Overview of our Research – Development and Innovation Projects

  • Government of Canada, Office of Literacy and Essential Skills. Design and developed a brain training game to assist youth and adults to improve their analytical/information processing skills so that they can more effectively and more efficiently deploy digital skill.
  • Canadian Tourism Sector Council. Working with a Global Advisory Committee. (Representatives from 20 countries) and 125 international experts from 60 countries to develop an International Standard for Food and Beverage Management.
  • Construction Sector Council. Developing a national certification examination for Level 1 Construction Supervisors.
  • Government of Canada, Human Resources Skills Development Canada. Conducting research to obtain an international perspective on various conceptions, frameworks and definitions of digital skills; the essential digital skills needed by all workers and tools and procedures in current use for assessing these skills. Developed and validated a digital framework, including several skills clusters and layers, for Canadian workers.
  • Research and Development: Developed and tested a workbook designed to assist youth and adults enhance their learning skill. Learning How to Learn: Developing Analytical Skills.
  • Association of Canadian Community Colleges. Developed a concept paper for the establishment of a Knowledge Centre for Education for Employment.
  • UNESCO-UNEVOC International Centre for Technical and Vocational Education, Bonn, Germany. Provided technical assistance development and establishment of the clearinghouse for best practices, innovations and success stories in TVET.
  • Conducted research for identification of exemplars, case studies about innovations, best practices and success stories on different aspects of TVET.
  • Developed a strategic plan to enhance North – South collaboration among UNEVOC Centres.
  • Advised on ways to enhance communications with and participation of UNEVOC Centres in Francophone Africa in UNESCO-UNEVOC activities.
  • Conducted research leading to the ISCED review in TVET for the UNESCO Institute for statistics.
  • UNESCO-UNEVOC International Centre for Technical and Vocational Education, Bonn, Germany. Conducted research to identify best practices in international TVET reform for UNESCO-UNEVOC.
  • Provided technical assistance and advice on policy and curriculum reform and development in TVET.
  • Participated in UNESCO-UNEVOC planning mission and providing technical assistance on TVET reform in Malawi, on behalf of the UNESCO-UNEVOC International centre for TVET.
  • Conceptualized and developed a framework for generating case studies in TVET for the UNESCO-UNEVOC International centre for TVET.
  • Re-conceptualized the International Standard Classification of Education for technical and vocational education and training for the UNESCO Institute for Statistics in Montreal.
  • Conducted research to identify the best practices in age management for hiring and retaining older workers in the construction industry in Canada on behalf of the Construction Sector Council.
  • Conducted the Foreign Credential Recognition Trade Mapping Project for the Canadian Construction Sector Council. Benchmarked the Canadian Red Seal Apprenticeship program and mapping the trades of plumbing and construction electricians against the training standards and the certification requirements in the Philippines and South Africa. Developing a benchmarking instrument for the Canadian Red Seal apprenticeship program.
  • E-Learning Integrity Study: Conducted a study designed to identify best practices and state-of-the-art mechanisms to ascertain the integrity of e-learning for the Canadian Construction Sector Council.
  • Conducted commissioned research on the contribution of technical and vocational education on Labour productivity for the International Labour Organization, Geneva.
  • Conducted a document review and national comparative analysis of Construction Craft Workers trade under contract with HRSDC.
  • Facilitated capacity building workshops in Yaounde, Cameroon. Assisting central African francophone countries to develop their strategic plans for implementing the national UNEVOC Centres. UNESCO-UNEVOC International Centre for Technical and Vocational Education, Bonn, Germany.
  • Co-edited an International Handbook of Research and Development on TVET for the UNESCO-UNEVOC Centre.
  • Designed, develop and deliver a workshop on curriculum designed and development for the Industrial Vocational Training Board in Mauritius: “How to build innovative curriculum for employability and higher performance”.
  • Reengineered apprenticeship training for the IMR Sector Council.
  • Conducted scoping studies of consumer electronic technicians and appliance repair technicians for the IMR Sector Council.
  • Developed Policy Brief on the use of Information and Communication Technologies in technical and vocational education and training for UNESCO, Paris, France.
  • Developed a specialized training manual for UNESCO Institute for Information Technologies in Education, Moscow: ICT Application in Technical and Vocational education and Training.
  • Conducted Occupational Research for Sheet Metal Workers. Government of Manitoba, Apprenticeship Training.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) for Glaziers. Government of Canada, Human Resources Development Canada.  Occupational and Career Information Branch.
  • Conducted an Analytical Survey for UNESCO Institute for Information Technologies in Education, Moscow on The use of ICTs in Technical and Vocational Education and Training in the South Eastern European Countries.
  • Conducted an Analytical Survey for UNESCO Institute for Information Technologies in Education, Moscow: The Use Of in Technical and Vocational education and Training.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) for Plumber). Government of Canada, Human Resources Development Canada.  Occupational and Career Information Branch.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) for Sprinkler System Installers. Government of Canada, Human Resources Development Canada.  Occupational and Career Information Branch.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) for Cabinetmakers. Government of Canada, Human Resources Development Canada.  Occupational and Career Information Branch.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) for Cabinetmakers. Government of Canada, Human Resources Development Canada.  Occupational and Career Information Branch.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) for Fish Harvestors. Government of Canada, Human Resources Development Canada.  Occupational and Career Information Branch.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) for Hairstylists. Government of Canada, Human Resources Development Canada.  Occupational and Career Information Branch.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) Bakers. Government of Canada, Human Resources Development Canada.  Occupational and Career Information Branch.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) Cooks. Government of Canada, Human Resources Development Canada.  Occupational and Career Information Branch.
  • Investigated Occupational entry requirements in Canada for Architects. Human Resources Development Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Pharmacists. Human Resources Development Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Registered Nurses. Human Resources Development Canada. (English and French).
  • Investigated Occupational entry requirements in Canada Registered Psychiatric Nurses.  Human Resources Development Canada. (English and French).
  • Investigated and speech language pathologists fort Audiologists. Occupational entry requirements in Canada Human Resources Development Canada.
  • Investigated Occupational entry requirements in Canada for Veterinarians. Human Resources Development Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Professional Engineers. Human Resources Development Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Physiotherapists. Human Resources Development Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Computer systems analysts & computer programmers.  Human Resources Development Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Occupational therapists. Human Resources Development Canada. (English and French).
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) Sheet Metal Workers. Government of Canada, Human Resources Development Canada.  Occupational and Career Information Branch.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) for Power Engineers. Government of Canada, Employment and Immigration Canada.  Occupational and Career Information Branch.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) for Industrial Instrument Mechanics. Government of Canada, Employment and Immigration Canada.  Occupational and Career Information Branch.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) for Industrial Mechanics. Government of Canada, Employment and Immigration Canada.  Occupational and Career Information Branch.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) for Industrial Electricians. Government of Canada, Employment and Immigration Canada.  Occupational and Career Information Branch.
  • Investigated Occupational entry requirements in Canada for Electronic Engineers. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Physiotherapists. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Systems-Software Programmers. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Application Programmers. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Electronic-Engineering Technologists. Employment and Immigration Canada.(English and French).
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) for Bricklayers. Government of Canada, Employment and Immigration Canada. Occupational and Career Information Branch.
  • Conducted Occupational Research. National Occupational Analysis (RED SEAL) for Cabinetmakers. Government of Canada, Employment and Immigration Canada. Occupational and Career Information Branch.
  • Investigated Occupational entry requirements in Canada for Dietary assistance. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada Draughtsmen/women. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada Dietary assistance. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Industrial electricians. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Industrial engineers. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in CanadaMeteorologists. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Personnel managers. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Power linemen/women. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Public health inspectors. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Public health inspectors. Employment and Immigration Canada (English and French).
  • Investigated Occupational entry requirements in Canada for Quality-control analysts. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Radio and television announcers. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Sales managers. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Salespersons, radio and television time. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Upholsterers. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Communication Specialists Computers. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Aircraft Mechanics. Employment and Immigration Canada. (English and French).
  • Investigated Occupational entry requirements in Canada for Aircraft Instrument Mechanics. Employment and Immigration Canada, (English and French).
  • Occupational Research. National Occupational Analysis (RED SEAL) for Hairstylists. Government of Canada, Employment and Immigration Canada.  Occupational and Career Information Branch.
  • Occupational Research. National Occupational Analysis (RED SEAL) for Red Seal Carpenters. Government of Canada, Employment and Immigration Canada.  Occupational and Career Information Branch.
  • Performance Engineering System Development:  Curriculum. Government of Manitoba.  Ministry of Labour.  Apprenticeship Training.
  • Performance Engineering System Development:  Performance Assessment. Government of Manitoba.  Apprenticeship Training.
  • Performance Engineering System Development:  Knowledge Assessment. Government of Manitoba.  Apprenticeship Training.
  • Analysis of Needs: Behavior Engineering Model. Government of Manitoba.  Apprenticeship Training.

 

 

Neuro-Ludus Brain Training Game

Drawing from its award-winning research in cognitive skills enhancement, Compétences/Skills R&D Inc has developed the Neuro-Ludus brain training game by applying important discoveries in neuroplasticity to gaming and mobile technology. Neuro-Ludus enables youth and adults to enhance their analytical and information processing skills.

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Digital Skills Framework for the Canadian Workforce

ABSTRACT
The purpose of this study was to develop a proposed digital skills framework for generic users of digital technology in
the Canadian workplace. The research methods used to achieve this objective consisted of an analytical survey of
the literature, and a key informant consultation. Insight gained from the literature review was used to develop a
proposed digital skills framework for Canadian workers, which included four clusters: (1) foundational skills; (2)
transversal skills; (3) technical digital skills; and (4) digital information processing skills. Key informants representing
various economic sectors were requested to validate that framework and the embedded sub-sets of digital skills.
Results indicated that the great majority of the key informants rated the proposed digital skills framework as useful
and comprehensive. They also rated the digital skills clusters as either extremely important or important. Key
informants‘ rating of the digital skills embedded in the four clusters showed variations in the perceived degree of
importance, level of use, and workers‘ proficiency. The study also examined various procedures and tools in current
use for assessing digital skills. Finally, complexity scales for rating workers‘ digital skills proficiency level were
explored. Several recommendations for further research were made. URL: http://tinyurl.com/pryvrjo

Techno

Informing Enhanced Standard Research for the Red Seal Program

The Red Seal program is the hallmark and a standard of excellence for skilled trades in Canada. The program was established in 1952 and has stood the test of time for nearly 60 years under the governance of the Canadian Council of Directors of Apprenticeship (CCDA). The Red Seal program has served Canadians well since its initial inception, and it has been adapted over time to meet changing labour market requirements. The National Occupational Analysis, which is the flagship of the Red Seal program, sets standards for trades training and certification.

The CCDA has recently developed the Occupational Performance Standards (OPS) to facilitate the implementation of Multiple Assessment Pathways (MAP) for Red Seal certification. While the NOA specifies what the worker must do, the OPS also specifies in what manner and how well they must perform and under what conditions (HRSDC, 2011). The CCDA needed evidence-based information to choose the most appropriate occupational standard for the Red Seal program. The goal of this project was to gather evidence-based information on exemplary and innovative occupational standards for making recommendations that will assist the CCDA in selecting the format and development processes for a new occupational standard that will meet the current and future needs of the Enhanced Red Seal program identified by the Task Force for Strengthening the Red Seal (SRS) program:

  • Be credible within industry;
  • Reflect workplace realities;
  • Represent industry needs;
  • Allow the identification of critical skills to be assessed;
  • Provide a basis for on-the-job training and in-school training;
  • Clearly specify expected performance (transparency);
  • Support development of multiple choice exams;
  • Support multiple assessment strategies to assess performance;
  • Support alternative forms of assessment;
  • Provide flexibility for adapting standards to labour market demands;
  • Support methods of assessment that evaluate multiple competencies simultaneously;
  • Support the assessment and recognition of experiential learning (non-formal and informal learning); and
  • Allow the transferability of skills across occupations.

A three-pronged approach was used to gather information for this study, namely: (1) a national and international literature review; (2) a case study of exemplary occupational standards; and (3) a consultation of national and international key informants.

URL: http://tinyurl.com/oo8ksa8

RedSeal

Transnational Occupational Standards for Food and Beverage Managers

We developed an international competency standard (ICS) for Food and Beverage Management for the Canadian Tourism Human Resource Council (CTHRC). The overall objective is to set an international competency standard defined by key stakeholders from several participating countries. The work involvesd comprehensive review of exemplary standards for Food and Beverage Management, and the integration of the content identified into an international standard. The International Competency Standard (ICS) facilitates training and certification and improves workers  global mobility and ultimately, contribute to ease chronic skill shortages. We workied with a Global Advisory Committee (representatives from 20 countries) and 125 international experts from 60 countries to develop this International Standard for Food and Beverage Management.

Managing to Last: Older Workers labour market Inclusion and Extension

There is a paucity of evidence-based information to make insightful decisions regarding the employment and retention of older workers in the construction industry. The purpose of this project was to close that information gap by developing a series a series of best practices for the retention and employment of older workers in Canada’s construction industry.

Empowering At-Risk Students to Stay in School Using a Cognitive-Based Instructional System

This research project focused on the empowerment of students who were at risk of dropping out of school because they could not cope with the information-processing demand imposed upon them by school learning. They were empowered to succeed in school learning through cognitive skills augmentation and transfer training. Pic1

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