A group of participants have suggested a unique Alternative Education Program for 18 to 21 Year Old Newcomers (Please see Appendix 4 for a visual overview of the program proposed by the research participants). This program would target young adult newcomer youth with low language levels, gaps in education (due to issues of forced migration), and/or education that is not recognized in Ontario. The has the potential to equip participants with the academic skills required to work towards an Ontario Secondary School Diploma, and/or admission into apprenticeship, college, and university program. The academic instruction would occur as participants simultaneously acquire their necessary language acquisition skills.
“An educational program for young adult newcomer youth with low levels of language acquisition, and/or gaps in education, or education that is not recognized in Ontario….that will equip them with the academic skills to work towards an Ontario Secondary School Diploma, or admission into apprenticeship programs or college and university programs, while acquiring English language skills.” (FW)
This proposed Alternative Education Program would provide newcomers with a wide range of academic instruction, from CLB instruction in levels 1 to 6, to math and science instruction from the elementary grades to Grade 10, as well as history, geography, computer skills training, study skills, test taking and co-op.
Ideally, this program would also offer trades and apprenticeships courses, and all instruction would be face to face instruction. In addition to the academic instruction component, this proposed program recommends that a variety of social supports be offered, including child care, food vouchers, transportation and access to mental health services and settlement specialists. A team of volunteers is also recommended to support the participants of the program. These social supports will combine to ensure that participants of the program have the best chance possible for success. The program would also require funding for infrastructure, instructors, materials, food, transportation and childcare. In order for the program to run successfully, it is recommended that the program run on a timetable so that participants can become accustomed to a predicable routine. All instructors would be required to have the proper certification, whether through The Ontario College of Teachers, Teachers of English as a Second Language – Canada, or as
Skill Trade Certified trade instructors. Attendance monitoring would also be necessary, with recommendations calling for the use of the three strike policy that is currently being used in the LINC program. Finally, participants must also receive progress reports, and a transcript following the completion of the program. This is to ensure that participants are able to prove that they have spent time in the program learning valuable skills, and so they may be eligible to receive prior learning and/or maturity credits at adult high school, once they meet language requirements necessary to attend.
