Personal Orientation Project

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Personal Orientation Project

• What is POP?
• Developed by Cheryl Pratt, cpratt_at_lbpsb.qc.ca

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What is POP?

• The POP gives the students the central role to
  explore, reflect and discover various fields that
  interest them through the support of pedagogical
  resources and by actively trying out a variety of
  work functions
• It carries on throughout their lives in the
  development of their career identities as a
  consequence of the new competencies they acquire
  from POP

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What is POP?

• It helps students define their personal profile
  by trying out work functions, researching
  information and visiting workplaces or
  educational institutions.
• Students learn to know themselves better and
  become better informed about the world of work
  through the reciprocal effects of their
  experience and analysis, their exploration and
  introspection.

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POP Basics

• 100 hour course
• On an individual basis and taking into account
  his/her interests the student
• develops his/her own career exploration plan
• experiences three to eight career exploration
  processes by
• using tool kits, consulting career resources,
  job shadowing, visiting to educational
  institutions, etc.
• using a ministerial Website offering a virtual
  resource library of specific tools such as
  experiential tools, virtual visits and key people
  tools, and methodology tools
• Reflects on his/her career explorations and those
  of their classmates with parents or other trusted
  people
• considers hypothetical career paths

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Remember

• The purpose is not to make a final career choice,
  but to develop the ability to carry out a career
  exploration process

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POP

• Show me the pedagogical resources for this course!

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POP IndexVirtual catalogue of tools for
POP http//www.repertoireppo.qc.ca

• User friendly site for the students and teachers
• Virtual catalogue of tools such as experiential
  tools, virtual visits, testimonial of workers,
  etc
• Exploration starting from the students own
  fields of interest
• Free access
• Under development

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Tool Kit

• Students working on the Custom-Made Clothing and
  Alterations, Fashion Design tool kit.
• Tool kits are an example of an experiential tool
  that gives students the opportunity to try out
  different work functions.

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Other Resources

• LEARN vestibule website to complement the POP
  Index website http//www.learnquebec.ca) will
  contain
• Career Cruising
• New section Integration with POP that take the
  competencies and highlights Career Cruising
  features that will assist students.

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Why POP?

• Respecting Students needs for Personal and
  Career planning

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ConsensusYouths demands

• Quebec Youth Summit (2000)
• a well supported career decision-making process
• personalized accompaniment and support
• subject matters related to the world of work
• increase in guidance services

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Statistics supporting youths demands

• 75 of students in Secondary 5 admit to having
  no idea of their career plan at the beginning of
  the school year (Landry 1995)
• Before the age of 20, the secondary school
  dropout rate is 33.3 (2002-2003)
• 34.2 of school leavers are not prepared for the
  labour market as they are without any
  professional qualifications, because they do not
  have any diploma or only a Secondary School
  Diploma (SSD) in general education or a
  pre-university Diploma of College Studies (DCS)
  (2002-2003)

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More statistics

• Only 20 of collegial students have a specific
  career plan (CSE)
• 50 of students are seeking their career path but
  only do so at the second year of CEGEP or even
  once enrolled in university (CSE)
• Approximately one third of CEGEP students change
  their program during their studies (SRAM, 2000)
• 640,000 new jobs between 2004-2008 with 200,000
  of these opening requiring a vocation or
  technical training when only 26 of youth go into
  vocational training
• 50 of Canadian post secondary students drop out
  or change programs (Phil Jarvis, Natcon 2004)