{"id":258416,"date":"2023-03-16T15:01:27","date_gmt":"2023-03-16T19:01:27","guid":{"rendered":"https:\/\/fsc-ccf.ca\/?p=258416"},"modified":"2023-03-16T15:05:16","modified_gmt":"2023-03-16T19:05:16","slug":"blog-skills-training-for-youth","status":"publish","type":"post","link":"https:\/\/fsc-ccf.ca\/fr\/blog-skills-training-for-youth\/","title":{"rendered":"Formation professionnelle pour les jeunes"},"content":{"rendered":"\n

Le besoin de programmes structur\u00e9s de formation et d\u2019am\u00e9lioration des comp\u00e9tences qui pr\u00e9parent les jeunes \u00e0 la r\u00e9ussite professionnelle n\u2019a jamais \u00e9t\u00e9 aussi grand, \u00e0 l\u2019heure o\u00f9 les employeurs d\u00e9clarent des lacunes en mati\u00e8re de comp\u00e9tences de leur main-d\u2019\u0153uvre.<\/em><\/p>\n\n\n\n

Le contexte de l\u2019emploi et de la formation professionnelle a connu des changements spectaculaires en raison de la pand\u00e9mie de la COVID-19, notamment dans les domaines de la num\u00e9risation, de l\u2019automatisation, de l\u2019innovation et de l\u2019\u00e9ducation<\/a>. Les autres d\u00e9fis \u00e0 relever pour faciliter et investir dans les infrastructures technologiques (Internet \u00e0 haut d\u00e9bit), la formation et l\u2019\u00e9ducation aux comp\u00e9tences virtuelles, l\u2019acc\u00e8s aux \u00e9quipements num\u00e9riques et la culture num\u00e9rique de base ont perturb\u00e9 la formation des comp\u00e9tences<\/a> au sein de la population active. En outre, les organismes de formation professionnelle, qu\u2019il s\u2019agisse de groupes communautaires ou d\u2019universit\u00e9s, ne r\u00e9pondent pas aux besoins des participants et ne fournissent pas aux personnes \u00e0 la recherche d\u2019un emploi les outils dont ils ont besoin<\/a>.<\/p>\n\n\n\n

Selon les estimations de 2022<\/a>, il y a environ 7,3 millions de jeunes \u00e2g\u00e9s de 15 \u00e0 29 ans qui vivent au Canada. La population de la jeunesse n\u2019est pas homog\u00e8ne. Les jeunes \u00e2g\u00e9s de 18 \u00e0 24 ans<\/a> ont \u00e9t\u00e9 particuli\u00e8rement touch\u00e9s par la pand\u00e9mie, notamment en mati\u00e8re d\u2019emploi, de formation professionnelle et d\u2019\u00e9ducation. Les exp\u00e9riences v\u00e9cues sont notamment un taux \u00e9lev\u00e9 de perte d\u2019emploi et de ch\u00f4mage, l\u2019arr\u00eat ou la modification des programmes d\u2019\u00e9tudes, une baisse des revenus et un impact g\u00e9n\u00e9ral sur l\u2019existence quotidienne. En outre, les jeunes issus de groupes en qu\u00eate d\u2019\u00e9quit\u00e9 sont plus susceptibles d\u2019\u00eatre victimes de discrimination dans les pratiques d\u2019embauche<\/a>, ce qui est exacerb\u00e9 par l\u2019instabilit\u00e9 du march\u00e9 du travail. Les recherches men\u00e9es par l\u2019Institut de la diversit\u00e9 r\u00e9v\u00e8lent que les jeunes issus de groupes en qu\u00eate d\u2019\u00e9quit\u00e9 ont rencontr\u00e9 d\u2019importantes difficult\u00e9s pour acqu\u00e9rir des comp\u00e9tences avant la pand\u00e9mie, lesquelles se sont aggrav\u00e9es en raison de la perte massive d\u2019emplois et de la fermeture d\u2019\u00e9tablissements d\u2019enseignement et de formation.<\/a> Il est primordial de veiller \u00e0 ce que les jeunes ne soient pas davantage \u00e0 la tra\u00eene dans le d\u00e9veloppement de leurs comp\u00e9tences. <\/p>\n\n\n\n

Dans cet article de blogue, nous examinons l\u2019exp\u00e9rience de la formation des comp\u00e9tences chez les jeunes pendant la pand\u00e9mie de la COVID-19, en soulignant les besoins per\u00e7us des jeunes \u00e2g\u00e9s de 18 \u00e0 24 ans. \u00c0 l\u2019aide de donn\u00e9es d\u2019enqu\u00eate recueillies entre mars et avril 2022 par l\u2019Environics Institute en partenariat avec l\u2019Institut de la diversit\u00e9 et le Centre des Comp\u00e9tences futures, nous d\u00e9couvrons une approche quelque peu incertaine chez les jeunes et leurs employeurs en ce qui concerne le d\u00e9veloppement des comp\u00e9tences. Nous offrons des suggestions sur ce qui peut \u00eatre r\u00e9alis\u00e9 dans l\u2019\u00e9cosyst\u00e8me des comp\u00e9tences pour encourager une approche plus cibl\u00e9e de la formation aux comp\u00e9tences. Parmi les r\u00e9pondants \u00e0 l\u2019enqu\u00eate, 10 % des jeunes se sont identifi\u00e9s comme autochtones, 14 % comme sud-asiatiques, 7 % comme chinois, 6 % comme noirs, 16 % comme appartenant \u00e0 un autre groupe racialis\u00e9 et 25 % comme immigrants. Cette diversit\u00e9 refl\u00e8te celle des jeunes de tout le Canada.<\/p>\n\n\n\n

Conform\u00e9ment aux travaux d\u2019Emploi et D\u00e9veloppement social Canada sur les comp\u00e9tences pour r\u00e9ussir,<\/a> les jeunes reconnaissent que la communication et l\u2019adaptabilit\u00e9 figurent parmi les principales comp\u00e9tences dont ils ont besoin pour r\u00e9ussir sur le march\u00e9 du travail. Toutefois, des recherches ant\u00e9rieures ont sugg\u00e9r\u00e9 que la mani\u00e8re dont ils con\u00e7oivent ces comp\u00e9tences peut \u00eatre diff\u00e9rente des d\u00e9finitions donn\u00e9es par les employeurs.<\/p>\n\n\n\n

N\u00e9anmoins, les jeunes travailleurs sont conscients qu\u2019ils doivent d\u00e9velopper des comp\u00e9tences en communication et d\u2019autres comp\u00e9tences pour r\u00e9ussir. Les r\u00e9sultats de l\u2019enqu\u00eate indiquent que lorsqu\u2019on leur a demand\u00e9 quelles comp\u00e9tences \u00e9taient importantes pour obtenir leur emploi principal, les jeunes ont class\u00e9 les quatre suivantes comme importantes : la pens\u00e9e critique, ou la capacit\u00e9 de r\u00e9soudre des probl\u00e8mes\u2009; la communication\u2009; la capacit\u00e9 de collaborer ou de travailler en \u00e9quipe\u2009; et l\u2019adaptabilit\u00e9 (figure 1). Lorsqu\u2019on leur a demand\u00e9 quelles \u00e9taient les comp\u00e9tences n\u00e9cessaires pour r\u00e9ussir dans leur carri\u00e8re, ils ont cit\u00e9 un grand nombre des m\u00eames comp\u00e9tences, plus le leadership et la gestion. Il est int\u00e9ressant de noter que la collaboration est class\u00e9e comme la principale comp\u00e9tence pour obtenir un emploi, mais qu\u2019elle est consid\u00e9r\u00e9e comme moins importante pour la r\u00e9ussite professionnelle.<\/p>\n\n\n\n

Figure 1. Comp\u00e9tences de base soulign\u00e9es par les jeunes comme \u00e9tant importantes pour obtenir un emploi et r\u00e9ussir leur carri\u00e8re (n=774). <\/strong><\/p>\n\n\n\n

\"\"
Source : Sondage sur l\u2019emploi et les comp\u00e9tences, La quatri\u00e8me phase, mars \u2013 avril 2022<\/em><\/figcaption><\/figure>\n\n\n\n

Une approche incertaine de la formation professionnelle?<\/strong><\/h3>\n\n\n\n

La pand\u00e9mie a \u00e9t\u00e9 une p\u00e9riode perturbante pour de nombreux travailleurs. Toutefois, compte tenu des difficult\u00e9s encore plus grandes auxquelles sont confront\u00e9s les jeunes, il est particuli\u00e8rement imp\u00e9ratif de leur fournir des ressources en mati\u00e8re de formation afin qu\u2019ils ne subissent pas de cons\u00e9quences \u00e0 long terme sur le march\u00e9 du travail. Depuis le d\u00e9but de la pand\u00e9mie, seulement la moiti\u00e9 (51 %) des jeunes ont particip\u00e9 \u00e0 des programmes de formation reli\u00e9s au travail fournis par leur employeur et 26 % ont particip\u00e9 \u00e0 une formation reli\u00e9e au travail non fournie par leur employeur. Seulement 28 % des jeunes ont particip\u00e9 \u00e0 un cours de formation reli\u00e9e au travail, car ils sont devenus ch\u00f4meurs ou ont travaill\u00e9 moins d\u2019heures en raison de la pand\u00e9mie de la COVID-19. <\/p>\n\n\n\n

Parmi les 26 % de jeunes qui ont fourni des d\u00e9tails sur le type de formation qu\u2019ils ont suivie (figure 2), les domaines dans lesquels ils ont re\u00e7u une formation n\u2019\u00e9taient pas ax\u00e9s sur un domaine particulier. Plus frappants encore, les domaines dans lesquels ils ont suivi une formation ne correspondaient pas aux comp\u00e9tences dont ils disaient avoir besoin pour r\u00e9ussir leur carri\u00e8re. Les recherches r\u00e9v\u00e8lent<\/a> que le mod\u00e8le Comp\u00e9tences pour r\u00e9ussir repose sur un cadre qui r\u00e9pond aux besoins changeants du march\u00e9 du travail. Cependant, seuls 3 % des jeunes ont suivi une formation en gestion ou en leadership, et 2 % ont suivi une formation pour am\u00e9liorer leurs capacit\u00e9s de communication. Il semblerait que l\u2019approche de la formation professionnelle soit, au mieux, incertaine. Les raisons de cette situation justifient un examen plus approfondi dans une optique d\u2019\u00e9quit\u00e9, de diversit\u00e9 et d\u2019inclusion, ainsi que l\u2019examen du r\u00f4le de l\u2019employeur dans le soutien des possibilit\u00e9s de formation pertinentes pour les jeunes.<\/p>\n\n\n\n

Figure 2. Type de formation re\u00e7ue par les jeunes \u00e2g\u00e9s de 18 \u00e0 24 ans (n=326). <\/strong><\/p>\n\n\n\n

\"\"
*Remarque : Cette question n\u2019a \u00e9t\u00e9 pos\u00e9e qu\u2019aux jeunes ayant d\u00e9clar\u00e9 avoir suivi un type de formation professionnelle depuis le d\u00e9but de la pand\u00e9mie de la COVID-19.<\/em><\/figcaption><\/figure>\n\n\n\n

Le r\u00f4le de l\u2019\u00e9cosyst\u00e8me des comp\u00e9tences<\/strong><\/h3>\n\n\n\n

S\u2019il est important de comprendre le profil de comp\u00e9tences des jeunes, il est tout aussi important de comprendre ce qui manque dans le contexte du d\u00e9veloppement des comp\u00e9tences. Les r\u00e9sultats de l\u2019enqu\u00eate r\u00e9v\u00e8lent manifestement que les jeunes accordent de l\u2019importance aux comp\u00e9tences essentielles d\u00e9finies dans le mod\u00e8le des comp\u00e9tences pour r\u00e9ussir<\/a>, \u00e0 savoir l\u2019adaptabilit\u00e9, la collaboration, la communication, la cr\u00e9ativit\u00e9 et l\u2019innovation, la culture num\u00e9rique, la num\u00e9ratie, la r\u00e9solution de probl\u00e8mes, la lecture et l\u2019\u00e9criture. Cependant, l\u2019\u00e9chantillon pancanadien d\u2019organismes au service des jeunes de moins de 29 ans \u00e9tabli par l\u2019Institut de la diversit\u00e9 indique que seulement 55 % de ces organismes offrent une formation reli\u00e9e aux comp\u00e9tences de base. <\/p>\n\n\n\n

Une autre recherche a r\u00e9v\u00e9l\u00e9 que 54 % des employeurs ont indiqu\u00e9 que les jeunes n\u2019\u00e9taient m\u00eame pas \u00ab\u2009mod\u00e9r\u00e9ment pr\u00e9par\u00e9s<\/a> \u00e0 r\u00e9pondre aux besoins du march\u00e9 du travail \u00e9mergent\u2009\u00bb. Pour que les jeunes puissent acc\u00e9der aux ressources qui les aideront \u00e0 acqu\u00e9rir ces comp\u00e9tences, il est essentiel que les programmes de formation destin\u00e9s aux jeunes incluent ces comp\u00e9tences. En outre, les employeurs peuvent r\u00e9\u00e9valuer et restructurer leurs pratiques d\u2019embauche et d\u2019\u00e9valuation des comp\u00e9tences<\/a> pour s\u2019assurer qu\u2019elles sont exemptes de pr\u00e9jug\u00e9s et inclusives, en particulier pour les jeunes demandeurs d\u2019emploi issus des groupes vis\u00e9s par l\u2019\u00e9quit\u00e9. L\u2019offre d\u2019un soutien global pour am\u00e9liorer l\u2019accessibilit\u00e9 de ces programmes peut \u00e9galement encourager une plus grande participation. \u00c0 cette fin, la prochaine recherche de l\u2019Institut de la diversit\u00e9 sur les soutiens et les programmes d\u2019encadrement pour les groupes en qu\u00eate d\u2019\u00e9quit\u00e9 examinera les services n\u00e9cessaires pour s\u2019assurer que toutes lacunes en mati\u00e8re de comp\u00e9tences peuvent \u00eatre combl\u00e9es. <\/p>\n\n\n\n

La voie \u00e0 suivre<\/strong><\/h3>\n\n\n\n

\u00c9tant donn\u00e9 que de nombreux employeurs font \u00e9tat de lacunes en mati\u00e8re de comp\u00e9tences au sein de leur main-d\u2019\u0153uvre<\/a>, il est essentiel que les leaders du secteur (gouvernement, entreprises, universit\u00e9s et organismes de formation) reconsid\u00e8rent leur approche de la participation des jeunes. Parall\u00e8lement, le Canada est en train de passer des syst\u00e8mes de formation traditionnels avec des titres de comp\u00e9tences \u00e0 des syst\u00e8mes ax\u00e9s sur le d\u00e9veloppement des comp\u00e9tences et l\u2019apprentissage int\u00e9gr\u00e9 au travail. Cette \u00e9volution indique que les comp\u00e9tences et les aptitudes ne peuvent plus \u00eatre exclusivement ax\u00e9es sur le dipl\u00f4me, car cela ne r\u00e9pondrait pas \u00e0 la demande de main-d\u2019\u0153uvre.<\/p>\n\n\n\n

Les efforts en mati\u00e8re de formation, de d\u00e9veloppement des comp\u00e9tences et d\u2019am\u00e9lioration des comp\u00e9tences doivent s\u2019adapter \u00e0 ces changements et aux besoins des jeunes demandeurs d\u2019emploi. Par exemple, les microcertifications<\/a> attirent l\u2019attention et prennent de l\u2019importance dans le d\u00e9veloppement de la main-d\u2019\u0153uvre en raison de leur capacit\u00e9 de cumul, de leur flexibilit\u00e9 et de leur int\u00e9gration avec d\u2019autres certifications<\/a>. Il est essentiel d\u2019identifier les comp\u00e9tences demand\u00e9es<\/a> et de cr\u00e9er des milieux de travail innovants et durables pour les jeunes. En ciblant les comp\u00e9tences n\u00e9cessaires dans tous les secteurs<\/a>, les prestataires de formation peuvent mieux pr\u00e9parer les jeunes \u00e0 r\u00e9ussir sur le march\u00e9 du travail. <\/p>\n\n\n\n

La recherche de l\u2019Institut de la diversit\u00e9 souligne les meilleures pratiques qui peuvent aider \u00e0 combler les \u00e9carts pour les jeunes dans la main-d\u2019\u0153uvre, en particulier les jeunes issus de groupes racialis\u00e9s. Les strat\u00e9gies incluent la prise de d\u00e9cision \u00e9clair\u00e9e, le recours \u00e0 des mentors et \u00e0 des personnes influentes gr\u00e2ce \u00e0 des programmes comme Programme ELITE pour la jeunesse noire<\/a>, la r\u00e9duction de la fracture num\u00e9rique, le d\u00e9veloppement de partenariats gr\u00e2ce \u00e0 des programmes comme FirstWork<\/a> pour fournir des programmes et des services, ainsi que l\u2019\u00e9valuation et la cr\u00e9ation de programmes ax\u00e9s sur les jeunes gr\u00e2ce \u00e0 des organisations comme YouthREX<\/a>. Les cours de marketing num\u00e9rique de la Jelly Academy<\/a> offrent des possibilit\u00e9s de recyclage et d\u2019am\u00e9lioration des comp\u00e9tences, des partenariats industriels et des possibilit\u00e9s de financement pour les \u00e9tudiants \u00e9ligibles. De plus, les mod\u00e8les d\u2019apprentissage int\u00e9gr\u00e9 au travail offrent des cadres pour l\u2019apprentissage par l\u2019exp\u00e9rience, et des programmes comme ADaPT (Advanced Digital and Professional Training<\/a>)\u2009; Study Buddy<\/a>, un programme interactif de tutorat en ligne\u2009; les programmes gratuits de formation en technologie de l\u2019information de NPower Canada<\/a>, et les stages r\u00e9mun\u00e9r\u00e9s de Mitacs<\/a> offrent une formation aux comp\u00e9tences recherch\u00e9es par les jeunes, et mettent l\u2019accent sur les jeunes issus de groupes d\u00e9favoris\u00e9s.<\/p>\n\n\n\n

En pr\u00e9voyant des programmes de formation et de perfectionnement des comp\u00e9tences structur\u00e9s dans tous les secteurs, nous pouvons cr\u00e9er un march\u00e9 du travail solide et durable pour les jeunes.<\/p>\n","protected":false},"excerpt":{"rendered":"

Le besoin de programmes structur\u00e9s de formation et d\u2019am\u00e9lioration des comp\u00e9tences qui pr\u00e9parent les jeunes \u00e0 la r\u00e9ussite professionnelle n\u2019a jamais \u00e9t\u00e9 aussi grand, \u00e0…<\/p>\n","protected":false},"author":16,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"ob_guten_meta_block":[],"footnotes":""},"categories":[31],"tags":[],"region":[211],"populations":[],"themes":[],"class_list":["post-258416","post","type-post","status-publish","format-standard","hentry","category-non-classifiee","region-across-canada"],"acf":{"thumbnail_image":{"ID":258410,"id":258410,"title":"Youth_Skills_Training","filename":"Youth_Skills_Training.png","filesize":1488629,"url":"https:\/\/fsc-ccf.ca\/wp-content\/uploads\/2023\/03\/Youth_Skills_Training.png","link":"https:\/\/fsc-ccf.ca\/fr\/blog-skills-training-for-youth\/youth_skills_training-2\/","alt":"header of 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13:55:28","post_date_gmt":"2023-03-16 17:55:28","post_content":"\n

Directeur g\u00e9n\u00e9ral, Diversity Institute<\/p>\n","post_title":"Mohamed Elmi","post_excerpt":"","post_status":"publish","comment_status":"closed","ping_status":"closed","post_password":"","post_name":"mohamed-elmi","to_ping":"","pinged":"","post_modified":"2023-03-16 15:25:12","post_modified_gmt":"2023-03-16 19:25:12","post_content_filtered":"","post_parent":0,"guid":"https:\/\/fsc-ccf.ca\/?post_type=team&p=258384","menu_order":78,"post_type":"team","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":258389,"post_author":"16","post_date":"2023-03-16 14:02:26","post_date_gmt":"2023-03-16 18:02:26","post_content":"\n

Associ\u00e9e de recherch\u00e9 principale - Future Skills, Diversity Institute<\/p>\n","post_title":"Yuna Kim, Ph.D.","post_excerpt":"","post_status":"publish","comment_status":"closed","ping_status":"closed","post_password":"","post_name":"yuna-kim","to_ping":"","pinged":"","post_modified":"2023-06-27 14:47:14","post_modified_gmt":"2023-06-27 18:47:14","post_content_filtered":"","post_parent":0,"guid":"https:\/\/fsc-ccf.ca\/?post_type=team&p=258389","menu_order":76,"post_type":"team","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":181896,"post_author":"16","post_date":"2021-05-07 12:35:56","post_date_gmt":"2021-05-07 16:35:56","post_content":"\n

Valentina is a researcher whose focus is on ecosystem skills development and gender issues. Her background includes Master\u2019s degrees from McMaster University (MA - English) and Brock University (MEd \u2013 Social and Cultural Contexts). Her research interests across disciplines, has dealt with the issues of marginalization, systemic racism, and gender bias. Previously, her research in adult education with marginalized groups led to SSHRC funded research, focusing on post-secondary education and skills training for marginalized and previously-incarcerated women. Additionally, she has been involved in longitudinal research in educational psychology with adolescents and Theory of Mind at Brock University. At the Diversity Institute, Valentina has been involved in many projects highlighting skills development and gender barriers. Valentina had the rewarding experience of participating in the Regional Sounding Tours (in partnership with Future Skills Centre and Conference Board of Canada) and learning first- hand what current themes concern people in Canada today. She hopes to further her research in gender issues through an intersectional lens, and examine how COVID-19 has changed the face of employment for women.<\/p>\n","post_title":"Valentina Sitnik","post_excerpt":"","post_status":"publish","comment_status":"closed","ping_status":"closed","post_password":"","post_name":"valentina-sitnik","to_ping":"","pinged":"","post_modified":"2023-03-16 15:12:29","post_modified_gmt":"2023-03-16 19:12:29","post_content_filtered":"","post_parent":0,"guid":"https:\/\/fsc-ccf.ca\/team\/valentina-sitnik\/","menu_order":284,"post_type":"team","post_mime_type":"","comment_count":"0","filter":"raw"}],"report":false},"yoast_head":"\nFormation professionnelle pour les jeunes - Future Skills Centre \u2022 Centre des Comp\u00e9tences futures<\/title>\n<meta name=\"description\" content=\"Le besoin de programmes structur\u00e9s de formation et d\u2019am\u00e9lioration des comp\u00e9tences qui pr\u00e9parent les jeunes \u00e0 la r\u00e9ussite professionnelle n\u2019a jamais \u00e9t\u00e9\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/fsc-ccf.ca\/fr\/blog-skills-training-for-youth\/\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Nathan Nash\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"9 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/fsc-ccf.ca\\\/fr\\\/blog-skills-training-for-youth\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/fsc-ccf.ca\\\/fr\\\/blog-skills-training-for-youth\\\/\"},\"author\":{\"name\":\"Nathan Nash\",\"@id\":\"https:\\\/\\\/fsc-ccf.ca\\\/fr\\\/#\\\/schema\\\/person\\\/c3ca56e6e38b6adf80c8fc5de2b28cf2\"},\"headline\":\"Formation professionnelle 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