Career and Work Exploration 10, 20, A30, B30: Curriculum Guide (2002)

Module 20: Transitions (Optional)

Suggested time: 2 - 4 hours	Level: Advanced
Prerequisite: None

Youth making the transition from public education to post-secondary education or work do so through one of four generic career pathways:
1) direct transition to work
2) transition to entrepreneurship or self-employment opportunities
3) transition for special needs youth
4) transition to post-secondary education or training.

In order to make effective transitions, young people need to be equipped with adequate information, appropriate skills and sufficient knowledge and confidence to access one of these transition pathways and to make appropriate career decisions.

Foundational Objectives

To locate and use career and work information effectively.
To understand the changing nature of life, work and career goals.

Common Essential Learnings Foundational Objective(s)

To develop a positive disposition to life-long learning. (IL)

Learning Objectives	Notes
20.1 To become familiar with direct transition to work as a transition pathway. (COM)	Youth electing to enter into the workforce directly should be aware of the advantages and disadvantages this transition involves. Having access to information and resources, considering long range planning for career laddering within the workforce, and recognition of education and training opportunities that may be provided on-the-job or as a benefit that accompanies employment are among the positive aspects. Registered Apprenticeship in a designated trade is one of the direct transition pathways for which youth candidates are being sought. Finding the initial indenture may require some assistance. The bibliography contains resources for additional information on apprenticeship. Limited opportunities for significant change and a continuing demand for retraining and reskilling may be even more evident for those entering the workforce directly.
20.2 To become familiar with entrepreneurship as a transition pathway.	Many youth will enter into an entreprenuerial or self-employment venture while completing education or afterward. Most of the businesses in Saskatchewan are classified as small businesses and have few employees. Entrepreneurial and self-employment opportunities are valid and valued as transition pathways. Community resources such as Boards of Trade, Chambers of Commerce, entrepreneurial centres, First Nations Councils, Tribal Councils and others may be utilized to support this objective. Field trips, including visits to successful entrepreneurial venture sites, provide students with opportunities to observe and ask questions. They can be supplemented with other print, video and software resources, as required.
20.3 To become familiar with opportunities supporting successful transitions for individuals with special needs. (IL)	Explore opportunities for individuals with special needs in the local community. Develop a list of jobs done by individuals with special needs and then classify these jobs according to occupational cluster. Invite a special education teacher or community resource person to provide insight into activities that support inclusion at the school and the community level. Discuss whether these kinds of activities are also part of the work world in the local community. Explore opportunities beyond the local community for individuals with special needs. Include topics such as: supports for post-secondary education or training job coaches supported employment programs equipment and resources wheelchair access sheltered workshops or activity centres independent living programs community organizations and agencies (e.g., Provincial Interagency Network on Disabilities (PIND), Saskatchewan Abilities Council, Saskatchewan Association of Rehabilitation Centres (SARC), Canadian National Institute for the Blind (CNIB), Kinsmen Foundation) any other appropriate programs or resources. Through familiar examples, discussion and other approaches, instill in students a belief in the worthy contributions to communities by individuals with special needs, and an understanding of the rationale for inclusive behaviours and practices.
20.4 To become familiar with transitions to post-secondary education or training as a transition pathway .	Perhaps the most common pathway for young people is that of continuing education or training after Secondary Level completion in order to gain additional skills and recognition, or qualification before entering the workplace. Encourage students to complete a list of occupations that require education or training beyond the Secondary Level. Categorize the occupations according to the amount of post-secondary education required (e.g., classifications might include: one year; two years; a diploma or certificate; a three- or four- year degree; and, graduate training or degree). Discuss locations where post-secondary education or training may take place. Include a summary of the choices made most often by youth in the local community choosing this transition pathway. Explore sources of information about post-secondary education or training. Consult the bibliography for appropriate resources in a variety of formats. Take advantage of open houses and outreach programs form post-secondary institutions.