Fortalezas y limitaciones del modelo de gestión

The planning of program offerings as such begins only at a relatively advanced stage in program design. It covers four major dimensions:

• training approaches

• the conditions for implementing the program

• the determination of program offerings • measures designed to facilitate access

Training approaches

The implementation of new or revised programs of study can be very costly. This is why the various methods of implemen- tation are examined and the necessary choices are made in order to offer quality education within the limits of available resources. To this end, the various training approaches are considered and the most effective and economically viable is chosen. Implementation costs can vary consid- erably depending on whether training is provided solely at the educational insti- tution, solely in the workplace or in a combination of both, as in work-study programs, for example. The choice of train- ing approaches has a direct impact on investment in terms of human, material and physical resources.

The conditions for implementing the program

Impact analyses help determine which resources will be necessary for the imple- mentation of a program of study. They provide data that make it possible to determine the costs and consequences of the implementation of a program of study at the provincial level, whether in

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terms of capital or operating budgets. These costs are related to the need for human, material and support resources, as well as for equipment and physical resources. They are calculated on the basis of analyses that take into account the program of study, its duration, the accept- able number of students per group and the number of educational institutions authorized to offer the program in question, as well as the targeted overall enrollment. Impact analysis is a two-step approach. A first analysis is done even before the proposed training plan is examined by representatives from business and indus- try and from the field of education for purposes of validation. This preliminary analysis gives an idea of the amount of resources needed to implement the pro- gram as designed. It also confirms the proposed training approach or points to a more promising alternative. Once the program design and the in-depth analysis of the necessary resources have been completed, a definitive impact analysis is done.

The determination of program offerings

Determining program offerings consists in distributing authorizations to offer a given program on a regional basis. This distribution must take into account train- ing needs in every region of Québec and maintain a balance between the programs offered and work force needs. Limited program offerings might lead to a shor- tage of skilled labour, while excessive offerings could result in a labour surplus and difficulty entering the work force.

Planning studies conducted during the labour market analysis make it possible

to determine with relative precision the number of workers needed for each trade or occupation and in each region. Once these data have been introduced into the training-job matching model, it becomes possible to determine training needs by program and to propose an allocation plan for program offerings.

This plan is the cornerstone of the plan of action for vocational and technical education established for every region of Québec as a result of regional cooperation. The plan of action incorporates data on the consolidation, design and revision of current methods of organizing training, the exploration of new methods of organi- zation, the creation of partnerships and the establishment of regional priorities.

Each region is responsible for choosing its integrated approach. At the request of its partners, and for information purposes, the SFPTFC has drawn up a list of organi- zations that could be asked to play a role in the integrated approach. They are: • vocational and technical education

centres

• regional representatives of EQ

• the Comité régional de l’emploi (regional employment committee)

• the Conseil régional de concertation et de développement (regional council for cooperation and development)

• the Ministère des Régions (ministry of regions)

• universities (if applicable) • private schools (in some regions)

Also, the CNPEPT is mandated to pro- vide opinions on the distribution of program offerings.

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Finally, opinions may be requested of partners at the provincial level, such as: • EQ’s work force sectoral committees • the CCQ

• the English Language Vocational Edu- cational Council (ELVEC)

• the MSSS

• other socioeconomic ministries On the basis of the opinions and recommendations of these partners, the Minister may establish or modify the geo- graphical distribution of program offerings, commonly referred to as the map of options.

Measures designed to facilitate access

Obviously, not all vocational and tech- nical education programs can be offered in every region of Québec and, for this reason, a large number of Quebeckers are forced to pursue their studies elsewhere than at home. In accordance with its own

policy on access to education, the MEQ provides financial assistance31 _{in the form}

of loans and bursaries for those who would otherwise be unable to pursue their studies. In some cases, the MEQ may also grant subsidies for the construc- tion and maintenance of homes near vocational education centres.