Patent Application
20220172312
The embodiments described herein relate to candidate application systems and more particularly, to a system and method for apprenticeship program application and management.
The journey from choosing to become an apprentice and completing training and obtaining certification is a long and complex process, involving many stakeholders. The processes and interactions on this journey and among these groups can be confusing and frustrating. A modernized technology interface is a small but critical element in improving communication and interaction among all stakeholders.
There are many issues related to apprenticeship programs. Apprenticeship candidates find it challenging to find information on how to become an apprentice and navigate multiple registration steps. Employers find it challenging to identify and recruit candidates for apprenticeship in some trades. There are multiple systems in which to maintain and manage personal information; some apprentices miss critical communications or opportunities as a result of out-of-date personal information.
Further, training delivery agents (TDAs) such as colleges, universities and vocational schools, and employers, and apprentices are equally frustrated with planning and communication around in-class training. Employers have little input on timing of in-class training, making it difficult to plan for employee absences. TDAs are also challenged to manage seats and inflow without the ability to predict and engage with apprentices. TDAs are not able to provide support services without advanced contact with apprentices, so apprentices may not be able to take advantage of existing support services offered (such as a college's accessibility services or math upgrading).
Furthermore, Apprentices are required to keep an inconvenient paper logbook on hand to receive sign-offs. As a result, many apprentices (especially in voluntary trades) are not diligent in completing the logbook. As well, the logbook may be lost or left for signature with an employer who goes out of business. These incidents may stall or set back a student's progress in the apprenticeship program. A system to address at least some of these deficiencies is contemplated.
Throughout this document, references to the Ministry should be understood to refer to the government ministry or ministries, or department or departments which have oversight of the relevant aspects of apprenticeship and training, or which are responsible for all or part of the relevant computing systems and processes discussed herein. These may be one or more of the Ministry of Labour, the Ministry of Education, the Ministry of Labour, Training and Skills Development, the Ministry of Training, Colleges and Universities, the Department of Education, the Department of Labour, or any other government ministries or departments.
Throughout this document, references to jurisdiction should be understood to refer to the political entity or entities having jurisdiction or control over all or part of the relevant aspects of apprenticeship and training, such as the Province of Ontario.
An apprenticeship system enabling all stakeholders involved (apprentice, sponsor/employer, TDA) to access a single system to assist an apprentice through the different phases of apprenticeship journey, including Account Creation, Registration (Application & Preparation), In-Class Training, On-The-Job Training (Personalized Logbook), Membership & Certification and Reporting. An apprenticeship system may be built on a common data model so that information is shared across the system for all users, tasks, and business processes. The system may consolidate all data about the apprentice journey in a single location, allowing for real-time data exchange among stakeholders. The system may provide for aggregate data and reporting about the apprenticeship system as a whole, including insights on the performance of apprentices, employers, and training agents; capacity/demand planning & enrollment projections for the trades; and trade-specific performance metrics to inform policy and curriculum considerations.
A system with a connected data model improves metrics and reports across the entire apprenticeship system to aid in strategic decision-making, enabling far-reaching efficiencies for education and work ecosystems. A registration aspect of the system may allow apprenticeship applicants, employers, TDAs and government staff (from the ministry or government department governing education or skill development) to access a single system to perform tasks related to the apprenticeship registration process. Applicants may create and maintain a profile which may include details such as their personal information, employment information and desired trade. Employers may create and maintain a profile which may include details such as their company's information and information on apprentices and journeypersons. Government (Ministry) users may use facilities in the registration system to view existing apprentices and sponsors, approve apprentices who have applied or registered, and approve and manage new sponsors.
A logbook aspect of the system may allow the recording of completion of competencies attained or time worked, and allows for the approval of those competencies or hours by both the apprentice and the employer. This aspect is preferably implemented as a native mobile application, but may also be a mobile-accessible website running on a centralized system or systems, a mobile application which communicates with a centralized system or systems, a desktop-accessible website running on a centralized system or systems, a desktop application which communicates with a centralized system or systems, or any combination of these (for example, one implementation may be a centralized system which communicates with mobile applications and which serves a desktop-accessible website). The system may track skills based on demonstrated experience, as opposed to self-declared skills common in other applications. The system may also track micro-learning experiences. An off-line tracking mode allows for the ability to log competencies or hours, and to approve competencies or hours, without a connection to the central system, by storing local updates as they are made and then reconciling them with the central system's data when a connection becomes available. Notifications may be generated to indicate what skills the apprentice should pursue next, when an apprentice is ready to move to another level of training, or for any other update or milestone reached in the apprenticeship process. These notifications may be in-application notifications (such as badges or pop-ups), SMS messages, email messages, or some other kind of notifications. A reporting facility within this system allows reporting across trades, trade levels or employers which allows, for example, the identification of skill gaps at certain employers.
An in-class seat registration aspect of the system may allow for centralization of seat management for all participating institutions. This may allow for recommendations of courses for apprentices based on course availability, location, level, the apprentice's level of training or other factors. The system may notify stakeholders (TDAs, employers, apprentices, government staff) about the apprentice's readiness to move forward with training, registration and seat availability, and approvals from employers. The system may record apprentice progress and success in one system, with visibility and reporting of these to stakeholders. The system may recommend interventions, mentors or courses for students, based on student success, student progress, mentor availability, course availability, location, level, apprentice readiness for training or other factors. The system may be enabled to optimize the allocation of seats across TDAs and geographic areas.
A certification aspect of the system may allow for the validation and management of validation of an apprentice's courses, competencies, hours, or other requirements or certifications (such as First Aid, Work at Heights, etc.). The system may be enabled to allow the apprentice, employer, government staff, TDA staff or others to have visibility into an apprentice's progress through the apprenticeship process. This visibility may be affected by privacy restrictions, agreements or other arrangements, and the system may filter or aggregate the information presented in each case based on these arrangements. The system may allow for real-time reporting for stakeholders on upcoming certifications and apprentice results, as well as aggregate data on the performance of apprentices, employers, specific competencies or courses against certification results. The system may be enabled to allow government staff to better predict the number of people in any skilled trade. The system may be enabled to report on correlations between examination results and programs, employers or TDAs.
A business intelligence and reporting aspect of the system may allow for the collection of data pertaining to the apprenticeship process and the generation of reports presenting and analyzing this data. The system is enabled to provide enrolment projections and capacity/demand planning for in-class training sessions, by trade, by TDA and by geographical availability or distribution of TDAs; information on the performance of and geographical availability of sponsors, with the ability to analyze the success of on-the-job training across trades; aggregate data on the performance of apprentices, employers, and training agents; aggregate data on the performance of a specific trade, allowing for changes and enhancements in required skills and associated coursework; and other reporting functions.
In today's apprenticeship ecosystem, there are various issues driving the impetus for modernization. Existing apprenticeship ecosystems may be overly complex to navigate, with numerous stakeholders and systems that aren't integrated. A modernized system should facilitate integration of information amongst the stakeholders and existing systems.
The process for obtaining a Registered Training Agreement (RTA) is difficult as the system is still based on a physical signed paper being sent between stakeholders, rather than a digital contract. Implementing a digital contract system would simplify this step and facilitate timelier sharing of this information to interested stakeholders within the apprenticeship system.
Despite current marketing efforts, new apprenticeship candidates find it challenging to locate information about the trades and the process for applying to become an apprentice. For apprentices who manage to enter the system, continuously navigating from the jobsite, to classroom, and back to the jobsite over several years can be confusing to apprentices and their employers. There are multiple sources of information and multiple paths; a modernized system should provide clear and connected guidance through the process, regardless of which path the apprentice has chosen.
Across many trades and technology fields, employers find it challenging to identify and recruit candidates for apprenticeship. There is a perceived lack of support for apprentices throughout the system. For example, apprentices have to apply and maintain their personal information through multiple systems that are not integrated. It becomes difficult to stay in touch with apprentices if their address and contact information changes and is not kept up-to-date in each system. A modernized, integrated information-sharing system designed primarily around the needs of apprentices will significantly improve the support level for apprentices.
Colleges struggle to manage seats and inflow without the ability to predict and recruit apprentices, despite having existing robust systems and capabilities in place for other, standard non-apprenticeship post-secondary college reporting. Long waitlists for some in-school training make life plans challenging and frustrating for apprentices leading to abandonment of the apprenticeship path and lowered completion rates. With current rigid scheduling rules for in-class training, apprentices are challenged to be able to take time away from work with limited notice. Both employers and apprentices are frustrated with long term planning.
Sponsors are given little to no input on the timing of in-class training sessions, making it difficult to effectively plan around the absences of apprentices who have received notification to attend class training. Sponsors may be left with limited staff resources during these periods. A class planning system that takes into account the needs of the apprentice, their sponsor and the TDA would help all of these stakeholders effectively plan for this in class training.
With no advanced contact, TDAs are not able to provide apprentices with information on support services (such as accessibility services or math upgrading courses) that could assist them in their apprenticeship journey. For example, some apprentices may not have the English literacy and math skill levels necessary for successful completion of the in-class component of apprenticeship training TDAs are unaware of this until apprentices begin in-class training, giving them insufficient time to effectively engage these students with their support systems.
Support services available to regular post-secondary students, including counselling services, tutoring and parking permits, may not be as easily accessible for apprentices and/or may only be available during standard postsecondary terms, which do not always align with in-class training sessions. An interconnected, accessible system that facilitates planning for in-class training would enable TDAs to prepare to have effective support systems in place for apprentices.
Apprentices are required to carry a physical logbook to receive sign-offs; an inconvenient format is prone to loss or damage. Many apprentices (especially those in voluntary trades) quickly lose momentum or fail to complete their logging.
Apprentices were required to remember to renew their membership by paying the annual fee. With their contact information stored in multiple systems that aren't integrated, apprentices may not have received payment reminders from the ministry if their contact information is outdated. Approximately 20% of suspensions from apprenticeship programs were due to non-renewal of their membership. A system that provides accurate and timely notifications electronically would significantly alleviate this issue. Hidden costs arising from inefficiencies (such as manual processing of paper forms) drain funds unnecessarily from those supporting apprentices on their path to becoming certified tradespeople.
Furthermore, there are many stakeholders involved in apprenticeship who will be impacted by any changes. For example: apprentices, the responsible government ministry, Training Delivery Agents (TDAs), sponsors (employers), counsellors, and influencers such as parents. There are hidden costs for all involved as they try to support the apprentice navigating the system. A modernized, easily accessible apprentice system should make the process more efficient and cost effective for everyone involved.
Many stakeholders are vested in the apprenticeship system today, each working and supporting the apprentice in their pathway to journeyman. The synergy and efforts of all stakeholders is required for the system's modernization. The following is a list of each stakeholder involved in apprenticeship, based on their perceptions and professional experience, in order to ensure the modernized system includes features important to all.
Apprentices:
The Ministry:
TDAs (Including Union Facilities and Public Colleges):
Sponsors and Employers:
Counsellors and Influencers:
Building on consultation with stakeholders and personas across the apprenticeship ecosystem, key building blocks of the apprentice journey and establishing key screens for the apprentice, employer, training delivery agent, and ecosystem partner personas were identified.
In today's apprenticeship ecosystem, consistent, reliable information on trades careers can be challenging to find. To address these challenges, the system should provide:
A gap also exists in the ability to promote available apprenticeship opportunities and connect ready and willing apprentices to them. An employer-apprentice matching system would facilitate this search, matching employers and apprentices together and providing transparency into skilled trades opportunities. Highlights of this feature could include:
Referring back to
The second phase involves registration, specifically the “Application and Preparation” 104 of the registration process. Activities in this phase include “Offer Sponsorship” 124, “Managing Potential Apprentices” 126, “Offer Safety Training” 128, “Applying with Apprentice” 130 which involves approval/sign-off from the ministry, “Review Registration of Apprentice” 132, “Completing the Training Agreement” 134, “Paying the Fee” 136, and finally “Registering as an Apprentice” 138 at an accredited institution.
Providing a single system for apprentice registration improves the experience by ensuring registrants are only required to provide their information one time, in one location. A single registration point also ensures that information stays up to date among apprentices, employers, the ministry, and TDAs. Features of a single registration system include:
Employers are able to submit an application to be approved as sponsors, and can also view and maintain information about their registered apprentices, journeypersons, and business.
Seat planning and management is another challenging element for training delivery agents, apprentices, and their employers, and would benefit from modernization. A new system for seat management would allow colleges and other TDAs to leverage their competencies in student relationship management to ensure that courses are adequately filled, and that apprentices are receiving the same level of service as their counterparts in other pathways of post-secondary education.
The activities associated with “In-Class Training” phase 106 can be seen in
Features of an online system for seat management to handle in-class training would include:
The next phase of the model of
By building an electronic logbook, one can ensure that up-to-date information is always available to the Ministry and TDAs in making decisions about apprentices, seats, and trades. Having an electronic logbook is also beneficial for apprentices in that it simplifies the process for tracking their hours and skills and keeps it accessible through their devices. Features of the electronic logbook may include:
The next phase of the model of
Once an apprentice has completed their worksite competencies, worksite hours, and required in-class training, certification steps can also be handled in the system. This ensures that all validated information on the accomplishments of an apprentice are stored in a single location during the certification process. Features of a certification system may include:
An apprenticeship system ensures that all data about the apprentice journey resides in a single location, allowing for real-time data exchange among stakeholders. Within the apprenticeship system, stakeholders will be able to obtain real-time reporting on:
A modernized system with a connected data model improves metrics and reports across the entire apprenticeship system to aid in strategic decision-making, enabling far-reaching efficiencies for the jurisdiction's education and work ecosystems. Referring to
Each view is further broken down into further activities (and further subsequent activities). As an example, the “Apprentice View” of
Further, the other views of
The functions and relationships between the displayed database elements is further detailed and clarified in the following sections. Referring to the Safety Training elements of
Referring to the Ministry Registration and Ministry View portions of
In addition to core Ministry Registration functions, Apprentices can update their personal information and sponsor information in one location, ensuring that their information is always current. Apprentices will receive notifications to confirm that the correct information is on file. The System includes the ability to add customized fields, such as questions relating to additional qualifications for a specific trade.
Certain fields are dynamic, to ensure the correct information is captured. For example, if an apprentice specifies High School education, the options in the subsequent field update dynamically to narrow down the list to only the relevant options. The Apprentice System validates input fields information upon entry.
The Apprentice System allows users to save a partially completed application and return to finish it in the future. Apprentices and employers can log in to the System at any time to see the status of their application(s) and if there are any outstanding actions for them to complete. All updates/changes that happen in one area of the System are reflected in real-time across the other areas. In addition, the Apprentice System provides the ability for The Ministry to process and approve registrations, preparing a digital Registered Training Agreement.
Referring to the In-Class Training components of the Apprentice System shown in
The Apprentice System can optionally specify the requirement for employers to approve in-class registrations for their apprentices, if desired. Apprentices can search and filter by TDA, trade, location, level, status, timing, and type of class offered. Apprentices can also view full sessions and be added to the waitlist. Notifications are sent to all stakeholders (TDAs, employers, apprentices) about the apprentice's readiness to move forward with training, registration and seat availability, and approvals from employers. Apprentices register using existing profile information and pay online through the integrated payment system.
The Apprentice System allows for early transmission of apprentice information to TDAs, enabling providers to meet the challenge of providing classroom and support services to students within the constrained timelines of apprenticeship in-class training In addition, support interventions can be requested by apprentices at any time through the apprentice's journey and shared appropriately, improving their ability to succeed in class and on the job.
Referring to the Employment Insurance components of the Apprentice System shown in
Referring to the Hours and Skills Tracking components of the Apprentice System shown in
Referring to the Logbook components of the Apprentice System shown in
Referring to the Grant components of the Apprentice System shown in
Referring to the Apprentice Supports components of the Apprentice System shown in
Referring to the Exams and Results components of the Apprentice System shown in
Referring to the Training Agreement components of the Apprentice System shown in
As seen in
In the “Application & Preparation” phase 304, the apprentice is involved with the activities of “Explore Careers” 318, “Finding a Sponsor/Employer” 320, “Confirm Sponsor/Employer” 322, “Apply as Apprenticeship” 324, and “Completing the Training Agreement” 326, and “Pay Fee” 328.
In the “In Class Training” phase 306, the apprentice is involved with “Notification of In Class Training” 330,“Applying for In Class Training” 332., “Apply for Grants/Loans” 334, “Apply for EI” 336, “Pay for In-Class Training” 338, “Prepare for In-Class Training” 340, and “Attend In-Class Training” 342.
During the “On the Job Training” phase 308, the apprentice is involved with “Download Logbook” 344, “Track Hours” 346, “Track Skills” 348, “Sign off on Hours & Skills” 350, and “View Logbook Progress” 352.
Lastly, during the “CofQ Exam” phase 310, the apprentice is involved with “Register for Exam (CofQ)” 354, “Prepare for Exam” 356, “Pay Fee” 358, “Schedule CofQ Date & Location” 360, “Write CofQ” 362, “Receive Results” 364, “Pay Annual Memberships” 366 and “Apply for Completion Grant” 368.
As seen in
In the “Application & Preparation” phase 404, the TDA is involved with the activities of “Notification of New Apprentices” 412, and “Offer Safety Training” 420.
In the “In Class Training” phase 406, the TDA is involved activities related to “Notification of In Class Training” 422 and “Managing In Class Training Sessions” 424, “Manage Training Applications” 426, “View Class Lists & Status” 428, “Manage Apprentice Supports” 430, “Input Training Results” 432, and “View In-Class Training for Apprentice” 434.
During the “On the Job Training” phase 408, the TDA is involved with “View Apprenticeship Ready for Class” 436 and “View Logbook Trends” 438 activity. During the “CofQ Exam” phase 410, the TDA is involved with the activities of “Register for CofQ Exam for Apprentice” 440, “Managing Testing Times and Locations” 442, “Manage Exams” 444, “Input Results” 446, “View Annual Memberships” 448, and “View Exam Result Trends” 450.
During the “Reporting” phase 412, the TDA is involved with the activities of “Apprentice Progress—Logbook” 440, “Apprentice Progress—In Class” 454, “Enrollment Trends” 456, “In-Class Performance Trends” 458, and “System Trends” 460.
In the first “Creating Account” phase 502, the employer will be deal with an initial “Landing Page” 514 or home screen. The employer will also deal with “Sign Up” 516, creating a “Personal Profile” 518, and creating an “Employer Profile” 520.
The second phase involves the “Application and Preparation” 504. Activities in this phase include “Offer Sponsorship” 522, “Manage Potential Apprentices” 524, “Offer Safety Training” 526, “Applying as Apprentice” 528 which involves approval/sign-off from the ministry, “Review Registrations of Apprentice” 530, “Completing the Training Agreement” 532, and “Pay Fee for Apprentice” 534.
The third phase involves activities for “In Class Training” phase 506. Activities for this phase including providing “Notification for In Class Training” 538, “Send Apprentice to Training” 540, “Pay for Training for Apprentice” 542, “Apply for Grants/Loans” 544, “Apply for EI with Apprentices” 546, “Manage Apprentice Supports” 548, and “View Apprentice Results” 550.
The next phase of the model 500 of
During the “CofQ Exam” phase 510, the employer is involved with the activities of “Register for CofQ Exam for Apprentice” 560, “Pay Fee for Apprentice” 562, “Schedule CofQ Date & Location” 564, “Pay Annual Membership for Apprentice” 566, and “View Annual Memberships” 468.
The last phase of the model 500 is the “Reporting” phase 512. The TDA is involved with the activities of “Apprentice Progress—Logbook” 570, “Apprentice Progress—In Class” 572, and “Membership Management” 460.
In the first stage 603 of the exemplary workflow, registration and matching of the apprentice to the employer, the apprenticeship applicant (or student) applies 604 through an application website (part of the apprenticeship system) and signs the government apprenticeship contract. The employer selects 605 and hires the apprentice, and signs the government employer apprenticeship contract through the apprenticeship system.
In the second stage 606 of the exemplary workflow, workplace training and required hours, the student works 607 for the employer for at least a specified number of hours, takes a skills test to verify that the work has resulted in learning the required skills, and accepts an offer from a college for the program or programs required for certification. The employer confirms 608 electronically that the apprentice has worked at least the minimum required number of hours, and that the apprentice has learned the required skills.
In the third stage 609 of the exemplary workflow, completion of academic in-school skills, the apprentice completes 610 trade-specific academic courses or programs in school or online, with additional supports (such as added or modified classes) being made available by the TDA as needed. The employer schedules 611 and approves the apprentice to allow them to attend classes.
In the fourth stage 612 of the exemplary workflow, completion of trades certification, the student attends 613 college or TDA for a qualification exam and optionally a preparation course. Upon completion of the exam with a passing grade, the student may register as a tradesperson. The employer may then recognize 614 the graduate as a tradesperson.
The apprenticeship system 700 as shown in
Some or all of the following technologies may be implemented in a modernized apprenticeship solution:
The Apprentice Portal 801 is the application accessed by the apprentice. It may be comprised of one or more of the following modules: an Explore module 802 which may implement a career and training guidance and exploration functionality; an Employer Matching module 803 which may implement employer searching, filtering and requirements matching functionality; a Certification module 804 which may implement certification qualification, tracking and guidance functionality; a Class Training Registration module 805 which may implement class searching, filtering, qualification and registration functionality; an Apprenticeship Registration module 806 which may implement qualification and registration functionality; a Financial Aid module 807 which may implement financial aid application, feedback, searching, qualification and notification functionality; and a Logbook module 808 which may implement hours and qualification tracking and verification functionality.
The Mobile App 809 is an application intended to be accessed from a mobile device, such as a mobile phone or tablet. It may be implemented as a browser application, may be written and compiled to run natively on a mobile device, or may be implemented in another fashion to be accessed from a mobile device. It primarily implements a Logbook module 810, whose functionality is similar to the Logbook module of the Apprentice Portal, though the mobile Logbook may only implement a subset of that module's functionality. The mobile logbook is enabled to accept qualification or hours entries, may be enabled to store these entries on a remote server, and may be enabled to track verification of these entries. The mobile logbook may be enabled to function in the absence of a cellular or broadband network, in which case the entries are cached and then later transmitted once the mobile device re-acquires a network connection. The mobile logbook may be enabled to use personal area networking (e.g. Bluetooth network) to communicate with another mobile device being used by an employer, to allow employer verification of logbook entries in the absence of a cellular or broadband network connection.
The Employer Portal 811 is the application accessed by an employer. It may be comprised of one or more of the following modules: a Job Postings module 812, which may implement job description editing, qualification entering, application viewing, application response and hiring functionality; an Apprentice Matching module 813 which may implement viewing of applicant profiles, searching of applicants, viewing of listings of qualified applicants and hiring functionality; a Logbook module 814 which may implement communication with apprentice logbooks, communication with a central server, viewing and verification of apprentice logbook entries, and notification of new entries; an Apprenticeship Progress module 815 which may implement viewing of the progress of an apprentice through the class, employment or qualification stages of the apprenticeship process; and a Reporting module 816 which may implement communication with any other module in the Employer Portal 811 to collect statistics or information, and generation and viewing of reports relating to job postings, apprentices, or any other statistic related to the apprenticeship system.
The TDA Portal 817 is the application accessed by a TDA (Training Delivery Agent, such as a school or independent educator). It may be comprised of one or more of the following modules: a Program and Class Management module 818 which may implement requirements analysis, seat management, program description, and scheduling functionality; a Certification Administration module 819 which may implement communication with a certification or accreditation system to administer the process of certifying an apprentice; an Apprentice Progress module 820 which may implement viewing of the progress of an apprentice through the class, employment or qualification stages of the apprenticeship process, and which may implement tracking of needs for training for apprentices; a Payments module 821 which may implement acceptance and tracking of payments by apprentices for training, notifications of late or outstanding payments, and communication with the Program and Class Management module 818 to enable seat registration when payments have been made or arranged; and a Reporting module 822 which may implement communication with any other module in the TDA Portal to collect statistics or information, and generation and viewing of reports relating to training, apprentices, or any other statistic related to the apprenticeship system.
The Ministry Portal 823 is the application accessed by users in the relevant Ministry (such as Labour or Education), or a similar governmental organization tasked with organizing or supervising the apprenticeship process. It may be comprised of one or more of the following modules: a Registration Management module 824 which may implement the acceptance of apprenticeship program applications, verification of applicant qualifications, verification of available seats for applicant training, and sending of acceptance or rejection notices; a Financial Aid Requests module 825 which may implement the acceptance of financial aid applications, the verification of financial aid eligibility, and the sending of acceptance or rejection notices; an Apprenticeship Progress module 826 which may implement viewing of the progress of an apprentice through the class, employment or qualification stages of the apprenticeship process; an Employer Progress module 827 which may implement viewing and tracking of an employer's progress through the apprenticeship process; a Payments module 828 which may implement viewing and tracking of payments made throughout the apprenticeship system, such as payments made by applicants to the Ministry, payments made by applicants to TDAs, or payments made by TDAs or employers to the Ministry; and a Reporting module 829 which may implement communication with any other module in the Ministry Portal 823 to collect statistics or information, and generation and viewing of reports relating to training, apprentices, or any other statistic related to the apprenticeship system.
An exemplary apprenticeship system may be comprised of one or more of the following elements: an Identity module which provides user authentication and grants a user access rights to certain data sets on one or more portals depending on that user's stored access credentials; an Explore Site module 902 which implements career and training guidance and exploration functionality; a Logbook App 903 which primarily implements a Logbook module as noted previously; Apprentice Portal 904, TDA Portal 905, Employer Portal 906 and Ministry Portal 907 application systems which implement the respective applications as noted previously; an API Management subsystem 908 which allows communication between various modules as shown, on a secured and authenticated basis where deemed necessary, and which implements an Apprentice API 909, a TDA API 910, an Employer API 911 and a Ministry API 912; a Caching & Search Service 914 which may implement caching of data and allow for centralized searching of data; a Document service 915 which may store documents in a secure centralized subsystem and allow for authenticated, secure access to the documents; a Payments service 916 which may enable payment transactions and implement queryable payment tracking and verification; an Events Microservice 917 which may implement event tracking and querying; a Matching Microservice 918 which may implement matching between selected entities; a Notifications Microservice 919 which may implement registration for and sending of notifications across the system; a service bus 913 which may connect the services to the API Management subsystem 908; an Apprenticeship Database 920 which may securely store and retrieve some or all of the data associated with the Apprenticeship System 900; a Read-Only Replica 921 which is a regularly-updated read-only copy of some or all of the Apprenticeship System 900; and a Data+Analytics Service 922 which allows for analysis of the data stored in the Apprenticeship System 900.
The Apprenticeship System 1002 stores its data in the Apprenticeship Database 1004. A regular copy of some or all of this data is made into the Apprenticeship Data Warehouse 1005 (also referred to elsewhere as the Read-Only Replica 921 of the Apprenticeship Database 920). The College Application System's 1003 Apply Database 1007, which stores some or all of the data in the College Application System 1003, is copied regularly, in all or in part, into the Apply Data Warehouse 1006. The data in the two Data Warehouses may be accessed by the Data+Analytics Services 1001 through an API mechanism. The Data+Analytics Services 1001 may analyze statistics, trends, demographic information, or any other statistic or derived measure made available through the Apprenticeship 1002 or Apply To College 1003 Systems.
As part of the search process, apprentices receive recommendations for appropriate instances of in-class training based on signed-off competencies in the digital logbook and TDA preferences. The system allows apprentices to register well in advance, improving capacity planning for TDAs and workforce planning for employers. Apprentices and employers can view upcoming classes to enable better workforce planning. The system can optionally specify the requirement for employers to approve in-class registrations for their apprentices, if desired.
Apprentices can search and filter by TDA, trade, location, level, status, timing, and type of class offered. Apprentices can view full sessions and be added to the waitlist. Notifications are sent to all stakeholders (TDAs, employers, apprentices) about the apprentice's readiness to move forward with training, registration and seat availability, and approvals from employers. Apprentices register using existing profile information, pay online through the integrated payment system, and optionally, the system can allow for transmission of classroom fees directly to TDAs.
The system is enabled to provide early transmission of apprentice information to TDAs enabling providers to meet the challenge of providing classroom and support services to students within the constrained timelines of apprenticeship in-class training. Support interventions can be requested by apprentices at any time through the apprentice's journey and shared appropriately, improving their ability to succeed in class and on the job.
The system is enabled to allow apprentices to select a date and time 1407, use their existing profile to register, and pay for their exam through the integrated payment system. The system may include additional information on the availability of exam preparation courses at the time of registration as well as insights & resources for test requirements, recurring topics, and test format (access to a resource library for each specific trade).
During registration, the system is enabled to allow apprentices to specify the need for any additional accommodations (such as Accessibility Services) and that information will be sent automatically to the exam provider. Apprentices receive a confirmation email and relevant notification as the exam arrives. Notification of a pending exam can be sent to the TDA, the apprentice, the Ministry and the sponsoring employer. As an optional, value-add service, the system may integrate with a third-party exam management system to display schedules.
An embodiment of the system may enable the system to allow apprentices to search for, and register for exams. Invigilation services may be provided by the operator of the system or one of their business partners. This innovative, automated approach to exam registration along with a vast network of invigilation partners allows apprentices to remain in their community when scheduling, preparing for, and writing their exams.
In further embodiments, the apprenticeship system may include the further features and embodiment as described below. In one embodiment of the system, apprentices are able to log into the website and native mobile app and see all of the competencies and hours required for their trade. Apprentices can explore the skill sets required for their level, filtering on required/optional skills, and skills completed/incomplete. Apprentices can record completion of competencies or time by submitting to their sponsor.
In one aspect of this embodiment, just-in-time tracking removes the need for apprentices to keep their paper logbook on hand to receive sign-offs or remain diligent in bringing the logbook to work to complete it. An optional offline capability allows for this aspect of the system to be used at remote job sites.
In one aspect of this embodiment, information is stored digitally in the cloud, removing the risk of lost or misplaced logbooks. Currently, when a logbook is lost or destroyed, an apprentice can lose years of skills tracking.
In one aspect of this embodiment, in the interest of keeping the apprentice engaged and working through their competencies or hours, reminders and notifications can be sent to them when they have not completed or logged any inputs over a period. The system may include the option for Short Messaging System (SMS) reminders and notifications to ensure mobile-first consumers and those who may own only a mobile device are able to keep up-to-date with their tracking.
In one aspect of this embodiment, a dual approval process is implemented, meaning that both apprentice and sponsor sign off on a skill. The request to sign off can be initiated from either the apprentice or the sponsor.
In one aspect of this embodiment, the sponsor's view may show the progress of an individual apprentice, or of a group of apprentices. Sponsors can approve signoffs for competencies or hours individually or in bulk. Sponsors can initiate the signoff process for a skill as well as apprentices. Sponsors will have access to reporting that identifies apprentices whose skill completion rate is lagging.
The system is enabled to allow the Ministry and other stakeholders to track the progress of individual apprentices, as well as gather information on the performance of employers, and compare the success of on-the-job training across trades. For apprentices who switch sponsors, signoffs from the previous employer can be carried over and remain validated. For apprentices switching trades, the system will offer the flexibility to carry over completed skills or skill sets, based on an approved transfer pathway from the Ministry.
In one embodiment, the system has the ability to create individual class and exam entities, as well as create these in bulk. The system is enabled to allow TDAs to schedule classes based on appropriate allocations and data from the system on apprentice completion of required competencies.
The system is enabled to integrate with a third-party exam management system to configure and display exam schedules. The system can accommodate all types of class registration, including pre-exam preparation courses and programs. Programs include similar attributes to classes, such as start dates, type of program, location (college and campus), availability, and additional information.
There may be multiple benefits to creating individual classes and class schedules, including:
In further embodiment, the apprenticeship system may include further client facing functionalities for a digital portal. The skilled trades and apprenticeship digital portal is anticipated to support the following high-level client-facing functions including:
In further embodiment, the apprenticeship system may be enabled to provide the following capabilities:
In a further embodiment, a method for processing apprenticeship credentials is disclosed. This method comprises the steps of creating an apprenticeship identifier that uniquely identifies a student; creating a database that uses the apprentice identifier as an index to store data records associated with that apprentice; creating a plurality of portals that allow for stakeholders in the apprentice data records to have access to view to a plurality of controlled subsets of the apprentice data records; providing a mechanism for at least one of the portals to update the data records associated with the apprentice; and providing updates to each of the portals' data records view when any of the apprentice data records are updated. The processing apprenticeship method includes one or more portals such as an apprentice portal, a Ministry portal, an Employer portal, a Sponsor portal, and a Training Delivery Agent (TDA) portal.
The aforementioned processing apprenticeship method also includes index identifier which includes a Social Security Number, a unique application number, a student number, or a unique function generated at least in part from personal information provided by the applicant.
In a further embodiment, the apprenticeship system includes a computer server for processing apprenticeship credentials. The computer server includes an apprenticeship identifier that uniquely identifies a student; a database that uses the apprentice identifier as an index to store data records associated with that apprentice; a plurality of portals that allow for stakeholders in the apprentice data records to have access to view a plurality of controlled subsets of the apprentice data records; a mechanism for at least one of the portals to update the data records associated with the apprentice; a mechanism for calculating and displaying an indication of the level of credential that the apprentice has met; and an indication that the regulatory agency has access to interrogate the apprenticeship credentials. The indication of the level of credential can be accessed by at least one of the apprentice, the employer, and the training agent. The training agent access is further restricted to a list of training agents selected by the apprentice.
In yet a further embodiment, a method of predicting whether the capacity of apprenticeship training is adequate. This method comprises creating a database of apprentices enrolled in apprenticeship programs in a geographic region; acquiring information regarding the training requirements for each of the apprenticeship programs in which the apprentices are enrolled; identifying the number of apprentices that have met the prerequisites for a specific training program; identifying the number of apprentices that have greater than a threshold probability of completing the pre-requisites before the training program is offered; relaying the information regarding the number of apprentices to at least one Training Agent; and identifying if the training capacity in any geographic region is adequate to train all of the probably qualifying apprentices.
In this method, the comparison is made for a plurality of apprenticeship programs with a common training program. In this method, the threshold probability of completing the pre-requisites is adjustable based on at least one factor. Furthermore, in this method, at least one factor is chosen from a list including past pre-requisite training completion for each individual apprentice, historical pre-requisite completion rates for similar apprentices, seasonal pre-requisite completion rates, and economic environment.
In yet a further embodiment, an electronic logbook application comprising a display means for creating and displaying apprentice data records; a communication means for communicating apprentice data to and from the logbook; a memory for storing intermediate values of apprentice data; a mechanism to authenticate the user of the logbook as an apprentice; a mechanism to associate the identification of the apprentice into the records updated or modified from the logbook; and a method of updating the records of a central server with the information entered in the electronic logbook. A central server can be architected from distributed components that operate as a central point of authority, such as a distributed processing or a cloud computing platform.
In a further embodiment, the electronic logbook contains details of a work record required for the completion of an apprenticeship. The electronic logbook also has a validation mechanism for a supervisor to authenticate that the hours were worked and for the supervisor to authenticate that task were successfully completed. The electronic logbook also has validation mechanism to authenticate authorized terminal registered to the supervisor.
The electronic logbook may also accept authenticated validations from a gesture or a code entered on the electronic logbook by the supervisor. The validation mechanism may occur via a Bluetooth or local network connection between an authorized supervisor terminal and the electronic logbook. The electronic logbook stores the work record and validation for later transmission to a central server. The electronic logbook is implemented as an application on a mobile phone, an electronic tablet or a mobile computing device.
In a further embodiment, a system for scheduling remedial training requirements in an electronic logbook is contemplated. The system comprising a display means for creating and displaying apprentice data records; a communication means for communicating apprentice data to and from the logbook; a memory for storing intermediate values of apprentice data; a mechanism to authenticate the user of the logbook as an apprentice; a mechanism to identify the criteria for successful completion of required apprentice work elements; a mechanism to select one or more remedial training skills from a list of skills when one or more of the criteria is not met; a mechanism for attaching the one or more selections to the apprentice training record; and a mechanism for updating the apprentice training record at a central server. Remedial training requirements may be requirements to revalidate the successful completion of on the job skills, or may include specific courses provided by a Training Agent.
Some embodiments described herein relate to a computer storage product with a non-transitory computer-readable medium (also can be referred to as a non-transitory processor-readable medium) having instructions or computer code thereon for performing various computer-implemented operations. The computer-readable medium (or processor-readable medium) is non-transitory in the sense that it does not include transitory propagating signals per se (e.g., a propagating electromagnetic wave carrying information on a transmission medium such as space or a cable). The media and computer code (also can be referred to as code) may be those designed and constructed for the specific purpose or purposes. Examples of non-transitory computer-readable media include, but are not limited to, magnetic storage media such as hard disks, floppy disks, and magnetic tape; optical storage media such as Compact Disc/Digital Video Discs (CD/DVDs), Compact Disc-Read Only Memories (CD-ROMs), and holographic devices; magneto-optical storage media such as optical disks; carrier wave signal processing modules; and hardware devices that are specially configured to store and execute program code, such as Application-Specific Integrated Circuits (ASICs), Programmable Logic Devices (PLDs), Read-Only Memory (ROM) and Random-Access Memory (RAM) devices. Other embodiments described herein relate to a computer program product, which can include, for example, the instructions and/or computer code discussed herein.
Some embodiments and/or methods described herein can be performed by software (executed on hardware), hardware, or a combination thereof. Hardware modules may include, for example, a general-purpose processor, a field programmable gate array (FPGA), and/or an application specific integrated circuit (ASIC). Software modules (executed on hardware) can be expressed in a variety of software languages (e.g., computer code), including C, C++, Java™, Ruby, Visual Basic™, and/or other object-oriented, procedural, or other programming language and development tools. Examples of computer code include, but are not limited to, micro-code or micro-instructions, machine instructions, such as produced by a compiler, code used to produce a web service, and files containing higher-level instructions that are executed by a computer using an interpreter. For example, embodiments may be implemented using imperative programming languages (e.g., C, FORTRAN, etc.), functional programming languages (Haskell, Erlang, etc.), logical programming languages (e.g., Prolog), object-oriented programming languages (e.g., Java, C++, etc.) or other suitable programming languages and/or development tools. Additional examples of computer code include, but are not limited to, control signals, encrypted code, and compressed code.
While various embodiments have been described above, it should be understood that they have been presented by way of example only, and not limitation. Where schematics and/or embodiments described above indicate certain components arranged in certain orientations or positions, the arrangement of components may be modified. While the embodiments have been particularly shown and described, it will be understood that various changes in form and details may be made.
Although various embodiments have been described as having particular features, concepts, and/or combinations of components, other embodiments are possible having any combination or sub-combination of any features, concepts, and/or components from any of the embodiments described herein. The specific configurations of the various components can also be varied. For example, the specific size, specific shape, and/or specific configuration of the various components and/or various inputs or outputs can be different from the embodiments shown, while still providing the functions as described herein. The size, shape, and/or configuration of the various components can be specifically selected for a desired or intended usage.
Where methods and/or events described above indicate certain events and/or procedures occurring in certain order, the ordering of certain events and/or procedures may be modified and that such modifications are in accordance with accepted and/or desired variations of the specific embodiments. Additionally, certain events and/or procedures may be performed concurrently in a parallel process when possible, as well as performed sequentially as described above. Certain steps may be partially completed or may be omitted before proceeding to subsequent steps.
This application is a National Phase application that claims priority to and the benefit of the international PCT Patent Application No. PCT/CA2020/050262 entitled “SYSTEM AND METHOD OF APPRENTICESHIP PROGRAM MANAGEMENT”, filed on Feb. 27, 2020, and U.S. application Ser. No. 16/286,720, entitled “SYSTEM AND METHOD FOR MULTI-INSTITUTIONAL OPTIMIZATION FOR A CANDIDATE APPLICATION SYSTEM”, filed on Feb. 27, 2019, and U.S. application Ser. No. 16/286,676, entitled “SYSTEM AND METHOD FOR ACHIEVING CANDIDATE DIVERSITY IN A CANDIDATE APPLICATION SYSTEM”, filed on Feb. 27, 2019 and U.S. provisional application Ser. No. 62/813,703, entitled “SYSTEM AND METHOD OF APPRENTICESHIP PROGRAM MANAGEMENT”, filed on Mar. 4, 2019, which are hereby incorporated by reference in their entirety.
| Filing Document | Filing Date | Country | Kind |
|---|---|---|---|
| PCT/CA2020/050262 | 2/27/2020 | WO | 00 |
| Number | Date | Country | |
|---|---|---|---|
| 62813703 | Mar 2019 | US |
| Number | Date | Country | |
|---|---|---|---|
| Parent | 16286720 | Feb 2019 | US |
| Child | 17445015 | US | |
| Parent | 16286676 | Feb 2019 | US |
| Child | 16286720 | US |
