable aid to your learning. Comment: 26) The non-teaching staff members were helpful. Comment: 27) Your studies were assisted by the support you received from your fellow students. Comment: 28) Overall, you found your studies to be interesting and rewarding. Comment: Total 48 Fl 19 (strongly agree) F2 20 Mean 1.96 F3 04 F4 02 StDev. l.l1 F5 03 (strongly disagree) Total 49 FI 28 (strongly agree) F2 14 Mean 1.63 F3 05 F4 01 StDev. 0.91 F5 01 (strongly disagree) Total 49 Fl 28 (strongly agree) F2 07 Mean 1.82 F3 11 F4 01 StDev. l.l1 F5 02 (strongly disagree) Total 49 Fl 16 (strongly agree) F2 13 Mean 2.41 F3 09 F4 06 StDev. 1.34 F5 05 (strongly disagree) Total 48 (strongly agree) Fl 28 F2 14 Mean 1.58 F3 05 F4 00 StDev. 0.85 F5 01 (strongly disagree) Total 49 Fl 21 (strongly agree) F2 16 Mean 1.94 F3 08 F4 02 StDev. 1.07 F5 02 (strongly disagree) Total 49 (strongly agree) Fl 27 F2 12 Mean 1.78 F3 05 F4 04 StDev. 1.07 F5 01 (strongly disagree) 48 The fairly low means show that the former students felt positively about their experiences at the Brunswick Learning Centre. Some of the means are slightly higher than the comparable ones generated from questions relating to the PGWTC. This is to be expected. It is likely that the PGWTC benefited from students being new to the entire program. It is also likely that the Brunswick Learning Centre ratings reflected the increased difficulty and demands of the course work for grades 11 and 12. The highest mean of 2.41 was found for Question 25 : "The Pathfinder computer system was a valuable aid to your learning." Eleven respondents disagreed that the "Pathfinder system was a valuable aid," while 9 respondents were undecided. Both graduates and non-graduates valued their experience at the Brunswick Learning Centre. A comparison between their responses to Question 28 is given below. Table 24 Comparison of Responses to Question 28 of Graduat.es and Non-Graduates 28) Overall, you found your studies to be interesting and rewarding. (at the Brunswick Learning Centre) All Responses Total 49 (strongly agree) Fl 27 1.78 F2 12 Mean F3 05 StDev. 1.07 F4 04 F5 01 (strongly disagree) Analysis of Responses of Non-Grads Responses of Graduates Total 16 FJ 08 F2 04 F3 02 F4 02 F5 00 (strongly agree) Mean 1.88 StDev. 1.09 (strongly disagree) Total 33 Fl 19 (strongly agree) F2 08 Mean 1.73 F3 03 F4 02 StDev. 1.07 F5 01 (strongly disagree) 49 Quantitative - General Opinions and Attitudes The analysis of the questions measuring former students' impressions about how the APVTP affected their lives in general is given below. Table 25 Analysis of General Opinions and Attitudes 29) You feel the Advanced Pre-Vocational Adult Training Program has improved your self-esteem. Comment: 30) You feel the Advanced Pre-Vocational Adult Training Program has improved your ability to get a job. Comment: 31) You feel the Advanced Pre-Vocational Adult Training Program has given you a more positive attitude about your future . Comment: Total 60 Fl 25 F2 11 F3 13 F4 09 F5 02 Total 60 Fl 16 F2 07 F3 14 F4 14 F5 09 Total 59 Fl 23 F2 11 F3 10 F4 09 F5 06 (strongly agree) Mean 2.20 StDev. 1.23 (strongly disagree) (strongly agree) Mean 2.88 StDev. 1.42 (strongly disagree) (strongly agree) Mean 2.39 StDev. 1.40 (strongly disagree) In different ways, the three questions above ask former students to judge whether the Advanced Pre-Vocational Adult Training Program has made a positive difference in their lives. The answer is a "yes," but it needs to be qualified. The means, especially for Question 30, are decidedly higher than would be expected considering the satisfaction expressed with the education provided at the PGWTC and the Brunswick Learning Centre. Indeed, the mean of 2.88 for Question 30 is the second highest mean reported for the evaluation; the highest mean being 2.95 for Question 9 concerning monitoring of student progress by HRDC. 50 Despite the relatively high means for Questions 29 through 31, it should not be overlooked that the means are below 3 (undecided), and the most common choice for all three questions was 1. A comparison of graduate and non-graduate responses to these three questions shows the non-graduates to be the least satisfied. The graduates, however, seem to be expressing a lower level of satisfaction than might be expected considering their success and their satisfaction with the PGWTC and Brunswick Learning Centre. Table 26 Comparison of Responses to Questions 29 to 31 of Graduates and Non-Graduates 29) You feel the Advanced Pre-Vocational Adult Training Program has improved your self-esteem. All Responses Total 60 (strongly agree) FJ 25 F2 II Mean 2.20 F3 l3 StDev. 1.23 F4 09 FS 02 (strongly disagree) Analysis of Responses ofNon-Grads Responses of Grads Total 26 (strongly agree) FJ 09 F2 05 Mean 2.42 F3 06 F4 04 StDev. 1.33 FS 02 (strongly disagree) Total 34 Fl I6 (strongly agree) F2 06 Mean 2.03 F3 07 F4 05 StDev. l.l4 F5 00 (strongly disagree) 30) You feel the Advanced Pre-Vocational Adult Training Program has improved your ability to get a job. All Responses Total 60 (strongly agree) Fl I6 2.88 F2 07 Mean F3 I4 StDev. 1.42 F4 I4 F5 09 (strongly disagree) Responses ofNon-Grads Total 26 (strongly agree) Fl 04 3.3I F2 03 Mean F3 06 F4 07 StDev. 1.38 F5 06 (strongly disagree) Responses of Grads Total 34 Fl I2 (strongly agree) F2 04 Mean 2.56 F3 08 StDev. I.40 F4 07 F5 03 (strongly disagree) 31) You feel the Advanced Pre-Vocational Adult Training Program has given you a more positive attitude about your future. All Responses Total 59 (strongly agree) FJ 23 Mean 2.39 F2 11 F3 IO F4 09 StDev. 1.40 F5 06 (strongly disagree) Responses ofNon-Grads Total 25 (strongly agree) FJ 06 F2 03 Mean 2.96 F3 07 StDev. 1.46 F4 04 F5 05 (strongly disagree) Responses of Grads Total 34 FJ I7 F2 08 F3 03 F4 05 FS 01 (strongly agree) Mean 1.97 StDev. 1.22 (strongly disagree) 51 Some possible factors that may contribute to the higher means for Question 29 to 30, for the Pathfinder Question (#25), and for the questions relating to the role of the HRDC are specified by the former students themselves in their questionnaire comments and suggestions. The following section, Qualitative- Likes, Dislikes, Suggestions presents these comments and suggestions in an organized fashion. 52 Qualitative - Likes, Dislikes, Suggestions The 63 questionnaires that were returned by mail or by telephone were not uniformly complete. The directions accompanying the questionnaire encouraged the respondents to leave out questions they didn't wish to answer and some respondents took advantage of this option. A number of respondents answered only those parts of the questionnaire that could be done with a check mark or circle. Other respondents offered many comments, and took great pains to offer praise, criticism, and suggestions. The variability among questionnaires in the amount and content of suggestions and opinions presented a challenge in determining a method of presentation. The questionnaire attempted to structure the comments and suggestions with four open-ended questions, Questions 32 to 35. In essence, these questions asked the respondents what they liked; what they disliked; what could be improved; and what the questionnaire had missed. It was possible to organize all the comments and suggestions under the structure provided by Questions 32, 33, and 34, and a number of broad categories or issues. It was possible, for example, to count the number of different positive comments about computers and computer learning and place that count under the category 'computers' in a table dedicated to Question 32. Care was taken to count similar comments only once for each respondent. If a respondent made two different comments about 'computers,' then both comments would be counted. This method relied heavily on the judgment 53 of the researcher to accurately distinguish real differences between comments. · The following three tables present the substance of the comments and suggestions found in the 63 returned questionnaires. The numbers indicate the number of different comments directed to a particular category or issue. Each table has a column of 'Specifics'. The words and phrases given in the 'Specifics' column are derived from the words and phrases used by the respondents. Issues of concern to only a single student are not included. Each table organizes the subjects from the most to the least mentioned. Table 27 The Best Liked Aspects of the APVTP 32) List 1 to 3 things that you liked best about the Advanced PreVocational Adult Training Program. General Area Specifics About What Was Liked # The computer based learning ... was good; was helpful; was easy; was fun; was interesting; was a 35 Computers great asset; liked the individualized instruction; liked learning at one's own pace. Teachers were ... helpful; friendly; respectful; 24 Teachers honest. Thankful ... for the opportunity to finish Grade 12; for the opportunity to better oneself; for the 20 Opportunity opportunity for further education or a better job. Meeting people; the support of others. Students 12 Liked ... the work; studying; the challenge; reading; General 11 videos; a specific subject. Flexibility of hours. Hours 7 Comfortable; quiet; nice atmosphere. Setting 6 Convenient location; downtown; close to library. Location 5 54 Table 28 The Most Disliked Aspects of the APVTP 33) List 1 to 3 things that you disliked most about the Advanced PreVocational Adult Training Program. Specifics About What Was Disliked General Area # Not flexible enough overall; too rigidly applied; unreasonable Monitoring<+ 25 22 Teachers 14 Computers 10 General 6 Students 5 4 4 Setting Location Money 4 time restrictions; pushy; disrespectful; insensitive; too much pressure. Teachers too busy; long waits to get help; not enough teachers who could help with the difficult high school subjects; substitute teachers who didn't know subject area or computer system; some teachers were not as friendly as others. Computer programs had glitches ... wrong answers; narrow answers; used too much paper; exams based on random questions which left gaps in what was tested; exams sometimes not tied closely enough to computer program; bounced around a subject; sent you to five different texts; need more computers. Supplies, books were very limited; not allowed to take books home; need to photocopy many sheets. Not enough students at the same level or taking the same subject; forced to work alone; lack of group instruction; some students were negative; whiny students; students just going along for the ride. Shortage of quiet working areas. Parking was difficult. Not enough money. Monitoring is negatively commented on by a considerable number of respondents. This is not surprising since the threat of a student' s withdrawal from the APVTP was both an educational and a financial issue. If a student's UI benefit period was being extended by the taking of the APVTP, being withdrawn from the program would mean the loss of UI funds after a 3 week grace period. The researcher was informed by HRDC that careful monitoring had proven necessary for the APVTP. When the APVTP was begun the monitoring process was less rigorous than it came to be later in the program. The reason for the change was that without careful monitoring of the students' participation, neither their attendance nor their achievement were satisfactory. 55 Table 29 Suggestions for Improving the APVTP 34) Give 1 to 3 suggestions on how the Advanced Pre-Vocational Adult Training Program can be improved. # General Area Specifics about Suggested Improvements 23 Monitoring 11 Career Counselling5 11 Teachers 8 Computers 6 Counselling 5 Access to program 6 4 2 General Hours 2 Money 2 Subjects 5 Time extensions should be given more frequently and for longer periods; time requirements for specific courses should be more flexible; needs to be more sensitive and respectful; needs to be more sensitive to individual needs; criteria should be based more on progress than on attendance. Students should be provided with more, on-going counselling regarding what the APVTP can and cannot do for them; students can have false or unrealistic hopes. Acquire more teachers who are able to assist students with the harder high school subjects (at the Brunswick Learning Centre); limit the number of students. Supplement the Pathfinder System with more classroom instruction; correct the glitches in the Pathfinder system; provide more structure for the advanced courses. Students should be provided with a clearer picture of the nature of the APVTP, and the effort and time required. Non-UI recipients should be allowed to take the program without cost. Part-time workers should be able to take the program more easily or with less penalty. Improve the library; increase the number of books. Keep the sites open for day and evenings. Amount of money given to each student should not be based solely on past contributions to Unemployment Insurance; flexibility should be build in regarding transportation costs and baby-sitting costs. Offer a greater selection of electives. The APVTP does provide the opportunity for career counselling by HRDC counsellors. As VI recipients, students can request counselling from HRDC counsellors; they also have the periodic monitoring sessions at which they can voice their concerns. After leaving the APVTP, former students can request guidance from HRDC counsellors. 6 Although the APVTP is a program accessible only to VI recipients, at no cost adults can take courses leading to grade 12 graduation from Continuing Education School District No. 57. The researcher was informed that a number of former APVTP students have returned to Continuing Education to take courses towards their graduation. 56 Tables 27, 28, and 29 deal with a number of issues. The relative importance of each issue to the former students can be estimated by adding up how many times the General Area topic appears in the three tables. The top five issues are: Computers 57 Teachers 57 Monitoring 48 General 25 Opportunity 20. To give an indication of the variety and quality of the suggestions and comments, from which Tables 27 to 29 were constructed, this section will conclude with a number of quotations taken directly from the questionnaires. The quotations are organized under the five most important issues for the former students. The spelling has been corrected but the phrasing has been retained. Computers: " ... [liked] learning on computer." " ... get the errors on Pathfinder system corrected." "Good content - high standards on the computer." "Computer glitches very frustrating." " ... [liked] work at your own pace." " ... [disliked] piecemeal fashion of going through subjects." "The use of computer in class did help me for the job ... " " ... system could be circumvented easily by generating same test over and over until pass." "The Pathfinder system is one of the best teaching aids I have ever seen." "Pathfinder shouldn't be used by itself." 57 Teachers: "I was given respect as a person." " ... [need] more teaching staff to help with studies." " ... some problems with subs." " ... [liked] the one-on-one tutoring." " ... teachers were really friendly." " ... not enough qualified instructors." "The teachers were very helpful ..." " ... had compassion for teachers at Brunswick overworked." "The instructors going out of their way to explain ... " "I found the ability to get instructors' attention more time consuming than studies." Monitoring: " ... [need to] allow dedicated students to continue." " ... we were told we could work at our own pace, but that was basically a lie." "The whole staff support from U.I.C. to the janitor encourage d me ... " " ... handing in work and doing it ... so attendance shouldn't be so important." " ... down your back too much." " ... perhaps understand that some people do take longer to learn ... but they are learning." " ... demeaning to us." "Monitoring of student progress and efforts must be enforced more closely." " ... though not a personal problem, tension from CEC was always a concern ... created tension throughout the site." " ... [need] less pressure from CEC ... A slightly more "human" approach ... would be a benefit." 58 General: "The secretaries were very personable." " ... had to photocopy too many pages (not enough books)." "Everything was at your fingertips." " ... [disliked] not allowed to take books home." " ... enjoyed the math." " ... exams were really lengthy- bit ridiculous." "The testing papers could have covered more ground." "Students really should get free coffee!" "Exams could be -improved the way they were given." " ... lack of reference materials." Opportunity: " ... glad to get grade 12." " ... very much enjoyed the schooling." " ... thankful for the opportunity even if I didn't finish." " ... opened opportunities for further training." " ... really beneficial." "Got grade 12." "Great for people who really want it." " ... achieving my goal to graduate." "Gave me a chance to get my Diploma." "It gave me the opportunity to get my Adult Dogwood which was a goal of mine for a long time." 59 DISCUSSION AND RECOMMENDATIONS Goals of the APVTP In a Proposal For Human Resources Development Canada Advanced Pre- Vocational Adult Training Program (Boyle & MacLaren, 1995), the primary and intermediate goals of the APVTP are stated in the following manner: [the] program's overall focus is on leading adults toward the acquisition of the Adult Dogwood with an intermediate goal point of the G.E.D. [grade 10]. (p. 3) All of the 248 identified former students in the APVTP were UI recipients who had not previously achieved grade 12 graduation. Many of these students had not completed junior high school requirements when they entered the APVTP. They ranged in age from the early 20's to middle SO's. Some had been out of school for many years. To compound these differences, they came into the APVTP with a wide range of financial support from UI. Despite these challenges, the APVTP na ~ 92 of the 248 students to meet the requirements of the Adult Dogwood. A further 112 achieved a -- grade 10 level. Considered another way, 82% of the participants met either the primary goal of the Adult Dogwood (3 7%) or the intermediate goal of grade 10 equivalency (45%). In addition, many ofthe stuqents who attained a grade ten level also acquired one or more courses leading towards grade 12 graduation. 60 Generally, the students were pleased with their educational experience. All the means of the responses to the questionnaire's scaled questions about HRDC, the PGWTC, and the Brunswick Learning Centre were below 3 - indicating a positive orientation. All but one of the means of the responses to questions about the PGWTC and the Brunswick Learning Centre were below 2 - a strong indication of satisfaction with these educational agencies. This positive regard held for graduates and nongraduates considered separately. The means of responses to questions pertaining to HRDC were generally higher than the means of responses to questions pertaining to the PGWTC or the Brunswick Learning Centre. The difference is very likely due to the fact that it was HRDC that assumed responsibility for monitoring the progress of the students and dismissing those who failed to attend and/or achieve satisfactorily. However, all of the HRDC questions' means were still below 3 - indicating a degree of positive regard. Student comments suggested there was a tension between thankfulness to HRDC for the opportunity provided by the APVTP and dissatisfaction with the HRDC' s handling of its responsibilities, in particular, the monitoring of student progress. Interestingly, this mixture of positive and negative regard for the role of HRDC is shared by those who achieved grade 12 graduation and those who did not. 7 7 In general, this result is similar to the ambivalence most students express about the mixed roles of all teachers. They like the teacher as educator but they dislike the teacher as evaluator and disciplinarian. However, as any experienced teacher knows, student success requires the careful integration of both roles. 61 Underlying the educational goals of the APVTP is a more general goal of increasing the employability/trainability of the students. Boyle and MacLaren (1995) state: Ultimately, learners have the chance to make a positive step towards getting back to work and the opportunity to discover transferable skills and vocational options. They also build the confidence and skills needed to play a more active role in the retraining process. (p. 6) This employability/trainability aspect of the APVTP was not integrated into the educational component of the program. HRDC counsellors were in periodic contact with students for monitoring purposes, and their services could be requested for career counselling. Teachers provided guidance and advice on an informal and individual basis. The questionnaire provides information on the post-APVTP educational and job experiences ofthe students. Questions 10 and 30 specifically explored the opinions of students regarding the employability enhancement/career counselling component of the APVTP. Unfortunately, there is no control group available whose experiences can be compared to that of the former APVTP students. The study must rely solely on the questionnaire data from the 63 respondents. Of the 63 questionnaire respondents, 47 were either working and/or taking further educational upgrading on July 31, 1995. This represents 75% ofthe respondents. Overall, 27 students (43%) were identified as taking some form of training or educational program since leaving the APVTP. Eight of the 63 respondents (13%) were accessing or had accessed courses on a college or university level. 62 The responses to Questions 10 and 30 on the questionnaire indicate ( I the students are positive in their assessment of the APVTP's effectiveness at improving their employability and educational opportunities. The comments and suggestions of the students indicate they see the need for more career counselling. To this point, this s~ has not given examples of students' comments on this aspect of the APVTP. This section will close with a sampling of these comments. "The idea of getting my grade 12 with the Adult Dogwood was a lucky break for me to move on in the job field and experience the great feeling of looking for work with more confidence" ... "[Need] more direction for future studies" ... "A pep talk should be given occasionally on how education will improve their confidence when looking for work" ... "[Need to] gear the courses towards college entry, e.g. taking Math 11 instead oftrade Math" ... "[The APVTP doesn't improve your ability to get a job] if it doesn't take you to Gr. 12 level" ... "Very few students leaving this program can start at college without more upgrading" ... "This big thing about grade 12 is a crock because you need a degree for anything now" ... "many people took the course to do post-secondary education." The following and final section of this report will make some general observations and recommendations concerning the APVTP. 63 Final Considerations The preceding discussion of the APVTP's goals has set the stage for a few summary statements which are based on the analysis of the information from the agencies involved and from the questionnaires. Observation 1: Students, whatever their educational accomplishment in the APVTP, place a high value on their experience and the improvement they have made in their level of education. Observation 2: The APVTP provides an enlivening intellectual and social atmosphere for its students. The students in the APVTP are school dropouts and chronic or cyclic UI recipients. Observation 3: The APVTP fills many of its students with renewed hope for the future and a desire to positively change their lives. Observation 4: A majority of former students are employed and a significant proportion are taking further training. A number are accessing university and college programs. Observation 5: Former students want the APVTP to continue, and they offer their suggestions and comments in the hope that they will be used to improve the APVTP. Observation 6: The students' comments and suggestions can be categorized into a relatively small number of common themes, which are summarized in Tables 27, 28, and 29. The last two observations make it possible to generate a small number of recommendations for the continuation and improvement of the APVTP. 64 These recommendations are derived from the feedback of the students who experienced the APVTP. However, the students work and study in the program, they do not deliver it, and some of the recommendations may be impractical for a variety of reasons. The agencies that created and deliver the APVTP are the best judges to decide what is valuable and practical in the following recommendations. Recommendation 1: The APVTP should continue with the computerbased, individualized instruction. This system, despite some problems, is highly praised by the students. Recommendation 2: The APVTP should continue to provide respectful, high quality, one-on-one instruction. The personal attention and positive regard of the teachers are potent agents of positive change in the lives of the students. Recommendation 3: The APVTP should consider broadening its scope to better reconcile educational upgrading with the goal of improved employability, increased job search skills, and enhanced future educational opportunities. Recommendation 4: The APVTP should consider making ongoing career counselling, of individuals and of groups, an integral part of the APVTP experience. Skills of job searching, information to promote realistic job/education expectations, ways of maintaining self-esteem and optimism in the face of disappointment, role playing, group formation and support - all the many facets of career counselling should be included to augment the educational upgrading. 65 Recommendation 5: The APVTP should consider ways of changing the perception of students regarding the necessary monitoring of their progress. Students do not protest the need for monitoring, but they see the monitoring process as inflexible and insensitive. Recommendation 6: The APVTP should consider extending its mandate to include the support of former students_in their pursuit of employment and/or further education. This support should be promoted as 'an integral part of the program and should include a variety of forms such as, individual career counselling, regular phone checks, and group gettogethers. Recommendation 7: The APVTP should consider ways of better coordinating its record keeping between agencies. With the computer software available, it should be possible to keep accurate, up to date, extensive, and easily accessible computer files on every participant. Regular polling of participants by means of standardized questionnaires polling that students would expect to continue long after they have left the sites housing the program - would generate a continuous supply of useful information. The final recommendation is that the agencies involved in the APVTP should definitely continue the program. This recommendation is based on the general positive regard of the questionnaire respondents and the statistics which have been discussed throughout this study. Students feel the program is valuable and they want it to continue. Over 80% of students 66 who enter the program achieve a grade 10 level, and over 35% ofthem attain grade 12 graduation. Students feel the program has improved their chances of getting a job or continuing their education. Almost 60% of former students were working on July 31, 1995, and fully 75% were working and/or furthering their education. This study has found that the APVTP has achieved a significant degree of success in its primary and intermediate goals ( grade 12 graduation and grade 10 equivalency) for its participants. The APVTP has also been successful in its more general goal of improving the employability and the educational opportunities of its participants. 67 Appendix A: Names and Addresses Continuing Education School District No. 57 1894 Ninth Avenue Prince George, B.C. V2M 1L7 Phone (604) 564-6574 Fax (604) 563-5487 Manager/Principal: C. J. Boyle Human Resources Development Canada 1190 Second Avenue Prince George, B.C. V2L 3B2 Phone (604) 561-5200 Fax (604) 561-5504 Manager: M. Winkelaar Employment Counsellor: R. B. Johnston Prince George Community Skills Centre (formerly the Prince George Workplace Training Centre) 1445 Tenth Avenue Prince George, B.C. V2L 2L2 Phone(604)565-4428 Fax (604) 565-4441 Manager: D. MacLaren University of Northern British Columbia Education Programme Faculty of Health and Human Sciences 3333 University Way Prince George, B.C. V2N 4Z9 Phone ( 604) 960-664 7 Education Programme Chair: B. Hartman 68 Appendix B: Educational Achievements Adult Dogwood Certificate (Adult B.C. Certificate of Graduation) Students must be 19 years or older. They must complete a total of seven courses. Three courses are required: a mathematics course at the grade 11 level, Socials Studies 11, and English 12 or Communications 12. Only one of the remaining four courses can be at the grade 11 level. GED The initials GED stand for General Educational Development. This series of 5 tests, commonly known as the GED, can be written by students who wish to obtain a B.C. Secondary School Equivalency Certificate. The GED Secondary School Equivalency Certificate is not equivalent to a Regular or Adult Dogwood. Regular Dogwood (B.C. Certificate of Graduation) The APVTP attempts to upgrade its participants to the Adult Dogwood level. For the sake of comparison, the regular high school graduation certificate, the Regular Dogwood, is currently awarded for the completion of 13 courses at the grade 11 and grade 12 level. 69 Appendix C: Master Student, Invest, and Pathfinder Master Student A study skills program based on the book, Becoming a Master Student, by David B. Ellis. Copies of this book and further information can be obtained by contacting the publisher: College Survival, Inc. P.O. Box 8306 Rapid City, SD 57709 Invest Learning System The computer system utilized at the Prince George Community Skills Centre is part of a larger instructional management system. More information can be obtained by contacting: Invest Learning 9920 Pacific Heights Blvd., Suite 100 San Diego, CA 92121-4300 Phone (Canada) 1-800-363-6220 Pathfinder Learning Systems The Pathfinder system was used extensively at the Brunswick Learning Centre. More information can be obtained by contacting: Pathfinder Learning Systems Corporation 555 Richmond Street West, Suite 700 Toronto, Ontario M5V3Bl Phone (Canada) 1-800-461-0462 70 Appendix D: Questionnaire Package The questionnaire and accompanying documents were mailed from the HRDC offices. The questionnaire package contained a stamped, selfaddressed, return envelope addressed to: Education Programme Faculty of Health and Human Sciences University ofNorthem British Columbia 3333 University Way Prince George, B.C. V2N 4Z9 The modifications of the questionnaire made to facilitate being given over the telephone are not included here. The questionnaire documents, as sent to the APVTP participants, are as follows: 1) a letter from the manager ofHRDC in Prince George, 2) a consent form, 3) a form to request a summary of the study, 8 4) a letter from the UNBC researcher, 5) the questionnaire. 9 A copy of these documents follow this page. 8 Forty-eight respondents requested a summary of the study. These were mailed out from the HRDC offices at the conclusion of the study. 9 The page numbers at the bottom of the Jetter from the UNBC researcher and the questionnaire are the original page numbers. These page numbers are used throughout the study when referring to the questionnaire. Human Resources Development Canada Canada Employment Centre 1190 2nd Avenue Prince George, B.C. V2M 382 Developpement des ressources humaines Canada o '''~ Our llle Votrt Nolle t ~ n 71 n~ October 12, 1995 Dear Student/Participant Enclosed you will find a fairly detailed questionnaire assembled by members of the Human Sciences Faculty of the University of Northern British Columbia. The survey has been .commissioned by Human Resources Development Canada (the Prince George Canada Employment Centre), the Workplace Training Centre and School District #57 as a means of determining the success of the program you participated in and the ways and means by which it can be improved. As you know the program was and still is a pilot project in the sense that it is not conducted in the traditional school room fashion, it uses computer technology extensively both as a learning mechanism and as a learning management tool, it allowed you to progress from your individual starting level and achieve a level of education up to and including the Adult Dogwood Certificate. This is the only program of its type in British Columbia but you have made it a model that other centres wish to try and duplicate. Before that can happen we have to demonstrate its success, its strengths and its weaknesses. We felt it would be to the advantage of the program to have the people who participated in it to make those judgements. That is the reason for aU the questions and the manner in which they are broken down. We have worked closely with the University researchers and under strict guidelines to protect your privacy and confidentiality, that is why the CEC is sending out the questionnaire and we ask you to return it to the University for compilation and collation purposes. We recognize that it appears very extensive and maybe even intimidating but the information is essential to gather the results that will demonstrate the program's worthiness. Some of you may wish to provide additional information about your experiences before, during and after the program, we do not wish to discourage you. Your anecdotal information will be as important to us as the answers to the survey - in other words feel free to tell it like it was/is. It is our hope to present this information to the Provincial Ministry of Education and to the Federal Minister of Human Resources Development Canada, the Honourable Uoyd Axworthy. The impact could be far reaching in that adjustments to federal and provincial policies, regulations and legislation could be realized opening the door to this kind of initiative to fiterally thousands of individuals across Canada. As would be expected, we have a tight time frame on this project and seek your replies as soon as possible. Would you please take the time, even this evening, to go through the survey and mail it (in the self addressed pre stamped envelope) tomorrow morning. Your strongest supporters such as Frank, Dave, Bruce, Elsie, Doug, Chris and myself will be anxiously awaiting your replies. Thank you, Martin Winkelaar Manager Canada 72 CONSENT FORM Research Questionnaire/Interview Agreement YES. I, agree to participate in this Please Print evaluation of the Advanced Pre-Vocational Adult Training Program. I understand that the research is being done to evaluate the APVTP. I understand that my participation in this study is entirely voluntary. I further understand that the researchers have made provisions to ensure that my identity is not linked to any information I give in the questionnaire. Signature: Date: NO. I Please Print do not wish to participate in this evaluation of the Advanced Pre-Vocational Adult Training Program. I understand that my participation in this study is entirely voluntary. I further understand that the researchers have made provisions to ensure that my decision to not participate in this study will not be revealed to the agencies involved with the APVTP. Signature: Date: 73 Study Results Summary Request If you would like to receive a summary of the results ofthis study of the Advanced PreVocational Adult Training Program please print your name and mailing address in the spaces provided below and return this page with your completed questionnaire. Name: Address: Postal Code: THE UNIVERSITY OF NORTHERN BRmSH COLUMBIA 74 3333 University Way Prince George, B.C. Canada V2N 4Z9 Tel.: (604) 96D-5555 Fax: (604) 960-5794 Advanced Pre-Vocational Adult Training Program (APVTP) Dear Former APVIP Student: Hello. My name is Seth Raymond. I am a graduate student at the University of Northern British Columbia and I are conducting a study of the effectiveness of the Advanced Pre-Vocational Adult Trammg Program (APVTP) as part of the research requirement for a Master of Education degree. This study has the support and approval ofHuman Resources Development Canada, Continuing Education- School District 57, and the Prince George Workplace Trammg Center. These agencies are interested in finding out what students thought of the APVTP and what effects - positive or otherwise - it has had on students' lives and job prospects. To obtain this information, I would like to request approximately twenty minutes of your time to complete the questionnaire that accompanies this letter. It is necessary to use your name in order to contact you and organize your information. However, I want to assure you that your completed questionnaire will not be seen by Human Resources Development Canada, Continuing Education School District 57 or the Prince George Workplace Training Centre. You will notice that the self-addressed, stamped envelope used to return the questionnaire is sent to UNBC rather than to any of. the agencies. Once the information has been copied from your questionnaire, your name will no longer be associated with the information that you have provided. This procedure will make it possible for the agencies to receive a report of the iDformation provided by the students without identifying any of the students who provided that information. The completed questionnaires will be stored at the university until the study is completed, then they will be shredded and discarded. While the task of completing this questionnaire is entirely voluntary, I would like to encourage you to participate in this study. As a former student of the adult trainiiig program, your opinions about that program are very important for the success of this study. They will be used to gain a better understanding ofthe strengths and weaknesses of the program so that it can be improved. Whether you liked or disliked the program. whether you did or did not complete it, your opinions are valuable because they will help to improve the program. If you are not comfortable answering a question, simply draw a line through that question and consider the next one. When you have finished answering the questionnaire please place it in the stamped, self-addressed envelope and mail it. I would like to request that you mail the completed questionnaire not later than Friday October 20, 1995 so that I will be able to complete the srudy before the end of this year. If you have any questions that you would like to ask about the study, please call me at563-3172 or Dr. Bryan Hartman, at UNBC (960-6629). If you would like to receive a summary of the results of the stUdy when it is completed please complete the address form anached and return it with your questionnaire. Thank you for your attention and assistance. Your cooperation is appreciated. Yours truly, ~ ~ Seth Raymond Page 1 75 Advanced Pre-Vocational Adult Training Program Evaluation Questionnaire Note: The Advanced Pre-Vocational Adult Training Program (APVTP) was given in two sites: at the Open Learning Agency's Prince George Workplace Training Center for upgrading to the grade 10 level, and at the Continuing Education Center on Brunswick Street for the grade 11 and 12 courses. All instructors were provided by Continuing Education School District #57. Your experience at each of the sites may have been quite different, so I have asked separate questions about each location. Name: _______________________________________________________________________________ first las t m1 ddl< initials If you used a nickname. or your name changed since you were recommended to take the APVTP, please give the other name youused . ---------------------------------------------------------------------------- Male Female Current Address Current Phone # Put a check mark beside the correct or best choice. Your age as of July 31. 1995 was: _____ a) 20 or under. ______ b) 21 to 30. ______ c) 31 to 40. _ _ _ d) 41 to 50. _ _ _ e) over 50. Please indicate which ofthe following choices most closely describes the manner in which you kf! the Advanced Pre- Vocational Adult Training Program. _ _ _ a) You were assessed at the Prince George Workplace Training Center. and filled out the necessary forms at Human Resources Development Canada, but you never actually started studying. _ _ _ b) You started studying at the Prince George Workplace Training Center but dropped or were withdrawn before you finished there. _ _ _ c) You finished m the Prince George Workplace Training Center (or were given credit). and were sent over to the Continuing Education 1Brunswick) site to start grade II and 12 courses. but you didn't go. _ _ _ d) You started swdying some ~ II and 12 courses at the Continuing Education (Brunswick 1 site. but dropped or were withdrawn before you finished the requirements for the Adult Dogwood . _ _ _ e) You finished the requirements for the Adult Dogwood at the Continuing Education 1Brunswick! site. Page 2 76 {I} Outcomes Please check which of the following emplovment situations applies to you, and fill in the appropriate blanks. I) As of July 31. 1995, which option most closely describes your situation: ~ a working full time (30 or more hours a week). Hourly rate? _ _ _ b) working part time. Hours per week?___ Hourly rate? _ _ __,.c) working without pay (volunteering). Hours per week? _ _ __yd) not working. Ifyou checked a, b, or c in question 1 above, please answer the following: Ia) If you were wor! 9) As you studied in the program, an employee of Human Resources Development Canada kept track of your progress. You could be withdrawn from the program for lack of progress or for lack of attendance. You found this monitoring helpful. Comment: I 0) The APVTP included components which prepared you for re-entering the job market or taking advantage of further educational opportunities. Comment: 4 5 suongly disagree Circle a Number agree 7) You felt your Unemployment Insurance benefits would not be affected, in any way, by your decision to take or not to take the APVTP? Comment: 3 undecided 1 strOngly 2 agree 1 strongly agree 2 3 4 3 4 3 4 3 4 3 4 3 4 undecided undecided undecided undecided undecided undecided 5 suongly disagree 5 sll"Ongly disagree 5 suongly disagree 5 suongly disagree 5 suongly disagree 5 suongly disagree Page 5 79 Ifyou studied at the Prince George Workplace Training Center please go now to question 12. Don't answer question 11. Ifyou never actually started at the Prince George Workplace Training Center- in other words, you were approved for the APVTP but you never actually started studying - answer question 11, then skip to question 32. II) Please comment on your reasons for not starting the program. 12) Check Yes or No, then follow the instructions. Did you take the Master Student Program at Prince George Workplace Training Center? _ _ _yes. If Yes, continue on to question 13. ----'No. If No, then skip now to question 14. Questions 13 to 20 refer to the Prince Georoe Workplace Trainino Center "' "' 13) The Master Student Program was a valuable aid to your learning. Comment: 14) The physical facilities- things like the air quality, the heating system, the decor, the furniture- made it a comfortable and pleasant place to study. Comment: 15) The instructor/s wasiwere friendly and approachable. Comment: 16) The instructor/s was/were good at explaining things. Comment: 17) The Jostens ' Invest computer system was a valuable aid to your learning. Comment: 18) The non-teaching staff members were helpful. Comment: 19) Your studies were assisted by the support you received from your fellow students. Comment: 20) Overall, you found your studies to be interesting and rewarding. Comment: Circle a Number 1 strongly 2 agree 1 2 1 2 1 2 strongly agree strongly agree strongly agree 1 2 1 2 1 2 1 2 strongly agree strongly agree strongly agree strongly ag= 3 4 3 4 3 4 .... 4 undecided undecided undecided ~ undecided 4 3 4 .... 4 undecided ~ undecided .... ~ undecided 5 strongly disag= 5 strongly disagree 5 strongly disagree 3 undecided 5 strongly disagree 4 5 strongly disagree 5 strongly disagree 5 strongly disagree 5 strongly disag= Page 6 80 Ifyou did not complete the requirements at the Prince George Workplace Training Center, please skip now to question 29. Ifyou finished the requirements at the Prince George Workplace Training Center, but didn't fO on to Continuinf Education (Brunswick site), please go now to question 21. Ifyou went on to study at the Continuing Education (Brunswick) site, please skip now to question 22. 21) Please explain your reason(s) for not continuing on with the program. Then skip to question 29. Questions 22 to 28 refer to the Continuing Education (Brunswick) Site 22) The physical facilities -things like the air quality, the heating system, the decor, the furniture - made it a comfortable and pleasant place to study. Comment: 23) The instructor/s was/were friendly and approachable. Comment: 24) The instructor/s was/were good at explaining things. Comment: 25) The Pathfmder computer system was a valuable aid to your learning. Comment: 26) The non-teaching staff members were helpful. Comment: 27) Your studies were assisted by the support you received from your fellow students. Comment: 28) Overall, you found your sru