VT Tin Quebec

2010
Version
Vocational
and Technical
Training in Qubec
Overview
Gouvernement du Qubec
Ministre de l'ducation, du Loisir et du Sport, 2010
ISBN
ISBN
978-2-550-59662-2 (print)
978-2-550-59663-9 (PDF)
ISSN
ISSN
1715-300X (print)
1923-7480 (PDF)
Legal DepositBibliothque et Archives nationales du Qubec, 2010

Legal DepositBibliothque et Archives Canada, 2010
Foreword
Ensuring that there are enough skilled workers to meet labour needs
is a major challenge facing every moder n society. Constant labour
market fluctuations mean that workers need to be not only highly
skilled but also adaptable and innovative. Vocational and technical
training (VTT) has a decisive role to play in this regard since it enables
students to acquire the occupational competencies demanded by
the labour market, as well as the personal skills and attitudes that
will allow them to adapt to change and to acquire new competencies.
Over 20 years ago, Qubec embarked on a comprehensive reform
of its VTT system to bring it in line with a competency-based
approach. The new program-development process, centred on ensuring a consistent match between the competencies taught in school
and those required in the workplace, is largely based on a sequence
of measures and steps designed to increase the number of qualified
graduates in all the regions of Qubec.
The Qubec government has invested heavily in providing educational
institutions with some of the most effective training mechanisms possible. Although Qubec has attained its objective of offering universal
access to diversified and effective VTT programs, many challenges
remain, including that of renewing its labour force, given the prevailing
demographic context.
This publication is a fifth update to the 2003 edition. It describes
the current situation of Qubecs VTT system. It also outlines the
s y s t e m s c h a r a c t e r i s t i c s a n d s h o w s h o w i t s v a r i o u s c o m p o n e n t s
have evolved over the past few years. This analysis is supplemented
with detailed tables and charts, which we hope will prove informative
for our different partners and for the general public.
Vocational and Technical Training in Qubec: Overview
Contents
Qubecs Vocational and Technical Training System . . . 1

Legal and regulatory framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Major reform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Program management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Program Offerings . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Diversity of training programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Provincewide training services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Investments and training costs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Diversied training options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Recognition of prior learning and competencies . . . . . . . . . . . . . . . . . . . 10
Signicant nancial aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
School Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Enrollments and graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Enrollments, by age and gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Educational success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Integration Into the Job Market . . . . . . . . . . . . . . . . . 20

Employment rate differences, by program of study . . . . . . . . . . . . . . . . 22
Employment rate differences, by age and gender . . . . . . . . . . . . . . . . . . 23
Employer satisfaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Labour Market Outlook and Demographic Trends . . . 24

Promotional campaigns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Important demographic changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Challenges and Development . . . . . . . . . . . . . . . . . . . 26

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
1 Qubecs Vocational and Technical

Training System
Legal and regulatory framework
Under Canadas Constitution, the Qubec government has complete jurisdiction over its education system, which includes four levels: preschool
and elementary, secondary, college, and university. From the age of five,
children attend kindergarten, at the preschool level, for one year.
Elementary education normally lasts six years, and secondary education,
five. Depending on the choice of program, students can enroll in vocational training in their third, fourth or fifth year of secondary school. Generaleducation students who earn a Secondary School Diploma (SSD) can go
on to college for a two-year pre-university program or a three-year technical program. Lastly, university education is divided into three cycles.
Three-or four-year undergraduate programs lead to a bachelors degree.
Graduate studies lead to a masters degree, and postgraduate studies,
to a doctorate.
School attendance is compulsory for all children in Qubec between the
ages of six and sixteen. Elementary education is offered in French, in
English or in Aboriginal languages, while secondary education is provided
in French or in English. College and university students can choose either
English or French as the language of instruction, depending on the institution they attend. Educational services are free for Qubec residents
except for university education; however, the Qubec government offers
students financial aid in the form of loans and bursaries.
Secondary
5 years
(ages 12 to 17)
SSD
Age 16 + language
of instruction, second
language and
Sec. IV mathematics
for certain programs
II III IV V
Elementary
6 years (ages 6 to 12)
Preschool
1 year
(Age 5)
Training for semiskilled

occupations
Completion of Sec. II
TCST: 900 hours
or
Age 16 + language of instruction,

second language and Sec. III
mathematics for certain programs
College
Preuniversity education
DCS: 2 years
Technical training
DCS: 3 years
Vocational training
DVS: 600 to 1800 hours
AVS: 330 to 900 hours
University
Undergraduate
BA
(3 or 4 years)
Graduate
MA
(2 years)
Postgraduate
PhD
(3 or more years)
Semiskilled occupations | Skilled occupations | Technicians and technologists | Professional occupations
Job market
Continuing education and training
Qubecs Education System
Responsibilities
Public or private secondary schools offer vocational training programs,
among other services. CEGEPs,* private colleges and certain government
schools offer technical training programs. Several factors determine if a
program of study is to be offered at the secondary or college level, including the complexity of the occupation to which the program leads and the
academic prerequisites required for admission to the program. Vocational
training programs generally lead to occupations and are certified by a
Diploma of Vocational Studies (DVS) an Attestation of Vocational
Specialization (AVS). For several years now, school boards have been
offering a vocational training option leading to a Skills Training Certificate
(STC); programs under this option are designed to meet periodic training
needs. Colleges offer technical programs that allow graduates to work as
technicians or technologists. These programs are certified by a Diploma
of College Studies (DCS) or an Attestation of College Studies (ACS).
School boards and CEGEPs also offer continuing education and training both in educational institutions and in the workplace. These offerings
are tailored to match businesses and individuals specific needs. The
training provided is either customized or based on an official program
of study, and leads to various types of certification issued by the educational institutions.
Major reform
In 1986, the Ministre de lducation du Qubec (MEQ) launched a major
reform of vocational education (now known as vocational training), which
led to:
The definition of new vocational training paths
The adoption of a competency-based approach as the foundation
for program design
A new geographical distribution of program offerings corresponding
to the social and economic prole of each region
Major capital investments (buildings and equipment)
Moreover, in 1993-1994, the renewal of the college system made it
possible to extend the competency-based approach to technical training.
* A French acronym for general and technical colleges (collges d'enseignement gnral
et professionnel).
Program management
The Ministre de lducation, du Loisir et du Sport (MELS) guides and
supports VTT development by providing integrated program management,
organizing program offerings, and ensuring universal access to education. In practice, this means that it handles the educational, physical and
material aspects of instruction, develops programs, issues diplomas and
funds training activities.
The process for developing VTT programs comprises a series of steps
that include planning, design, development, implementation, follow-up
and evaluation.
Management Cycle
Evaluation of the system
Planning
programs
performance
(indicators, success rates)
job entry
employer satisfaction
sector surveys and monitoring

orientations
priority setting within
and between sectors
Implementation of training
Program development
building construction and renovation

purchase of equipment and materials
in-service teacher training
student training
evaluation of student learning
job analysis
design of the proposed training plan
validation of the proposed
training plan
program development
Impact analysis
program approval
institutional authorizations
organizational guide
funding parameters
distribution of program offerings
Partnerships
Apart from the public sector (school boards, CEGEPs and government
schools) and the private sector, several other partners work closely with
the MELS to plan and organize VTT services in Qubec. Active participants in this process include different government ministries and sector
organizations.
Emploi-Qubec, for example, is responsible for estimating labour needs
and for managing and directing the apprenticeship program, among other
things. These activities, which rely on in-depth knowledge of the job
market and labour forecasts, are essential in planning which VTT
programs are to be offered in Qubec. These activities are also the
cornerstone of the employment-training correlation model that the MELS
uses to determine each regions share of program offerings.
In addition, some 30 sector committees set up by Emploi-Qubec work
in close collaboration to identify occupational competencies and to run
the apprenticeship program. The Commission de la construction du
Qubec (CCQ) also plays a vital role in developing VTT programs, given
that it is mandated to coordinate the construction industry training system, making sure that it corresponds to industry needs and realities.
Businesses, for their part, play a leading role in Qubecs VTT system.
They take part in various surveys and studies carried out before programs
are developed or revised. They are active participants in job analysis.
Specialists from the different occupations are called upon to identify the
competencies and attitudes required by the job market. Businesses also
help students get on-the-job training through their involvement in traditional practicums or in work-study or apprenticeship programs that pair
up students with journeymen.
Finally, the Comit national des programmes dtudes professionnelles
et techniques (CNPEPT), composed of representatives from business,
labour unions, school boards, CEGEPs, private educational institutions
and Emploi-Qubec, advises the MELS on all important VTT issues as
well as on program orientations and development.
2 Program Offerings
Diversity of training programs
Qubec offers close to 300 VTT programs designed to meet the needs of
businesses and individuals. These programs all follow a competencybased approach. Programs are divided among 21 training sectors and
cover all the occupations requiring vocational or technical training. More
specifically, 140 programs lead to a Diploma of Vocational Studies (DVS),
110 lead to a Diploma of College Studies (DCS), and 25 lead to an
Attestation of Vocational Specialization (AVS).
In addition, school boards issue 31 different Skills Training Certificates
(STC). As for educational institutions at the college level, they offer more
than 1 200 different Attestations of College Studies (ACS). For the 20082009 school year, over 600 of these ACS programs declared enrollments.
Programs leading to a DVS, representing 600 to 1800 hours, normally last
one to two years, while programs leading to an AVS or an STC last less
than a year. Finally, DCS programs last three years, and ACS programs
vary in length from several months to over a year.
Distribution of programs by educational path and training sector

Vocational and technical training (Qubec as a whole, 2009-2010)
Administration, Commerce and Computer Technology

Agriculture and Fisheries
Arts
Beauty Care
Buildings and Public Works
Chemistry and Biology
Communications and Documentation
Electrotechnology
Fashion, Leather and Textiles
Food Services and Tourism
Forestry and Pulp and Paper
Health Services
Land Use Planning and the Environment
Maintenance Mechanics
Mechanical Manufacturing
Metallurgical Technology
Mining and Site Operations
Motorized Equipment Maintenance
Social, Educational and Legal Services
Transportation
Woodworking and Furniture Making
Total
DVS
AVS
DCS
Total
5
12
5
2
24
1
4
8
8
7
8
5
1
6
9
8
8
9
2
2
6
140
5
1
1
1
2
1
3
3
4
1
2
1
25
5
9
10
6
5
11
5
3
5
3
20
4
1
7
1
1
2
8
3
1
110
15
22
16
3
32
6
15
14
11
15
11
25
5
10
20
10
9
13
10
5
8
275
Source: Ministre de lducation, du Loisir et du Sport (MELS), Direction gnrale de la formation professionnelle
et technique (DGFPT), Direction de la gestion stratgique de loffre de formation (DGSOF), 2010.
Bas-Saint-Laurent
SaguenayLac-Saint-Jean
Capitale-Nationale
Mauricie
Estrie
Montral
Outaouais
Abitibi-Tmiscamingue
Cte-Nord
Nord-du-Qubec
Gaspsieles-de-la-Madeleine
Chaudire-Appalaches
Laval
Lanaudire
Laurentides
Montrgie
Centre-du-Qubec
76
90
166
57
104
258
83
58
32
48
46
84
69
46
84
238
68
57
70
115
55
81
162
73
53
26
33
37
56
66
40
65
113
56
4
4
11
3
6
13
6
5
2
3
5
4
3
3
7
19
7
Vocational training
Authorizations
Number of
Total1
Different 2
organizations
55
51
82
45
33
189
27
13
15
12
31
19
21
26
77
19
42
39
55
37
29
75
21
13
12
12
21
19
19
24
38
16
Source: MELS, DGFPT, DGSOF, 2010.
5
4
8
4
3
19
2
1
2
1
3
1
3
2
8
3
Technical training
Authorizations
Number of
Total1
Different 2
organizations
1 Total number of program authorizations per region. The same program may be counted more than once if it is offered by several organizations in the same region.
2 Number of authorized programs per region. Programs are counted only once in a region even if offered by more than one organization.
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
Administrative region
Regional distribution of authorizations to offer the DVS and AVS in vocational training and the DCS in technical training programs
in terms of the numbers of educational organizations (school boards, CEGEPs, private institutions, government schools)
(Qubec as a whole, 2009-2010 school year)
Provincewide training services

Vocational and technical training is available throughout Qubec. Vocational
training is managed by 70 school boards, including 9 English-language
boards and two special-status boards. Altogether they operate 170 vocational training centres. Vocational training is also offered by 3 government
schools and 30 private institutions. Technical training is provided by 52
CEGEPs, 4 government schools and 13 private institutions offering DCS
programs, as well as by 25 non-subsidized private institutions offering
ACS programs.
Investments and training costs

The VTT system requires an investment of over CAN$1.5 billion per year,
of which nearly $80 million go to equipment and buildings. In 2008-2009
alone, investments totalled an estimated $1.7 billion. Nearly 60% of that
amount ($942.2 million) went exclusively to the technical training system.
The Qubec government provides almost all the funding for the VTT system, while businesses make only a minor contribution. This situation
differs radically from that of other provinces or countries, such as Ontario
and the United States, which finance less than half of the total training
costs, owing to higher student and business contributions.
According to MELS estimates, annual costs in 2001 amounted to $7 519
for a secondary school student, $10 711 for a pre-university college
student, $14 556 for a technical college student, and $17 491 for a
university student. In vocational training, the average annual cost per
student is estimated to be in excess of $10 000.
Total training costs for graduates vary greatly, however, since they depend
on program length and operating costs. For example, training costs amount
to $12 000 for an accounting clerk, a hairdresser or a secretary; $30 000
for a nursing assistant; and over $40 000 for a heavy-machine operator.
These estimates obviously do not include overall educational costs incurred
since the start of elementary school. Indeed, the cost of educating a
college graduate is over $140 000, and for a university graduate with a
bachelors degree, it is close to $180 000.
Investments in buildings and equipment for vocational training (VT) and technical training (TT)
(Qubec as a whole, from 2005-2006 to 2009-2010 [millions of CAN$])
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010
Buildings
VT
TT
Subtotal
Equipment
VT
TT*
Subtotal
Total
42.46
18.45
60.91
51.25
13.37
64.62
39.24
16.04
55.28
9.80
5.29
15.09
0
0
0
142.75
53.15
195.9
6.81
42.90
49.71
1.23
26.43
27.66
6.54
26.40
32.94
0.78
16.26
17.04
0
6.00
6.00
15.36
117.99
133.35
Collaboration Plan
Total
110.62
92.28
4.50
92.72
2.50
34.63
0
6.00
7.00
336.25
VTT
*: Cost estimate based on total investments in colleges.

Source: MELS, Direction de la gestion sectorielle des ressources (DGSR), 2010.
Diversified training options

A variety of options have been implemented over the past few years to
make it easier for young people to enroll in vocational training.
The Exploration of Vocational Training option thereby gives secondary
students in general education the opportunity to explore one or more
vocational training programs to find the one that best suits their tastes
and interests.
For its part, the concurrent-program option allows students to enroll
in a vocational training program even if they do not have the requisite
Secondary IV or V credits in general education. These students must,
however, have earned at least the Secondary III credits in the three
basic subjects and will have to obtain the missing credits during vocational training in order to comply with admission requirements before
being awarded a DVS. Students enrolled in vocational training can
also concurrently earn the general education credits needed to obtain
their secondary school diploma (SSD), in addition to their DVS. Since
1996-1997, the number of students enrolled in this training option has
risen from under 100 to over 2 000 a year.
Numerous efforts have been devoted to the creation of bridges between
vocational and technical training. Thus many related programs now belong
to continuous learning paths. These foster access to college education,
facilitate academic paths between the two education levels, and promote
vocational and technical training. At the moment, nearly 30 continuous
learning paths are in the process of being developed or implemented.
Since July 1, 2008, the Attestation of Vocational Education (AVE) leading
to the exercise of a semiskilled occupation has been replaced by the Training
Certicate for a Semiskilled Trade (TCST). Each year, over 2100 students
enrolled in programs leading to one of the 200 attestations of vocational
education being offered. This new certicate is being made available to
young people within the framework of the Work-Oriented Training Path,
and adult education students have access to it as well.
Recognition of prior learning and competencies

The MELS has been supporting the principle of recognizing prior learning and competencies for many years. These competencies may have
been acquired in a school system in or outside Qubec, in the workplace
or through life experience in general. In addition to continuing to develop
reliable, flexible and rigorous evaluation instruments, the MELS is working to support the education system through various actions such as
reviewing budget rules, the legislative framework and the allocation
of funding; developing human resources; and implementing integrated
service structures in the various regions of the province. As a result, since
2005, nearly $2 million has been invested annually in all regions of Qubec
to ensure the adult populations access to services that provide official
recognition so they can either pursue their studies or enter the job
market. The MELS is also financing the upgrading training required
by the professional corporations, in keeping with a process for the
recognition of prior learning and competencies.
In all, in 2008-2009, 6 039 adults beneted from services related to the
recognition of prior learning and competencies in vocational and technical
training programs in Qubecan increase of over 24% in comparison with
the previous year. In vocational training, the recognition of prior learning
affected 107 training programs in 61 school boards and, in technical
training, 135 programs (DCS and ACS) in 45 CEGEPs.
Services provided for the recognition of prior learning and competencies
and the population concerned (Qubec as a whole, from 2002-2003 to 2008-2009)
Year
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
Vocational training
Technical training
Number
of clients
Number
of school
boards
Number
of clients
Number
of CEGEPs
1 004
1 301
1 503
1 415
1 813
2 679
3 528
33
37
38
42
48
54
61
1 616
1 702
1 664
1 838
1 843
2 180
2 511
29
38
36
41
40
42
45
Source: MELS, DPD, Direction de la formation continue et du soutien (DFCS), Direction gnrale du financement
et de lquipement (DGFE), Direction des systmes et du contrle (DSC), 2010.
Significant financial aid

A loans and bursaries program provides financial aid to students enrolled
in VTT. In the fall of 2008, 23% of vocational training students and 30%
of technical training students received loans, while 17% of vocational
training students and 18% of technical training students were awarded
10
145.9
35.0
110.9
367.0
30.2
631.6
40.0
Vocational training
College
Preuniversity education
Technical training
University education
Other institutions
and programs
Total
Interest expenses on loans
57.4
496.2
20.6
275.4
123.1
30.1
93.1
2005
2006
77.1
74.2
437.2
21.1
238.3
109.6
27.5
82.1
2006
2007
68.2
79.6
490.5
21.5
265.3
128.6
35.5
93.1
2007
2008
75.1
Source: MELS, Aide financire aux tudes. 2008-2009 Report, preliminary data, April 2010.
2004
2005
88.5
Loans
53.6
479.1
20.1
259.3
125.2
33.9
91.3
2008
2009
74.5
304.8
2 534.6
113.5
1 405.3
632.4
162.0
470.5
383.4
Total
Distribution of financial aid in the form of loans and bursaries, by level of program
(Qubec as a whole, from 2004-2005 to 2008-2009 [millions of CAN$])
282.9
160.9
74.7
14.1
66.6
2004
2005
46.9
302.7
173.9
78.6
16.4
62.2
2005
2006
49.9
352.6
203.8
89.2
19.8
69.5
2006
2007
59.3
372.4
214.5
93.6
21.8
71.8
2007
2008
63.9
Bursaries
368.9
215.7
91.1
21.6
69.6
2008
2009
61.6
1 679.5
968.8
427.2
93.7
339.7
281.6
Total
bursaries. In 2008-2009, of the total student loans granted across

the province, vocational training students received 16%, and technical
training students, 19%. Vocational training students were awarded 17%
of the total number of bursaries, and technical training students, 19%.
11
3 School Attendance
Enrollments and graduation
The number of students enrolled in the various VTT programs in Qubec
has risen to nearly 200 000 a year. Over 40 000 diplomas are awarded
each year to vocational training students (DVS, AVS and AVE) and nearly
30 000 to technical training students (DCS, ACS, CCS and DPEC (diploma
of advanced college studies). In comparison, the MELS annually awards
some 75 000 diplomas for general secondary-school studies and about
23 000 for pre-university college studies. However, slightly fewer than three
out of ten of the students leaving the Qubec education system each year
have no specific vocational or technical qualifications to help them enter
the job market: 12% have no diplomas at all and 15% have only a general
secondary-school or college diploma.
Total enrollment trends in vocational training (DVS, AVS, AVE) and technical training
(DCS, ACS, CCS, DPEC) (Qubec as a whole, from 2000-2001 to 2008-2009)
130 000
Vocational training
Technical training
122 500
115 000
107 500
97 544
92 500
85 000
102 166
100 000
77 500
70 000
2000
2001
2001
2002
2002
2003
2003
2004
2004
2005
2005
2006
2006
2007
2007
2008
2008
2009
Source: MELS, Direction de la recherche, des statistiques et des indicateurs (DRSI), DGSOF chart, 2010.
Trends in numbers of diplomas awarded in vocational training (DVS, AVS, AVE) and
in technical training (DCS, ACS, CCS, DPEC) (Qubec as a whole, from 2001 to 2008)
40 000
Vocational training
Technical training
35 000
30 000
25 000
20 000
15 000
10 000
2001
2002
2003
2004
2005
Source: MELS, DRSI, DGSOF chart, 2010.
12
2006
2007
2008
Distribution of school leavers, by highest level of diploma

(Qubec as a whole, from 1998-1999 to 2007-2008)
35
30
25
20
15
10
1998
1999
1999
2000
2000
2001
2001
2002
2002
2003
2003
2004
2004
2005
2005
2006
2006
2007
2007
2008
Source: MELS, Education Indicators, 2002, 2004, 2005, 2007, 2008, 2009 and 2010, DRSI, Table 5.1.
No diploma
University diploma
Technical training diploma

General education (SSD, DCS)
Vocational training diploma
Enrollments in vocational training have been gradually rising for a number of years, registering a 14% increase since 1999-2000. Following a
decline over many years, enrollments in technical training have been
rising over the last two years. Nevertheless, they have declined by more
than 16% since 1999. Most of the increased enrollment in vocational training is due to the Buildings and Public Works, Health Services, and
Administration, Commerce and Computer Technology training sectors.
However, in technical training, the Health Services and Social, Educational
and Legal Services sectors, as well as Buildings and Public Works have
all performed well. Meanwhile, the sectors of Administration, Commerce
and Computer Technology, Forestry and Pulp and Paper, Electrotechnology,
Metallurgical Technology and Woodworking and Furniture Making in
particular have experienced lower enrollments.
Enrollments in vocational and technical training vary considerably from
one region to the next. In spite of the overall increase in vocational training enrollments throughout Qubec, 2 of the 17 regions experienced a
decline in this respect, while only 4 others saw their enrollments remain
relatively stable during the last ten years. However, 9 of the 11 regions
with rising enrollments had above average increases. As for technical
training, enrollments decreased everywhere in Qubec, except in 2 regions.
In 11 regions, enrollments fell by more than average.
In Qubec, in 2008-2009, 82 vocational training programs were offered
in English (70 DVS and 12 AVS) to over 5 800 students. With respect to
the DCS in technical training, 5 English-language CEGEPs and 5 bilingual
CEGEPs offered approximately 40 technical training programs in English
to a little under 6 000 full-time students in 2008-2009.
13
14
01 Bas-Saint-Laurent
02 Saguenay
Lac-Saint-Jean
03 Capitale-Nationale
04 Mauricie
05 Estrie
06 Montral
07 Outaouais
08 Abitibi-Tmiscamingue
09 Cte-Nord
10 Nord-du-Qubec
11 Gaspsie
les-de-la-Madeleine
12 Chaudire-Appalaches
13 Laval
14 Lanaudire
15 Laurentides
16 Montrgie
17 Centre-du-Qubec
All of Qubec
2 661
4 794
10 681
3 411
3 691
26 053
2 878
1 966
972
511
1 095
4 747
5 702
2 770
5 808
12 387
2 034
92 161
4 722
11 772
3 358
3 667
25 097
2 874
1 929
899
420
1 119
4 482
7 596
2 407
5 549
11 739
2 073
92 415
2006
2007
2 712
2005
2006
1 017
4 681
5 568
3 408
5 967
12 349
2 135
94 442
4 576
10 961
3 496
3 737
27 472
2 955
1 964
987
567
2 602
2007
2008
1 072
4 767
5 516
4 619
6 120
12 242
2 210
97 544
4 510
11 271
3 522
3 561
28 953
2 983
1 853
1 065
688
2 592
2008
2009
Vocational training1
-4.2 %
6.4 %
-27.4 %
91.9 %
10.3 %
4.3 %
6.6 %
5.5 %
-4.5 %
-4.3 %
4.9 %
-2.9 %
15.4 %
3.8 %
-3.9 %
18.5 %
63.8 %
-4.4 %
Variation
2005-2006/
2008-2009
740
3 440
3 321
2 070
3 933
10 072
2 111
99 402
5 950
12 574
4 263
4 089
37 559
2 568
1 273
776
55
4 608
2005
2006
633
3 272
3 623
2 080
3 845
10 004
1 839
98 366
5 894
12 548
4 132
4 161
37 139
2 519
1 250
741
38
4 648
2006
2007
619
3 284
3 586
2 148
3 863
10 091
1 921
99 540
5 690
12 929
4 183
4 251
37 688
2 484
1 399
756
71
4 577
2007
2008
632
3 290
3 743
2 308
4 040
10 545
1 893
102 166
5 741
13 179
4 240
4 051
38 680
2 587
1 415
758
89
4 905
2008
2009
Technical training 2
-14.6%
-4.4%
12.7%
11.5%
2.7%
4.7%
-10.3%
2.8%
-3.5%
4.8%
-0.5%
-0.9%
3.0%
0.7%
11.2%
-2.3%
61.8%
6.4%
Variation
2005-2006/
2008-2009
Source: MELS, Donnes diverses

sur la formation professionnelle
et technique. DRSI and DGSOF,
March 2010.
2 Figures included students

enrolled in programs leading
to the following: DCS (Diploma
of College Studies); ACS
(Attestation of College
Studies); CCS (Certificate
of College Studies); DPEC
(Diplme de perfectionnement
de lenseignement collgial).
1 Regular paths only (Diploma

of Vocational Studies,
Certificate of Vocational
Studies, Attestation of
Vocational Specialization,
and Attestation of
Vocational Education).
The data for 2008-2009

are preliminary.
Trends in enrollments in vocational and technical training, by administrative region (Qubec as a whole, variation between 2005-2006 and 2008-2009)
Enrollments, by age and gender

In vocational training, male students (56%) outnumber female students.
The situation is different in technical training, however, where the
proportion of female students is higher (60%). Female students are
concentrated in fewer sectors. In vocational training, over 4 out of 5
women (84%) are enrolled in four sectors: Administration, Commerce
and Computer Technology (35%); Health Services (31%); Beauty Care
(11%); and Food Services and Tourism (7%). In technical training, nearly
3 out of 4 female students (71%) are enrolled in three sectors:
Administration, Commerce and Computer Technology (13%); Health
Services (31%); and Social, Educational and Legal Services (27%).
The ten vocational (DVS, AVS) and technical (DCS) training programs
with the highest enrollments. Total full-time enrollments (Qubec as a whole, 2008-2009)
Total enrollments in 2008-2009
Female
Male
Total
Vocational training programs (DVS, AVS) (Programs are offered in both English and French.)
578799/528799 Health, Assistance and Nursing
5 659
864
6 523
571299/521299 Secretarial Studies
4 695
50
4 745
576499/526499 Starting a Business
2 693
1 696
4 389
573199/523199 Accounting
3 441
793
4 234
581999/531999 Carpentry
68
3 379
3 447
579299/529299 Automobile Mechanics
149
3 219
3 368
581699/531699 Assistance in
Health Care Facilities
2 342
516
2 858
579599/529599 Electricity
71
2 664
2 735
569599/519599 Welding and Fitting
167
2 518
2 685
581199/531199 Professional Cooking
976
1 130
2 106
Technical training programs (DCS) (Not all programs are offered in English.)
180.A0 Nursing
7,548
1 015
410.B0 Accounting and Management Technology
2 828
2 397
351.A0 Special Care Counselling
3 970
484
420.A0 Computer Science Technology
185
3 185
410.D0 Business Management
1 433
1 840
322.A0 Early Childhood Education
3 091
73
310.A0 Police Technology
867
1 824
388.A0 Social Service
1 995
310
221.A0 Architectural Technology
794
861
221.B0 Civil Engineering Technology
194
1 455
8 563
5 225
4 454
3 370
3 273
3 164
2 691
2 305
1 655
1 649
The data for 2008-2009 are preliminary.

15
The ten vocational (DVS, AVS) and technical (DCS) training programs
with the highest enrollments of female students
Total full-time enrollments (Qubec as a whole, 2008-2009)
Total enrollments in 2008-2009
Female
Male
Total
Vocational training programs (DVS, AVS) (Programs are offered in both English and French.)
578799/528799 Health, Assistance and Nursing
5 659
864
6 523
571299/521299 Secretarial Studies
4 695
50
4 745
573199/523199 Accounting
3 441
793
4 234
576499/526499 Starting a Business
2 693
1 696
4 389
581699/531699 Assistance in
Health Care Facilities
2 342
516
2 858
574599/524599 Hairdressing
1 954
71
2 025
553599/503599 Aesthetics
1 577
7
1 584
581199/531199 Professional Cooking
976
1 130
2 106
580299/530299 Pharmacy Technical Assistance
918
99
1 017
564499/514499 Dental Assistance
907
12
919
Technical training programs (DCS) (Not all programs are offered in English.)
180.A0 Nursing
7 548
1 015
351.A0 Special Care Counselling
3 970
484
322.A0 Early Childhood Education
3 091
73
410.B0 Accounting and Management Technology
2 828
2 397
388.A0 Social Service
1 995
310
410.D0 Business Management
1 433
1 840
570.E0 Interior Design
1 230
81
571.C0 Fashion Marketing
1 110
86
310.C0 Legal Techniques
1 022
183
412.A0 Office System Technology
967
236
8 563
4 454
3 164
5 225
2 305
3 273
1 311
1 196
1 205
1 203
The data for 2008-2009 are preliminary.

On the whole, students enrolled in technical training are younger than

those in vocational training. In fact, over 85% of students enrolled in the
DCS path of technical training are below the age of 25, whereas in vocational training just over 55% of students belong to that age group.
Interestingly enough, a little less than one-third of vocational training
students are aged 30 or over. In Qubec, vocational training appears to
be an option chosen more by adults than by young people. In programs
leading to an ACS, on the other hand, over half the students are at least
30 years old, while young people under the age of 20 account for less
than 5% of the student population.
16
Student enrollments in vocational training (DVS, AVS) and technical training (DCS),
by age group (Qubec as a whole, 2008-2009)
60
Vocational training
Technical training
50
40
30
20
10
0
Under age 20
Ages 20-24
Ages 25-29
Age 30 and over
Source: MELS, DGSOF chart, 2010.
Generally speaking, depending on their age, a proportionally higher number of young people enroll in college technical training leading to a DCS
than in secondary-level vocational training. Up until the age of 20, there
are decidedly more young people in general education for adults than there
are in vocational training. It is only starting at age 25 that enrollments are
higher in vocational training than in technical training.
Nearly half the students who enroll in vocational training already have a
Secondary School Diploma (SSD). This percentage is inversely proportional
to the students age, as 60% of the students aged 17 to 24 already have
an SSD when they enroll in vocational training, while 40% of older students
hold this diploma.
17
Student enrollments by age (Qubec as a whole, 2000-2001 [%])

Age
Secondary School
College
General
General Vocational
Preeducation, education, training university
youth sector adult sector
education
16
17
18
19
20
21
22
23
24
25 to 29
30 and +
87.9
25
5.3
1
0.5
0.1
-
5.3
14.3
15.3
11.5
8.1
6.4
5.2
4.4
3.8
3
1
1.1
6.1
9.6
9.1
7.3
5.8
4.8
3.8
3.4
2.4
0.7
1.9
27.3
27.3
13.6
5.4
2.6
1.3
0.7
0.4
0.2
0
University Total
Technical
training
12.7
16.8
18
13.5
9.7
6.9
5
3.9
2.3
0.5
0.5
2.9
14
21
24.4
23.6
19.1
14.6
8.6
1.5
96.6
85.8
77.2
67.2
55.8
49.0
41.8
33.0
26.1
16.5
3.8
Source: MEQ, DRSI. Le cheminement des lves, du secondaire lentre luniversit. Annexe 2, 2004.
Educational success
For a number of years, school boards, CEGEPs and MELS and many
of their partners have joined together in a massive operation aimed at
improving student graduation rates. In DVS programs as a whole, the
annual graduation rate exceeds 70%. This figure, however, conceals
certain discrepancies. The graduation rate for full-time students is over
85%, while for technical training students enrolled in programs leading
to a DCS, it is slightly higher than 60%, provided that changes in the
programs of study and duration of training are not taken into account.
If the graduation rate is considered only within the program in which
the student is initially enrolled, the figure stands at 34% when programs
are completed within the prescribed length of time (three years), but
rises to 55% if completed within five years.
18
Proportion of secondary-level vocational training graduates1,

by gender, category and last year of enrollment (%)
1980
1981
1985
1986
1990
1991
1995
1996
1999
2000
2006
2007
2007
2008e
57.1
51.8
58.3
51.4
60.0
81.1
67.7
79.5
63.9
81.6
75.3
86.1
72.8
85.2
65.5
Full-time 3
61.3
Male and female
LVP or DVS 2
61.7
Full-time 3
56.3
69.5
62.0
50.3
80.0
64.5
78.3
70.2
82.4
74.5
87.1
75.0
86.9
64.1
56.6
54.4
80.6
66.1
78.9
66.6
82.0
75.0
86.6
73.8
86.0
Male
LVP or DVS 2
Full-time 3
Female
LVP or DVS 2
e: Estimates
1 All secondary-level diplomas are taken into account.
2 Figures for 1980-1981 and 1985-1986 include enrollments in long vocational programs (LVP) in the youth sector.
Figures after 1988-1989 take into account the Diploma of Vocational Studies (DVS) awarded in the youth and adult sectors.
3 Students enrolled for 270 or more course hours per year are considered full-time.
Source: MELS, Education Indicators, 2010 edition, preliminary version, DRSI, Table 3.2.
Proportion of technical training DSC graduates, by last year of enrollment in regular college
education, gender, type of initial training and time elapsed 1 since the beginning of studies (%)
1980
1985
1990
1995
1999
1981
1986
1991
1996
2000
Male and female graduates
Same type of initial training
3 years or less 1
n.a.
29.6
26.8
31.6
5 years or less 1
n.a.
51.1
47.8
52.4
All durations
n.a.
56.6
53.1
57.6
Other type of initial training 2
All durations
n.a.
64.4
55.7
57.8
All types of initial training and all durations
Male and female
59.0
58.6
53.9
57.7
Male
53.9
54.7
46.1
50.1
Female
63.0
61.3
60.9
64.6
2006
2007
2007
2008e
32.6
52.3
59.6
34.1
55.1
62.1
62.8
62.9
60.7
53.9
65.6
62.4
55.0
68.0
e: Estimates
n.a.: Data not available
1 The time elapsed since initial enrollment is not necessarily the same as the duration of studies because the studies
may have been interrupted at some point.
2 Until 1993-1994, this category referred to students who began their studies in a preuniversity program. As of 1994-1995,
this category also includes students who leave technical training (with or without a diploma) after having begun in an
Explorations program the previous year.
Source: MELS. Education Indicators, 2010 edition, preliminary version, DRSI, Table 3.4.
19
4 Integration Into the Job Market

Long-lasting employment is the primary aim of Qubecs VTT system. One
year after the end of their studies, slightly less than three quarters of VTT
graduates had jobs; of these, over 85% were full-time positions. Integration
into the job market varies according to the educational path. Although a
tendency toward improved integration has been observed since the
beginning of 2000, the situation has reversed during the last few years,
reflecting the general situation in the job market.
A high proportion of DCS graduates tend to pursue their studies after
obtaining their diplomas. In fact, between 2000 and 2009, the proportion
of college graduates who decided to continue their studies jumped from
19.6% to 29.8%. Conversely, proportionately fewer vocational training
graduates chose to pursue their studies, as only a little more than 10%
have done so. In both cases, however, the proportion of people with a
diploma who continue their studies has risen in recent years.
Employment rates of graduates, by educational path

(Qubec as a whole, from 2005 to 2009)
82
79
76
73
70
67
64
2005
2006
2007
2008
2009
Source: MELS, Enqutes Relance. DRSI, 2009.
Attestation of Vocational Specialization (AVS)
Diploma of College Studies (DCS))
Diploma of Vocational Studies (DVS)
Attestation of College Studies (ACS)
Holders of an ACS enjoy an employment rate of nearly 80% one year after
completing their training, while 8% of them pursued studies afterwards.
Over 87% of employed ACS holders work full time and, in three quarters
of these cases, their jobs are related to their training.
Although the unemployment rate of VTT graduates compares favourably
with that of Qubecs population as a whole, it is difficult to draw parallels
between these two groups. The overall labour force is very diversified,
its structure differs from that of the graduate population, and findings
are derived from fundamentally different surveys. Nevertheless, some facts
are worth highlighting. Recent Relance surveys show an unemployment
20
Trends in graduates unemployment rates, by educational path

25

Diploma of College Studies (DCS)
20
15
10
5
0
2005
2006
2007
2008
2009
Situation on March 31, 2009 of the graduates from the class of 2007-2008
(Diploma of Vocational StudiesDVS)
Employed 73,5%
64.6%
8.9%
4.5%
10.7%
11.2%
Employed full-time
Employed part-time
Seeking employment
Pursuing studies
Inactive
(Attestation of Vocational SpecializationAVS)
Employed 68.7%
10.5%
58.2%
8.4%
8.0%
14.8%
Employed full-time
Employed part-time
Seeking employment
Pursuing studies
Inactive
(Diploma of College Studies [DCS] in technical training)
Employed 64.8%
9.2%
3.0%
55.6%
2.5%
Employed full-time
Employed part-time
Seeking employment
Pursuing studies
Inactive
29.8%
Situation on March 31, 2009, of the graduates from the class of 2007-2008
(Attestation of College StudiesACSin technical training)
Employed 77.8%
67.9%
5.5%
8.0%
8.7%
9.9%
Employed full-time
Employed part-time
Seeking employment
Pursuing studies
Inactive
Source: MELS. Enqutes Relance 2009. DRSI. Graphique DGSOF, 2009.
21
rate of 12.8% for DVS graduates, 10.9% for AVS graduates, 4.4% for DCS
graduates and 10.1% for holders of an ACS. According to Statistics
Canadas Labour Force Survey, for the same period, March 2009, the
unemployment rate was 9.7% for Qubecs overall labour force, 16.4% for
the 15-24 age group, and 8.5% for the 25-44 age group
Employment rate differences, by program of study

Employment rates differ widely, depending on the choice of training
program. As a general rule, programs with the highest employment
rates belong to five sectors: Health Services; Motorized Equipment
Maintenance; Transportation; Maintenance Mechanics; and Electrotechnology. Conversely, programs with the lowest employment rates
belong to these four sectors: Forestry and Pulp and Paper; Land Use
Planning and the Environment; Fashion, Leather and Textiles;
Woodworking and Furniture Making. In 2009, half of all VTT programs
had employment rates of over 70%. More specifically, 8% of the
programs had employment rates of 90% and over; 18% had rates of
80% to 90% exclusive, and 23% had rates of 70% to 80% exclusive.
Situation on March 31, 2009 of vocational and technical training graduates

with a Diploma of Vocational Studies (DVS), an Attestation of Vocational Specialization (AVS),
a Diploma of College Studies (DCS) or an Attestation of College Studies (ACS), by age group
(Qubec as a whole, graduating class of 2007-2008)
DVS
Graduates surveyed
Employed (%)
Seeking employment (%)
Pursuing studies (%)
Unemployment rate (%)
Taux de chmage (%)
Full-time (%)1
Average gross weekly salary (CAN$) 2
Related to the training (%) 3
1 Proportion of those working 30 or more hours per week.
2 Weekly income of those in full-time paid employment.
3 Percentage of those in full-time employment related to their training.
22
Under 20
years old
Ages
20-24
Age 25
and over
5 519
69.8
8.1
18.8
3.2
10.4
10 586
74.2
9.2
12.9
3.7
11.0
15 592
74.5
12.9
6.9
5.6
14.7
89.3
596
78.3
91.0
619
79.1
85.2
663
81.9
Employment rate differences, by age and gender

Age-group analysis of the job placements of vocational training graduates (DVS and AVS) reveals that those aged 20 to 24 had the highest
employment rates. At the college level (DCS and ACS), there are proportionately more employed graduates among those aged 25 and over.
Nevertheless, any analysis of the employment status of college graduates
having obtained a DCS must take into account the sizeable proportion of
students who continue their studies after graduation, especially those
under the age of 25. This aspect means we must exercise caution when
interpreting college-graduate employment statistics by age group. The
same holds true for employment statistics by gender. Though women have
higher employment rates than men (67.8% compared with 59.5%), they
are less likely to pursue their studies once they have obtained a DCS
(26.8% compared with 34.9%).
Employer satisfaction
The MELS has carried out several surveys among employers who hire VTT
graduates. More than 9 employers out of 10 consider their vocational training recruits to be competent. This figure is slightly higher among employers
who hire technical training graduates (96% compared with 89%). Recent
surveys also show that 93% of employers who hired DVS or AVS graduates
and 94% of those who hired DCS graduates were satisfied with their new
employees performance after one year of work.
AVS
Under 20
years old
Ages
20-24
414
50.9
6.5
41.2
1.4
11.3
83.0
554
65.8
1 218
78.3
6.7
11.6
3.4
7.9
90.0
602
76.0
DCS
Age 25 Under 20
and over years old
4 195
68.0
9.1
12.7
10.3
11.8
83.0
723
65.6
911
46.7
2.0
49.9
1.4
4.1
86.7
613
83.6
Ages
20-24
10 790
61.1
2.9
34.2
1.9
4.5
85.8
640
83.5
ACS
Age 25 Under 20
and over years old
3 978
81.0
3.7
11.0
4.4
4.3
85.7
708
88.6
189
59.8
3.7
34.6
1.9
5.9
84.4
598
61.1
Ages
20-24
Age 25
and over
2 085
75.6
6.9
13.9
3.6
8.4
86.9
606
71.0
8 317
78.7
9.2
6.1
6.0
10.5
87.4
694
77.0
23
5 Labour Market Outlook

and Demographic Trends
Over the past few years, Qubec has experienced signicant job growth.
Between 2000 and 2008, nearly 480 000 jobs were created, an increase of
more than 14%. However, this growth in employment slowed in early 2009
and the results for the year indicated a loss of 37 500 jobs compared to the
previous year (a drop of 1%).
Emploi-Qubec estimates that the Qubec economy will create 152 000
jobs between 2009 and 2013. During the same period, retiring workers
will create additional openings. As jobs requiring technical and intermediate skill levels increase in importance, labour market demand will continue to exert considerable pressure on the VTT system.
To ensure the best possible match between labour needs and the profile
of VTT graduates, the MELS and Emploi-Qubec together have developed an employment-training correlation model. This model uses labour
market forecasts to determine how many people need to be trained in each
program.
The model reveals that 80% of the VTT programs are well balanced, that
is, enrollments in these programs should be sufficient to meet labour
demand. Still, in 10% of the programs, there is a substantial increased
demand for enrollments, whereas in fewer than 5% of the programs the
number of enrollments exceeds demand.
Promotional campaigns
Several advertising campaigns have been orchestrated to promote training programs offering the best job prospects and hiring opportunities.
These campaigns are designed both to inform the general publicyoung
people in particularabout these programs and to increase enrollments
in programs where the supply does not meet demand.
Important demographic changes

For a number of years, a decline in total enrollments has been observed
in both elementary and secondary education. However, this trend will
see a reversal within the next few years. This means that the number
of full-time students in the French, English and Aboriginal school boards
should be on the rise by 2013-2014. This rise will be especially evident
in the administrative regions of Lanaudire, Laval, Outaouais and
the Capitale Nationale, and will have a more moderate impact in the
regions of Cte Nord, Bas-Saint-Laurent, SaguenayLac-Saint-Jean
and Abitibi Tmiscamingue. It will even be negative in the regions of
Nord-du-Qubec and Gaspsieles-de-la-Madeleine.
In technical training, it will be several years before the effects of this
rise in enrollments is felt. Enrollments will thus continue to decline, in
all regions of Qubec.
24
The 50 vocational (DVS, AVS) and technical (DCS) training programs offering the best job prospects
(Qubec as a whole, 2009 (Not all programs are offered in English.)
Assistance in Health Care Facilities
Medical Electrophysiology Techniques
Automobile Mechanics
Metal Structure Assembly
Biomedical Laboratory Technology
Metallurgical Process Engineering
Cable and Circuit Assembly
Laboratory Technology
Chemical Engineering Techniques
Moulding Machine Set-up and Operation
Composites Processing
Nuclear Medicine Technology
Computer Science Techniques
Numerical Control Machine Tool Operation
Construction Machine Mechanics
Nursing
Dairy Production
Ore Extraction
Diemaking
Pharmaceutical Production Technology
Diesel (Injection and Electronic Controls)
Precision Sheet Metal Work
Early Childhood Education
Pre-Hospital Emergency Care
Farm Management and Technology
Production Equipment Operation
Fixed Machinery Mechanics
Professional Sales
Gestion d'un tablissement de restauration

(in French only)
Radiodiagnosis Technology
Home Care Assistance
Retail Butchery
Industrial Controls Maintenance Mechanics
Secretarial Studies-Medical
Industrial Construction and Maintenance

Mechanics
Special Care Counselling
Respiratory Therapy Techniques
Techniques d'avionique (in French only)
Industrial Drafting
Industrial Electronics Technology
Technologie des procds et de la qualit

des aliments (in French only)
Industrial Engineering Technology
Technologie minrale (in French only)
Industrial Maintenance Technology
Toolmaking
Insurance and Financial Services Consulting
Transportation Logistics
Machining Techniques
Welding and Fitting
Mechanical Engineering Technology
Source: MELS, The Top 50, DGSOF, 2009.
25
6 Challenges and Developments

The VTT system contributes directly to Qubecs social and economic
development, given its two specific aims, which are to provide students
with the competencies that will help guarantee their personal and professional autonomy, and to fulfill labour market needs for qualified workers.
The challenges are many, and they must be reviewed at regular intervals so
that we can react appropriately both to labour market developments and
the demographic trends that raise important questions about training
program accessibility and regional development support.
Both modern technologies and the Qubec economy are evolving at a
rapid pace. As an industrial leader, Qubec must continue to invest in
work force qualifications, especially in the high-tech and health and social
services sectors where labour demand is high. To ensure that the VTT
system keeps pace with Qubecs economic trends and developments,
we must maintain and consolidate the ties we have developed with the
different stakeholders and partners in the labour market. This approach
is essential in the case of emerging (or developing) sectors and niches of
excellence in the various regions. Consequently, the competencies related to industries like multimedia, video games, mining, transportation
equipment, value-added manufacturing, etc. will be increasingly sought
after in the Qubec labour market, and their presence will guarantee
economic prosperity.
Vocational and technical training must be geared to helping job seekers
find long-lasting employment with relative ease. In that respect, the labour
outlook appears promising. Yet the current demographic downturn compels us to keep improving the performance of our training system as a
whole and to make optimum use of our resources throughout Qubec.
This situation draws attention to three interesting facts. First, one third of
our students leave school each year without any specific job qualifications. Second, some programs, especially in technical training, have
low graduation rates. Third, some training programs do not attract enough
students despite the excellent job prospects they offer. One of our challenges, therefore, is to ensure a better match between training and labour
needs, while encouraging more young people to enroll in vocational training programs or to stay in school until they obtain a technical training
diploma.
Rapidly developing technologies require major investments in order to
maintain future workers qualification levels and to help businesses remain
competitive. Increasingly, access to these technologies can be gained
only through school and business partnerships, both in initial vocational
and technical training and in continuing education.
26
27
Appendix
Trends in enrollments, projects and investments in work-study programs

Secondary school, private
and public sectors (DVS, AVS)
2008
2009
58
2005
2006
53
2006
2007
53
2007
2008
53
2008
2009
51
259
275
274
293
Number of different
programs 3
74
79
78
86
Number of students enrolled
in work-studyprograms 4 8 407 8 948 10 789 11 662
Number of programs
currently being adapted to
the work-study approach5
53
40
49
50
Investments
(in millions of dollars)
34 182 4 226 3 003 3 608
298
299
283
276
99
99
97
95
3 813 3 929
4 281
3 905
25
3 602 3 588
3 844
Number of institutions 1
Number of work-study
projects in progress 2
2005
2006
58
2006
2007
58
2007
2008
58
Public and private

colleges (DCS, ACS)
17
3 186
15
1 Institutions that offered at least one work-study program (with at least one student registered) during the year in question,
as indicated in DFCS records at the MELS.
2 Programs with a work-study approach offered by an institution and in which there is at least one registration during
the year in question.
3 Programs with a work-study approach offered at least once during the year in question.
4 Students taking a program with a work-study approach and who are accordingly registered in the declaration
of enrollments database.
5 Programs that are in the process of being adapted to the work-study approach.
Source: MELS, Direction de la formation continue et du soutien (DFCS), May 2010.
28
Enrollments in vocational and technical training, by gender

A) Secondary-level vocational training1
1999
2000
2000
2001
2001
2002
2002
2003
2003
2004
2004
2005
2005
2006
2006
2007
2007
2008
2008
2009p
Under
age 20 2
24 462
24 217
23 986
23 221
23 822
24 536
24 715
26 011
27 090
27 476
Male
14 783
14 991
14 862
14 657
15 115
15 555
15 844
16 520
17 367
17 487
Female
9 679
9 226
9 124
8 564
8 707
8 981
8 871
9 491
9 723
9 989
Age 20
and over
61 207
56 614
59 140
57 008
60 654
65 696
67 700
66 150
67 352
70 068
Male
37 771
33 525
34 942
31 641
33 337
36 555
37 184
35 238
35 777
36 657
Female
23 436
23 089
24 198
25 367
27 317
29 141
30 516
30 912
31 575
33 411
Total
85 669
80 831
83 126
80 229
84 476
90 232
92 415
92 161
94 442
97 544
Male
52 554
48 516
49 804
46 298
48 452
52 110
53 028
51 758
53 144
54 144
Female
33 115
32 315
33 322
33 931
36 024
38 122
39 387
40 403
41 298
43 400
p. The data for 2008-2009 are preliminary.

1 Regular paths only (Diploma of Vocational Studies, Certificate of Vocational Studies, Attestation of Vocational Specialization
and Attestation of Vocational Education).
2 Figures do not include self-financed students enrolled in the Fire Safety Techniques program (5691/5191).
Source: MELS, DRSI, Portail informationnel, systme Charlemagne, 2010-03-29.
B) College-level technical training1

1999
2000
2000
2001
2001
2002
2002
2003
2003
2004
2004
2005
2005
2006
2006
2007
2007
2008
2008
2009p
DCS
(technical
training)
88 961
87 505
86 831
84 690
81 565
80 076
78 216
77 013
78 330
80 088
Male
40 659
39 070
37 942
36 399
34 431
32 896
31 621
30 485
30 961
31 565
Female
48 302
48 435
48 889
48 291
47 134
47 180
46 595
46 528
47 369
48 523
ACS, CEC
and DPEC
32 859
32 495
29 678
26 342
24 352
22 911
21 186
21 353
21 210
22 078
Male
14 076
13 821
12 707
11 314
10 598
9 680
8 728
8 898
9 303
9 812
Female
18 783
18 674
16 971
15 028
13 754
13 231
12 458
12 455
11 907
12 266
121 820 120 000 116 509 111 032 105 917 102 987
Total
99 402
98 366
99 540 102 166
Male
54 735
52 891
50 649
47 713
45 029
42 576
40 349
39 383
40 264
41 377
Female
67 085
67 109
65 860
63 319
60 888
60 411
59 053
58 983
59 276
60 789

1 Enrollments include students registered in the following programs: DCS: Diploma of College Studeies; ACS: Attestation
of College Studies; CCS: Certificate of College Studies; DPEC: diplme de perfectionnement de l'enseignement collgial.
Source: MELS, DRSI, Portail informationnel, systme Socrate, 2010-03-29.
29
Enrollments in secondary-level vocational training,1 by administrative region,

from 1999-2000 to 2008-2009 (Qubec as a whole)
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
Bas-Saint-Laurent
Capitale-Nationale
Mauricie
Estrie
Montral
Outaouais
Cte-Nord
Nord-du-Qubec
Chaudire-Appalaches
Laval
Lanaudire
Laurentides
Montrgie
Centre-du-Qubec
All of Qubec
1999-2000
2 592
2000-2001
2 652
2001-2002
2 631
5 365
8 660
2 741
3 221
19 269
2 664
1 824
1 048
288
825
4 051
15 278
1 788
4 013
9 860
2 182
85 669
4 846
8 950
2 795
3 088
20 065
2 484
1 693
858
306
831
3 992
10 611
1 815
3 956
9 634
2 255
80 831
4 951
9 790
3 033
3 110
20 816
2 513
1 745
858
370
825
4 132
9 271
2 006
5 088
9 859
2 128
83 126

1 Regular paths only (Diploma of Vocational Studies, Certificate of Vocational Studies, Attestation of Vocational Specialization
Enrollments1 in college-level technical training, by administrative region,

01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
Bas-Saint-Laurent
Capitale-Nationale
Mauricie
Estrie
Montral
Outaouais
Cte-Nord
Nord-du-Qubec
Chaudire-Appalaches
Laval
Lanaudire
Laurentides
Montrgie
Centre-du-Qubec
All of Qubec
1999-2000
2000-2001
2001-2002
6 208
7 187
14 935
5 332
5 076
43 398
2 997
1 845
1 020
78
1 033
4 633
4 300
2 270
4 876
13 766
2 866
121 820
5 956
6 901
14 984
5 163
5 083
43 702
2 923
1 644
1 173
112
933
4 180
4 013
2 264
4 926
13 364
2 677
120 000
5 557
6 932
14 491
4 986
4 979
42 020
2 846
1 678
1 096
51
871
3 941
3 865
2 285
4 816
13 575
2 513
116 509

1 Figures include students enrolled in the following programs: DCS: Diploma of College Studies; ACS: Attestation of College Studies;
CEC: certificat dtudes collgiales (certificate of college studies); and DPEC: diplme de perfectionnement de lenseignement collgial
(diploma of advanced college studies).
30
2002-2003
2 575
2003-2004
2 639
2004-2005
2 622
2005-2006
2 712
2006-2007
2 661
2007-2008
2 602
2008-2009 p
2 592
4 694
9 721
3 146
3 351
21 684
2 705
1 640
911
398
1 071
4 107
5 000
2 089
5 541
9 613
1 983
80 229
4 829
9 994
3 288
3 477
23 485
2 910
1 792
796
383
1 126
4 381
5 295
2 070
5 799
10 244
1 968
84 476
4 805
10 591
3 291
3 569
24 228
3 012
1 722
815
358
1 127
4 551
8 318
2 163
5 950
11 063
2 047
90 232
4 722
11 772
3 358
3 667
25 097
2 874
1 929
899
420
1 119
4 482
7 596
2 407
5 549
11 739
2 073
92 415
4 794
10 681
3 411
3 691
26 053
2 878
1 966
972
511
1 095
4 747
5 702
2 770
5 808
12 387
2 034
92 161
4 576
10 961
3 496
3 737
27 472
2 955
1 964
987
567
1 017
4 681
5 568
3 408
5 967
12 349
2 135
94 442
4 510
11 271
3 522
3 561
28 953
2 983
1 853
1 065
688
1 072
4 767
5 516
4 619
6 120
12 242
2 210
97 544
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009 p
5 128
6 570
13 920
4 912
4 462
40 239
2 737
1 569
948
94
757
3 819
3 866
2 146
4 662
12 714
2 463
111 032
4 897
6 378
13 493
4 675
4 120
38 908
2 549
1 483
914
64
817
3 687
3 571
2 000
4 249
11 938
2 152
105 917
4 800
6 360
13 209
4 437
4 084
38 290
2 643
1 470
854
62
688
3 448
3 555
2 054
4 082
10 833
2 118
102 987
4 608
5 950
12 574
4 263
4 089
37 559
2 568
1 273
776
55
740
3 440
3 321
2 070
3 933
10 072
2 111
99 402
4 648
5 894
12 548
4 132
4 161
37 139
2 519
1 250
741
38
633
3 272
3 623
2 080
3 845
10 004
1 839
98 366
4 577
5 690
12 929
4 183
4 251
37 688
2 484
1 399
756
71
619
3 284
3 586
2 148
3 863
10 091
1 921
99 540
4 905
5 741
13 179
4 240
4 051
38 680
2 587
1 415
758
89
632
3 290
3 743
2 308
4 040
10 545
1 893
102 166
31
Enrollments in college-level technical training, by administrative region,

DCS (technical training)

02 SaguenayLac-Saint-Jean
04 Mauricie
05 Estrie
06 Montral
07 Outaouais
09 Cte-Nord
10 Nord-du-Qubec
11 Gaspsieles-de-la-Madeleine
13 Laval
14 Lanaudire
15 Laurentides
16 Montrgie
17 Centre-du-Qubec
All of Qubec
ACS, CCS and DPEC

04 Mauricie
05 Estrie
06 Montral
07 Outaouais
09 Cte-Nord
10 Nord-du-Qubec
13 Laval
14 Lanaudire
15 Laurentides
16 Montrgie
17 Centre-du-Qubec
All of Qubec
32
1999-2000
2000-2001
2001-2002
5 118
6 106
11 080
4 550
3 622
29 359
2 043
1 533
877
44
756
3 955
2 749
1 480
3 489
10 165
2 035
88 961
4 879
5 904
11 327
4 383
3 552
29 501
2 070
1 308
843
57
684
3 620
2 679
1 537
3 494
9 938
1 727
87 505
4 589
5 857
11 384
4 255
3 529
29 564
2 126
1 310
743
34
679
3 470
2 657
1 561
3 615
9 810
1 641
86 831
1999-2000
2000-2001
2001-2002
1 090
1 081
3 855
782
1 454
14 039
954
312
143
34
277
678
1 551
790
1 387
3 601
831
32 859
1 077
997
3 657
780
1 531
14 201
853
336
330
55
249
560
1 334
727
1 432
3 426
950
32 495
968
1 075
3 107
731
1 450
12 456
720
368
353
17
192
471
1 208
724
1 201
3 765
872
29 678
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009 p
4 464
5 608
11 396
4 199
3 411
28 965
2 114
1 316
712
29
600
3 435
2 615
1 588
3 468
9 262
1 482
84 690
4 254
5 556
11 024
4 034
3 360
28 008
2 081
1 328
681
39
558
3 313
2 471
1 553
3 255
8 757
1 271
81 565
4 145
5 446
10 823
3 842
3 340
27 514
2 199
1 254
666
40
575
3 136
2 583
1 614
3 147
8 486
1 266
80 076
3 981
5 138
10 539
3 795
3 422
27 054
2 099
1 143
619
28
588
3 033
2 625
1 623
3 056
8 124
1 349
78 216
3 954
5 064
10 484
3 622
3 424
26 501
2 032
1 117
596
24
525
2 785
2 746
1 590
3 023
8 090
1 436
77 013
3 939
4 905
10 852
3 717
3 424
27 030
2 086
1 281
574
36
483
2 809
2 769
1 677
3 127
8 180
1 441
78 330
4 044
4 909
10 983
3 786
3 366
27 451
2 074
1 361
607
39
515
2 837
2 931
1 824
3 325
8 622
1 414
80 088
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009 p
664
962
2 524
713
1 051
11 274
623
253
236
65
157
384
1 251
558
1 194
3 452
981
26 342
643
822
2 469
641
760
10 900
468
155
233
25
259
374
1 100
447
994
3 181
881
24 352
655
914
2 386
595
744
10 776
444
216
188
22
113
312
972
440
935
2 347
852
22 911
627
812
2 035
468
667
10 505
469
130
157
27
152
407
696
447
877
1 948
762
21 186
694
830
2 064
510
737
10 638
487
133
145
14
108
487
877
490
822
1 914
403
21 353
638
785
2 077
466
827
10 658
398
118
182
35
136
475
817
471
736
1 911
480
21 210
861
832
2 196
454
685
11 229
513
54
151
50
117
453
812
484
715
1 923
479
22 078
33
Number of diplomas awarded in vocational and technical training, by gender

A) Secondary-level vocational training1
Under age 20 2
Male students
Female students
Age 20 and over
Male students
Female students
Total
Male students
Female students
1999-2000
2000-2001
2001-2002
6 352
3 445
2 907
25 736
13 879
11 857
32 088
17 324
14 764
6 085
3 445
2 640
24 701
13 597
11 104
30 786
17 042
13 744
6 084
3 523
2 561
26 940
15 177
11 763
33 024
18 700
14 324

1 Regular training paths only (Diploma of Vocational Studies, Secondary School Vocational Certificate, Attestation of Vocational Specialization
2 Figures include diplomas awarded in the youth sector and to graduates under the age of 20 in the adult sector.
B) College-level technical training1
DCS (technical training)

Male students
Female students
ACS, CCS and DPEC
Male students
Female students
Total
Male students
Female students
1999
2000
2001
17 639
7 272
10 367
5 010
2 680
2 330
22 649
9 952
12 697
18 006
7 480
10 526
9 456
4 258
5 198
27 462
11 738
15 724
18 017
7 538
10 479
11 364
5 037
6 327
29 381
12 575
16 806
p. The data for the 2008 calendar year are preliminary.

DCS: Diploma of College Studies
CCS: Certificate of College Studies
DPEC: Diploma of advanced college studies
1 Enrollments include students registered in the following programs: DCS: Diploma of College Studies; ACS: Attestation of College Studies;
CCS: Certificate of College Studies; DPEC: diplme de perfectionnement de l'enseignement collgial.
34
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009 p
6 179
3 703
2 476
27 723
15 441
12 282
33 902
19 144
14 758
6 154
3 701
2 453
29 250
16 360
12 890
35 404
20 061
15 343
6 265
3 821
2 444
30 770
16 627
14 143
37 035
20 448
16 587
6 480
4 044
2 436
32 405
17 336
15 069
38 885
21 380
17 505
6 879
4 368
2 511
32 935
17 841
15 094
39 814
22 209
17 605
6 944
4 435
2 509
33 109
18 074
15 035
40 053
22 509
17 544
6 552
4 231
2 321
34 442
18 922
15 520
40 994
23 153
17 841
2002
2003
2004
2005
2006
2007
2008 p
18 772
7 511
11 261
11 893
5 345
6 548
30 665
12 856
17 809
18 205
7 097
11 108
12 103
5 458
6 645
30 308
12 555
17 753
18 111
7 052
11 059
11 959
5 687
6 272
30 070
12 739
17 331
17 469
6 626
10 843
12 280
5 792
6 488
29 749
12 418
17 331
17 078
6 347
10 731
11 522
5 297
6 225
28 600
11 644
16 956
16 606
6 089
10 517
11 636
5 686
5 950
28 242
11 775
16 467
15 876
5 746
10 130
11 163
5 285
5 878
27 039
11 031
16 008
35
Number of diplomas awarded in secondary-level vocational training,

by administrative region, from 1999-2000 to 2008-2009 (Qubec as a whole)
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
Bas-Saint-Laurent
Capitale-Nationale
Mauricie
Estrie
Montral
Outaouais
Cte-Nord
Nord-du-Qubec
Chaudire-Appalaches
Laval
Lanaudire
Laurentides
Montrgie
Centre-du-Qubec
Indeterminate value
All of Qubec
1999-2000
1 243
2 342
4 113
1 275
1 557
7 588
1 033
776
509
87
381
1 787
1 801
699
1 881
3 854
945
217
32 088
2000-2001
1 223
2 186
3 951
1 310
1 408
6 948
905
759
412
102
456
1 592
1 759
710
1 711
3 837
992
525
30 786
2001-2002
1 241
2 394
4 315
1 310
1 363
8 399
967
780
321
103
411
1 906
1 753
824
1 947
4 022
950
18
33 024
Number of diplomas awarded in college-level technical training, by administrative region

DEC (formation technique)
04 Mauricie
05 Estrie
06 Montral
07 Outaouais
09 Cte-Nord
10 Nord-du-Qubec
13 Laval
14 Lanaudire
15 Laurentides
16 Montrgie
17 Centre-du-Qubec
Indeterminate value
All of Qubec
p. The data for 2008 are preliminary.
36
1999
2000
2001
1 025
1 478
2 505
1 071
785
5 186
380
328
184
0
168
844
554
275
646
1 865
343
2
17 639
1 039
1 435
2 487
1 105
797
5 297
415
281
175
0
172
902
512
286
677
2 067
359
0
18 006
1 117
1 420
2 507
1 019
772
5 468
388
297
155
0
150
855
556
284
675
2 020
334
0
18 017
2002-2003
1 171
2 277
4 336
1 470
1 496
8 870
1 112
666
343
94
434
1 910
1 919
787
2 202
3 889
919
7
33 902
2003-2004
1 228
2 183
4 403
1 460
1 554
9 612
1 215
726
378
179
502
1 993
1 943
803
2 314
4 109
801
1
35 404
2004-2005
1 165
2 352
4 725
1 406
1 513
10 149
1 209
788
338
78
447
2 186
2 167
842
2 339
4 423
896
12
37 035
2005-2006
1 371
2 254
5 215
1 538
1 608
10 455
1 263
770
422
122
498
2 122
2 284
874
2 460
4 666
962
1
38 885
2006-2007
1 224
2 194
5 252
1 567
1 650
10 728
1 227
909
403
165
456
2 202
2 389
1 150
2 522
4 915
861
39 814
2007-2008
1 211
2 053
5 153
1 451
1 613
10 983
1 209
895
399
190
385
2 265
2 237
1 381
2 660
4 994
972
2
40 053
2008-2009 p
1 113
2 037
5 732
1 372
1 504
11 444
1 270
811
425
334
393
2 143
2 200
2 193
2 617
4 418
988
40 994
2002
2003
2004
2005
2006
2007
2008 p
1 111
1 498
2 685
1 045
843
5 752
386
294
182
0
160
774
599
283
703
2 118
339
0
18 772
1 027
1 383
2 701
944
775
5 573
373
259
169
0
122
821
603
313
757
2 038
347
0
18 205
1 053
1 403
2 716
980
779
5 501
370
289
132
0
151
797
575
336
749
1 974
306
0
18 111
963
1 314
2 569
925
771
5 468
434
282
175
0
97
761
569
299
710
1 870
261
1
17 469
935
1 320
2 489
941
771
5 284
416
262
157
0
116
751
646
328
657
1 732
273
0
17 078
916
1 230
2 394
874
733
5 199
393
234
146
0
130
646
647
312
628
1 805
319
0
16 606
903
1 139
2 344
857
759
4 974
390
237
121
0
109
575
622
317
581
1 632
316
0
15 876
37
Number of diplomas awarded in secondary-level vocational training, by training sector and gender
Administration
Arts
Beauty Care
Buildings and Public Works
Electrotechnology
Health Services
Transportation
Total
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
T

38
1999-2000
1 458
5 425
450
598
43
373
42
2 514
2 176
253
24
11
350
415
2 410
130
35
284
1 235
1 924
718
110
158
1 932
57
23
893
46
2 185
263
1 560
115
287
12
2 140
94
3
1
734
99
366
142
17 324
14 764
32 088
2000-2001
1 312
4 628
454
527
42
286
30
2 237
2 323
252
16
4
328
381
2 154
112
28
267
1 122
1 659
669
94
215
2 301
82
24
757
46
2 150
322
1 658
121
313
8
2 111
108
6
8
851
154
421
205
17 042
13 744
30 786
2001-2002
1 786
4 544
539
587
30
359
22
2 314
2 454
297
16
7
333
429
2 165
122
33
228
1 099
1 534
680
87
268
2 743
87
38
839
33
2 618
341
1 686
144
368
16
1 982
73
1
24
1 212
151
482
253
18 700
14 324
33 024
2002-2003
2 275
4 789
530
534
51
346
20
2 224
2 906
344
29
14
381
387
2 409
109
29
178
1 095
1 398
605
81
341
3 248
105
35
783
31
1 959
308
1 602
112
361
13
1 994
118
2
22
1 179
173
488
294
19 144
14 758
33 902
2003-2004
2 441
5 100
507
516
47
353
33
2 100
3 562
403
33
18
336
363
2 647
120
9
171
1 124
1 334
662
93
409
3 723
67
31
709
22
1 538
226
1 401
99
416
12
2 385
126
26
1 203
205
532
302
20 061
15 343
35 404
2004-2005
2 503
5 515
415
530
49
359
35
2 239
3 960
408
30
14
292
303
2 849
125
18
131
1 173
1 342
764
68
553
4 531
79
26
675
25
1 112
174
1 251
85
490
19
2 500
153
3
43
1 221
181
476
316
20 448
16 587
37 035
2005-2006
2 608
5 923
478
447
72
398
38
2 319
4 505
456
35
16
240
267
2 744
120
16
119
1 192
1 441
606
71
569
4 816
71
22
582
22
1 146
190
1 376
102
468
26
2 761
185
2
44
1 387
211
484
310
21 380
17 505
38 885
2006-2007
2 943
6 272
448
417
65
389
30
2 165
4 881
472
34
16
238
223
2 775
98
16
107
1 136
1 475
517
56
536
4 893
82
22
603
19
1 254
213
1 398
98
689
9
2 661
182
3
60
1 464
171
436
248
22 209
17 605
39 814
2007-2008
3 212
6 454
453
405
66
383
29
2 183
5 024
431
21
11
169
185
2 398
81
14
105
1 230
1 448
321
40
597
4 988
77
21
585
18
1 335
164
1 467
82
795
16
2 622
159
5
26
1 749
174
340
170
22 509
17 544
40 053
2008-2009 p
3 635
7 023
366
390
34
377
40
2 073
5 347
398
28
7
161
197
2 009
53
10
84
1 134
1 349
290
31
647
5 019
113
30
589
18
1 606
273
1 402
86
962
22
2 342
155
2 102
118
336
138
23 153
17 841
40 994
39
Number of diplomas awarded in college-level technical training, by training sector and gender
(Qubec as a whole, from 1999 to 2008 [technical DCS])
Administration, Commerce
and Computer Technology
Arts
Building and Public Works
Electrotechnology
Health Services
Transport
Total
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
T
p. The data for 2008 are preliminary.

40
1999
2000
2001
2 271
2 938
175
356
177
435
544
208
219
214
228
489
1 272
101
29
310
132
530
159
31
270
2 121
96
112
117
7
644
86
20
3
43
9
173
15
651
2 387
36
10
16
5
7 272
10 367
17 639
2 592
2 826
218
316
168
474
413
202
199
261
212
522
1 375
87
30
311
129
599
162
36
244
2 089
102
153
95
5
671
107
31
6
36
18
140
17
607
2 480
44
7
12
10
7 480
10 526
18 006
2 543
2 547
186
376
171
460
423
160
192
229
218
527
1 386
103
25
375
109
521
183
40
240
2 334
96
165
100
3
734
88
31
9
39
8
156
16
587
2 463
98
41
21
14
7 538
10 479
18 017
2002
2003
2004
2005
2006
2 528
2 270
211
425
190
571
447
169
150
208
257
595
1 296
106
26
454
122
569
183
43
283
2 963
122
141
99
7
634
99
39
7
31
10
147
17
623
2 521
97
66
26
20
7 511
11 261
18 772
2 329
2 049
203
406
170
486
463
179
127
148
297
560
1 185
99
15
421
97
490
153
31
305
3 316
87
162
101
9
624
78
25
6
12
12
128
14
667
2 597
90
33
19
12
7 097
11 108
18 205
2 172
1 831
195
394
173
646
496
199
117
126
324
581
1 126
65
22
422
116
494
140
30
318
3 202
97
117
98
3
608
48
34
3
15
7
150
13
738
2 824
95
37
18
17
7 052
11 059
18 111
1 963
1 517
168
373
174
558
592
211
104
134
330
569
959
53
19
375
106
377
94
17
363
3 552
96
140
100
1
557
56
21
1
11
7
143
14
738
2 837
78
35
10
16
6 626
10 843
17 469
1 624
1 364
151
369
192
552
652
233
126
126
390
532
929
53
13
386
129
402
100
19
437
3 507
102
138
80
1
465
23
15
8
9
2
97
6
711
2 976
110
25
15
9
6 347
10 731
17 078
2007
2008 p
1 491
1 287
143
394
199
564
753
262
107
143
324
439
723
44
14
310
126
376
69
11
461
3 405
99
113
67
3
450
32
14
1
13
6
92
13
834
3 078
83
24
27
12
6 089
10 517
16 606
1 289
1 231
153
383
203
579
723
264
119
107
347
433
670
41
12
329
122
417
84
14
479
3 267
66
90
74
0
417
26
14
1
15
6
66
9
801
2 896
81
30
11
7
5 746
10 130
15 876
41
Status of vocational and technical training graduates

on March 31 following their graduating year, by educational path
Survey
year
Graduates
surveyed
Employed
(N)
(%)
2009
2008
2007
2009
2008
2007
2009
2008
2007
3 154
2 854
2 786
2 673
2 459
2 172
5 827
5 313
4 958
65.2
69.2
72.6
72.8
77.3
78.4
68.7
73.0
75.1
2009
2008
2007
2009
2008
2007
2009
2008
2007
13 326
13 446
13 413
18 371
18 088
17 523
31 697
31 534
30 936
76.1
78.9
79.3
71.7
77.0
77.6
73.5
77.8
78.3
2009
2008
2007
2009
2008
2007
2009
2008
2007
10 036
10 483
10 261
5 643
6 054
5 916
15 679
16 537
16 177
67.8
72.2
72.6
59.5
61.5
62.5
64.8
68.2
68.8
2009
2008
2007
2009
2008
2007
2009
2008
2007
5 511
5 734
6 076
5 080
5 031
5 354
10 591
10 765
11 430
78.6
81.0
81.6
76.8
80.0
80.7
77.8
80.6
81.2
ATTESTATION OF VOCATIONAL SPECIALIZATION (AVS)

Female graduates
Male graduates
Total
DIPLOMA OF VOCATIONAL STUDIES (DVS)
Female graduates
Male graduates
Total
DIPLOMA OF COLLEGE STUDIES (DCS)
Female graduates
Male graduates
Total
ATTESTATION OF COLLEGE STUDIES (ACS)
Female graduates
Male graduates
Total
Source: MELS. Enqutes Relance. DRSI, 2009.
42
Seeking
employment
Pursuing
studies
Inactive
Full-time employment
and characteristics
Unemployment rate
Full-time
(%)
(%)
(%)
(%)
(%)
Average
gross weekly
salary
($)
Related
to the
training
(%)
8.8
8.0
7.9
7.9
7.0
6.0
8.4
7.6
7.1
15.9
13.2
11.1
13.7
10.9
10.7
14.8
12.1
10.9
10.1
9.6
8.4
5.6
4.8
5.0
8.0
7.3
6.9
11.9
10.4
9.8
9.8
8.3
7.1
10.9
9.4
8.6
77.7
79.8
78.2
92.1
93.2
92.4
84.7
86.5
84.7
570
538
529
740
711
682
666
633
605
65.1
66.1
67.9
71.2
70.2
74.4
68.3
68.3
71.1
7.6
6.7
6.9
12.9
9.4
9.5
10.7
8.3
8.4
10.2
8.4
8.4
11.9
10.4
9.8
11.2
9.6
9.2
6.1
6.0
5.4
3.5
3.1
3.2
4.5
4.3
4.1
9.1
7.8
8.0
15.3
10.9
10.9
12.8
9.6
9.7
79.7
80.9
79.3
94.0
94.4
94.3
87.9
88.6
87.8
530
515
490
696
669
647
635
611
587
81.3
81.4
79.0
79.6
78.2
79.0
80.3
79.5
79.0
2.4
1.9
1.8
4.1
3.7
4.0
3.0
2.6
2.6
26.8
23.2
23.4
34.9
32.9
31.7
29.8
26.8
26.5
3.0
2.6
2.2
1.5
1.9
1.9
2.5
2.3
2.1
3.4
2.6
2.4
6.4
5.6
6.0
4.4
3.6
3.7
83.6
83.5
83.1
90.1
90.9
91.6
85.8
86.0
86.0
635
612
588
702
681
651
659
636
611
87.6
87.4
86.4
80.2
82.8
81.4
85.0
85.8
84.6
6.9
5.3
6.1
10.8
8.1
8.4
8.7
6.6
7.1
7.5
7.3
5.8
8.6
8.3
8.1
8.0
7.7
6.8
7.1
6.4
6.6
3.7
3.6
2.8
5.5
5.1
4.8
8.0
6.1
6.9
12.3
9.2
9.4
10.1
7.6
8.1
83.6
83.0
82.8
91.6
90.9
91.2
87.3
86.6
86.6
611
595
571
744
728
693
674
657
627
77.6
79.2
78.0
73.7
72.4
70.0
75.7
75.9
74.2
43
Status of vocational and technical training graduates on March 31, 2009,

by type of diploma, age group and gender (Qubec as a whole)
TYPE OF DIPLOMA
Gender
Graduates
surveyed
Response
rate
(N)
(%)
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
3 612
1 907
5 519
184
230
414
301
610
911
101
88
189
68.1
63.2
66.4
69.6
64.8
66.9
78.1
77.7
77.8
60.4
52.3
56.6
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
6 553
4 033
10 586
655
563
1 218
4 011
6 779
10 790
1 024
1 061
2 085
61.3
56.0
59.3
61.1
54.0
57.8
73.3
70.5
71.5
55.6
54.1
54.8
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
8 206
7 386
15 592
1 834
2 361
4 195
1 331
2 647
3 978
3 955
4 362
8 317
57.7
59.8
58.7
53.8
55.6
54.8
63.6
65.2
64.7
57.0
60.8
59.0
Graduates under age 20


Graduates aged 20 to 24

Graduates aged 25 and over
Source: MELS, Enqutes Relance, DRSI, 2009.
44
Full-time employment
Employed Seeking Pursuing Inactive Unemployand characteristics
employ- studies
ment rate
ment
Full-time Duration Average Related
of survey gross weekly to the
salary
training
(weeks)
($)
(%)
(%)
(%)
(%)
(%)
(%)
(%)
68.2
73.2
69.8
54.7
47.7
50.9
41.7
49.2
46.7
60.7
58.7
59.8
9.6
5.0
8.1
8.6
4.7
6.5
3.8
1.1
2.0
1.6
6.5
3.7
19.0
18.5
18.8
35.9
45.6
41.2
53.6
48.1
49.9
36.1
32.6
34.6
3.2
3.3
3.2
0.8
2.0
1.4
0.9
1.7
1.4
1.6
2.2
1.9
12.4
6.4
10.4
13.6
9.0
11.3
8.4
2.1
4.1
2.6
10.0
5.9
94.0
80.3
89.3
91.4
74.6
83.0
95.9
82.8
86.7
83.8
85.2
84.4
4
5
4
3
3
3
5
5
5
5
5
5
653
450
596
613
475
554
661
590
613
680
490
598
79.2
76.4
78.3
65.6
66.0
65.8
81.9
84.5
83.6
48.4
78.3
61.1
73.2
76.0
74.2
78.5
78.0
78.3
55.1
64.7
61.1
74.3
76.8
75.6
11.1
5.8
9.2
7.3
5.9
6.7
3.7
2.3
2.9
8.6
5.2
6.9
13.1
12.6
12.9
12.0
11.2
11.6
39.6
30.8
34.2
14.6
13.2
13.9
2.6
5.6
3.7
2.3
4.9
3.4
1.5
2.2
1.9
2.5
4.7
3.6
13.2
7.1
11.0
8.5
7.1
7.9
6.4
3.4
4.5
10.4
6.4
8.4
94.9
84.4
91.0
94.3
84.4
90.0
89.4
83.9
85.8
90.1
83.9
86.9
5
5
5
3
5
4
6
5
5
6
6
6
674
507
619
669
501
602
689
613
640
662
549
606
79.7
78.0
79.1
81.4
68.0
76.0
78.8
86.1
83.5
71.4
70.5
71.0
72.4
76.9
74.5
72.8
64.3
68.0
79.8
81.5
81.0
77.9
79.3
78.7
16.2
9.3
12.9
8.1
9.9
9.1
5.2
2.9
3.7
11.6
7.2
9.2
7.1
6.8
6.9
11.4
13.6
12.7
13.3
9.8
11.0
6.4
5.8
6.1
4.3
7.1
5.6
7.6
12.3
10.3
1.7
5.7
4.4
4.1
7.7
6.0
18.3
10.8
14.7
10.0
13.3
11.8
6.1
3.4
4.3
12.9
8.4
10.5
93.1
77.2
85.2
91.2
76.1
83.0
91.1
83.1
85.7
92.1
83.5
87.4
6
5
6
8
7
7
6
5
5
8
6
7
739
566
663
811
621
723
741
692
708
770
629
694
79.7
84.5
81.9
67.1
64.2
65.6
83.1
91.5
88.6
74.7
79.1
77.0
45
Observations and long-term forecasts for total full-time enrollments (public

and private sectors), by administrative region for French-language students,
and for Qubec as a whole for English-language and Aboriginal school boards
Observations from 2006-2007 to 2009-2010 and forecasts
from 2010-2011 to 2018-2019 (Base case, Qubec as a whole)
Observations
2007
2008
2008
2009
2009
2010
2010
2011
2011
2012
24 991
35 605
76 112
30 121
36 170
167 350
43 205
19 957
11 127
2 102
10 287
53 206
47 966
62 654
76 876
179 928
31 191
24 145
34 232
74 377
29 018
35 626
166 325
42 173
19 144
10 712
2 033
9 705
51 806
47 669
61 212
75 225
176 605
30 478
23 311
33 172
72 838
28 246
34 761
167 201
41 294
18 597
10 526
1 957
9 319
50 794
47 476
59 681
73 977
173 274
29 836
22 895
32 281
71 938
27 498
34 365
168 153
40 811
18 069
10 296
1 885
8 922
50 135
47 399
58 365
72 823
170 596
29 416
22 444
31 921
71 413
26 907
34 008
169 257
40 486
17 790
10 158
1 833
8 682
50 084
47 550
57 493
71 987
169 077
29 221
910 149
891 428
877 597
867 164
861 625
113 602
110 879
108 088
105 532
103 194
7 799
7 726
7 848
7 960
8 049
1 052 486 1 031 550 1 010 033
993 533
980 656
972 868
2006
2007
French-language enrollments
25 802
36 956
77 718
04 Mauricie
31 151
05 Estrie
36 874
06 Montral
170 017
07 Outaouais
44 178
20 762
09 Cte-Nord
11 505
10 Nord du Qubec
2 156
11 Gaspsieles-de-la-Madeleine 10 798
54 403
13 Laval
48 332
14 Lanaudire
63 847
15 Laurentides
77 708
16 Montrgie
183 047
17 Centre-du-Qubec
31 764
Total French-language
enrollments
928 714
English-language
school boards
116 182
Aboriginal
school boards
7 590
All of Qubec
Source: MELS, Prvisions long terme des effectifs de lensemble des commissions scolaires.DRSI, DGSOF calculations, 2010.
46
Variation
Forecasts
2015
2016
2016
2017
2017
2018
2018
2019
2009-2010
to
2018-2019
22 267
31 523
73 817
26 457
34 040
176 663
42 112
17 541
10 062
1 728
8 276
51 300
49 723
59 205
72 355
171 086
29 750
22 434
31 780
75 321
26 670
34 341
179 859
43 075
17 731
10 029
1 705
8 261
52 052
50 837
60 634
73 435
173 606
30 128
22 676
32 060
77 042
26 940
34 657
182 946
44 064
17 827
10 085
1 681
8 268
52 854
52 025
62 248
74 512
176 324
30 503
22 813
32 349
78 777
27 255
34 959
185 830
45 075
18 015
10 105
1 664
8 295
53 575
53 153
63 952
75 761
179 130
30 893
23 004
32 485
80 375
27 621
35 286
188 467
46 096
18 147
10 148
1 622
8 342
54 218
54 360
65 730
76 907
181 696
31 255
-1.3 %
-2.1 %
10.3 %
-2.2 %
1.5 %
12.7 %
11.6 %
-2.4 %
-3.6 %
-17.1 %
-10.5 %
6.7 %
14.5 %
10.1 %
4.0 %
4.9 %
4.8 %
868 472
879 257
893 271
908 113
923 026
937 212
6.8 %
101 155
101 232
101 776
102 559
103 434
104 576
-3.2 %
8 363
8 458
8 544
8 611
8 690
10.7 %
988 852 1 003 505 1 019 216 1 035 071 1 050 478
5.7%
2012
2013
2013
2014
22 318
31 478
71 624
26 464
33 810
171 288
40 631
17 557
10 117
1 796
8 453
50 179
48 034
57 400
71 622
168 601
29 201
22 166
31 454
72 379
26 309
33 943
173 979
41 193
17 601
10 057
1 761
8 334
50 568
48 807
57 812
71 774
169 541
29 460
861 888
101 563
8 145
8 262
971 596
977 889
2014
2015
47
48
Bas-Saint-Laurent
Capitale-Nationale
Mauricie
Estrie
Montral
Outaouais
Cte-Nord
Nord-du-Qubec
Chaudire-Appalaches
Laval
Lanaudire
Laurentides
Montrgie
Centre-du-Qubec
All of Qubec
5 576
7 936
18 934
5 465
7 360
53 934
5 449
2 593
1 337
132
1 068
5 418
6 213
5 113
8 890
20 830
3 089
159 344
5 393
7 613
18 987
5 420
7 181
54 515
5 307
2 572
1 411
127
1 000
5 500
6 338
5 192
9 048
20 906
3 012
159 522
2010
5 223
7 134
18 851
5 330
6 957
55 200
5 216
2 504
1 400
132
914
5 219
6 385
5 144
9 133
20 745
2 990
158 477
2011
5 040
6 780
18 446
5 268
6 897
55 514
5 090
2 446
1 353
126
875
5 067
6 350
5 008
9 080
20 455
2 939
156 734
2012
4 931
6 435
18 030
5 093
6 711
54 815
4 816
2 268
1 296
118
839
4 955
6 223
4 904
8 850
19 731
2 765
152 780
2013
2014
Forecasts
4 737
6 236
17 388
4 766
6 559
53 554
4 661
2 248
1 266
110
776
4 804
6 117
4 627
8 572
19 073
2 700
148 194
Note: The following are excluded from the present/predictions: continuing education students (adults), part-time students and students
from private or government schools.
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
Obs.
2009
4 515
5 886
16 688
4 436
6 289
51 540
4 482
2 148
1 276
103
721
4 632
5 920
4 360
8 112
18 144
2 645
141 897
2015
Observations (2009) and forecasts (2010-2019) for trends in enrollments in full-time regular college education,
by administrative region (Qubec as a whole, public sector)
4 243
5 573
16 005
4 217
6 071
49 947
4 370
2 040
1 229
95
691
4 475
5 741
4 161
7 799
17 304
2 594
136 555
2016
4 041
5 233
15 364
3 910
5 848
48 551
4 205
1 905
1 132
91
632
4 359
5 602
4 030
7 521
16 522
2 579
131 525
2018
3 994
5 196
15 363
3 871
5 723
48 170
4 170
1 868
1 110
95
613
4 336
5 585
3 942
7 507
16 395
2 527
130 465
2019
-28.4%
-34.5%
-18.9%
-29.2%
-22.2%
-10.7%
-23.5%
-28.0%
-17.0%
-28.0%
-42.6%
-20.0%
-10.1%
-22.9%
-15.6%
-21.3%
-18.2%
-18.1%
Variation
2009
2019
Source: MELS, Systme prvisionnel SIPEEC, DRSI, May 2010.
4 146
5 276
15 521
4 054
5 913
49 002
4 281
1 948
1 168
84
667
4 382
5 642
4 050
7 563
16 736
2 575
133 008
2017
Notes
49
50
17-9831A
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Legal DepositBibliothque et Archives nationales du Qubec, 2010

Vocational and Technical Training in Qubec: Overview

Qubecs Vocational and Technical Training System . . . 1

Integration Into the Job Market . . . . . . . . . . . . . . . . . 20

Labour Market Outlook and Demographic Trends . . . 24

Challenges and Development . . . . . . . . . . . . . . . . . . . 26

Vocational and Technical Training in Qubec: Overview

1 Qubecs Vocational and Technical

Vocational and Technical Training in Qubec: Overview

Vocational and Technical Training in Qubec: Overview

Training for semiskilled

Age 16 + language of instruction,

Semiskilled occupations | Skilled occupations | Technicians and technologists | Professional occupations

Continuing education and training

Qubecs Education System

sector surveys and monitoring

building construction and renovation

Vocational and Technical Training in Qubec: Overview

Vocational and Technical Training in Qubec: Overview

Distribution of programs by educational path and training sector

Administration, Commerce and Computer Technology

Vocational and Technical Training in Qubec: Overview

Vocational and Technical Training in Qubec: Overview

Source: MELS, DGFPT, DGSOF, 2010.

Provincewide training services

Investments and training costs

*: Cost estimate based on total investments in colleges.

Vocational and Technical Training in Qubec: Overview

Diversified training options

Vocational and Technical Training in Qubec: Overview

Recognition of prior learning and competencies

Significant financial aid

Vocational and Technical Training in Qubec: Overview

Interest expenses on loans

bursaries. In 2008-2009, of the total student loans granted across

Vocational and Technical Training in Qubec: Overview

Source: MELS, DRSI, DGSOF chart, 2010.

Vocational and Technical Training in Qubec: Overview

Distribution of school leavers, by highest level of diploma

Technical training diploma

Vocational training diploma

Vocational and Technical Training in Qubec: Overview

Vocational and Technical Training in Qubec: Overview

Source: MELS, Donnes diverses

2 Figures included students

1 Regular paths only (Diploma

The data for 2008-2009

Enrollments, by age and gender

The data for 2008-2009 are preliminary.

Vocational and Technical Training in Qubec: Overview

The data for 2008-2009 are preliminary.

On the whole, students enrolled in technical training are younger than

Vocational and Technical Training in Qubec: Overview

Age 30 and over

Source: MELS, DGSOF chart, 2010.

Vocational and Technical Training in Qubec: Overview

Student enrollments by age (Qubec as a whole, 2000-2001 [%])

Vocational and Technical Training in Qubec: Overview

Proportion of secondary-level vocational training graduates1,

Vocational and Technical Training in Qubec: Overview

4 Integration Into the Job Market

Employment rates of graduates, by educational path

sector surveys and monitoring

building construction and renovation