Pioneering A Prestige Highly Respectable Educational Skills & Training College University Development.

Pioneering – Is an adjective used to describe work, ideas, organizations, or individuals that are the "First" of their kind. It refers to "Groundbreaking or Innovative Efforts" that introduce completely new Methods, Technologies, or Concepts, paving the way for others to follow. Note: Ground Breaking & Innovative just like Advanced Manufacturing, Advanced Automation, Advanced Technology. Now our Advanced Education Skills and Training College University stepping away from the Hum Drum Traditional Pathways, to something more Direct Efficient and Essential.

Prestige is the Respect, Admiration, and High Status that someone or something receives based on their Perceived Innovative Achievements, Quality, Wealth, or Social Standing. It is the power to impress or influence others due to a strong reputation.

"Rack' Em and Stack' Em" Both Skilled Trades, Education including Degrees through our Direct Work, Earn, Learn, process, delivering them in a fraction of the time compared to Traditional Pathways? We keep the hands out of your pocket? By creating a good start forward through your own personal ambition. Or, will we continue to through "PIE" in the faces of our People, Industry, & Economy? Action speaks louder than words?

Being Risk-Averse - means preferring a certain, stable outcomes over a gamble, with a potentially higher, but uncertain, payoff. "AWE" the attraction?

Note: Here we are in the beginning of our intentional assault upon Vocational Training alongside the years of Outsourcing Manufacturing.

"In 1960, the federal government again intervened in vocational education by introducing the Technical and Vocational Training Assistance Act (1960), As abruptly as Ottawa had entered vocational training, it left—without consulting the provinces. At a federal-provincial conference in October 1966, the federal liberal government announced it would withdraw from the field of vocational education to enter that of adult occupational training and retraining, and to increase its “assistance to universities”. Note: "And they have been in your pockets ever since"?

Note: Here we have three Professions "Police, Fireman, and Military" all of which require their candidates to pass rigorous physical fitness evaluations to be hired. These tests are designed to ensure applicants have the cardiovascular endurance, strength, and agility required to handle intense, high-stress emergencies. Note: "Respect" is Mentally Stimulating and can alleviates (Mental Health), Fitness Strengthens the Body and Strengthens the Mind it to can alleviate (Mental Health), Fitness strengthens your awareness in being Safe. Therefore Skilled Trades need to be Physically Strong and Healthy, which creates a Focused, Safe, Strong, and Knowledgeable Skilled "Profession" are we not worth it. Fitness is and will be a prerequisite here at this new institutional development. At this Institutional development it is all about "YOU". Eye examinations and a complete physical will also be a prerequisite as it once was in many industries.

Evaluations are a vital sign upon businesses such as this one below elaborating upon this unique institutional development among other supporting positive evaluations.

Note: For over two decades I've been Advocating for this New Private Non-Traditional Industry-Based Vocational Technical College University Development with no avail? Presented to me early, stating the need of a Strong Board of Director, "First"? Secondly, was to partner with an Existing College or University which would be a benefit to accelerate the College University side of this new institution also with no avail? Or, to attract those with a background of the inner workings of educational institutions who would be able to provide guidance on, among other things, the administrative functions in developing our curriculum and running an organization of this magnitude. Note: Nothing from neither Private or Public institutions had engaged or made any attempt to inquire? Also, since industry will be one of, if not the, key contributor of students to our program, the expertise of industry leaders from various sectors will be invaluable from both a business standpoint and a program development standpoint to ensure workers are acquiring the skills the employers need. That being said it is Amazing how one "Flag" ignores you, and another "Flag" embraces an interest in you? Decisions have become clear upon the direction of our purpose. We now need to follow the Flag that supports the needs, values, and opportunities for the people.

www.phatevocationaltechnicalcollegeuniversity.com

Two Flags, One Purpose, "Our Next Generation"

Hello everyone, this will be my last posting for 2025, I like to wish everyone a Very Merry Christmas, and a Happy Safe New Year. I would also like to take a moment to thank everyone this past year on Alignable for all your support, recommendations, and acknowledgement in this "New College University Development". Also to those on LinkedIn who recently created an interest in our initiative hopefully they too will continue their interest and support in 2026.

October? Really??????? Nice to see Doug and the Gang are enjoying themselves and their 5 months off??????

https://www.instagram.com/reel/DZF2GX9BAek/?igsh=eTc3cXRlb2o3eGVo

A Past Posting - I just came across another posting of mine and though I would reshare it.

Facebook April 13 2020 - Traditional Public Institutions of achievement? For the most part they are very good offering High Level subliminal sales pitch’s to attract students. The world is full of continuous lures and misleading possibilities which lead into debt for many? Lead attractions of Universities and Colleges are Education, Degrees, Piecemeal Skills, Debt, let us not forget Employment or (Unemployment)? Therefore, Debt must be educational correct? So let us all run out pay lots of money get into debt where only “YOU” are held accountable, that should in it’s self earn a degree? And then there is another option our Tangible Non-Traditional Private Industry-Based College University development offering education, skills and training where one will earn their keep, become educated, obtain their degree, and or various other skills leading to a skilled trade. “O” Yes, I almost forgot “Debt” is not an option here accountability is, with know piecemeal skills, you will learn the whole dam thing and a lot about yourself. These are unprecedented and challenging times with this COVID-19 a complete reset required moving forward and with the up coming tuition increases from our institutions may not be enough for them? However, perhaps Stability through an Alternative institutional development might be of interest to many in creating a paradigm shift where Win, Win, Win, applies to the People, Industry, and our Economy. 

However, Here without the actual Hour Glass Outline I'm sure you will get the idea of what is expressed here?

Progressive Hour Glass Of Opportunity

__________________________________________________________________________________

Information Technology

Marketing & Sales

Human Resources

Gate Keeper Corporate Office Career Alternatives

Structured Quality Control Integrated

Engineering

Supervisory

Accounting

___________________________________________________________________________________________________________________________

Mobility

Apprentices

Paid Education

Time And Dual Skilled Trades Operations

Prerequisites Engineering Integration Management

Apprenticeship Prepping

Diversified Environment

Vocational Entry Up-Grading

__________________________________________________________________________________

NOTE: In the above Hour Glass represents a small number of jobs and positions highlighted as an example that comes together within our "Unprecedented Non-Traditional Industry-Based Vocational Technical College University Development". We are Unique - North America - "What's your Ambition"

Following all the "Hype", is our world coming to an end without apprenticeships, colleges, or universities? "BUT"? The colleges and universities are now in a state of "Re-Imagining & Re-Inventing" themselves and how to maintain themselves and their existence by keeping their hands "IN" our pockets without maintaining accountability?

Just a clear message. Toyota has scaled back it's diversity, equity, and inclusion (DEI) programs and no longer sponsors LGBTQ+ events such as Pride Parades. The automaker also ended its participation in the Human Rights Campaign's annual Corporate Equity Index, pivoting its community support towards STEM education. Note: That's a step in the right direction, this developing institutional development will also follow not entertaining DEI, LGBTQ+ shenanigans. However, we to will remain supporting our STEM program reflecting Skills, Training, Education, & Manufacturing.

Below is a list of "Random" views and concerns I have come across reflecting Requirements, Needs, Opinions, and Questions which goes on and on? But We Do Have A Solution?

• Minimum Wage Is Designed For Minimum Skills. Want Higher Wages Learn Better Skills.

  
  

• Thinking about college/university costs? Families question when is "Enough, Enough"? College & University tuitions have gone up extensively over several decades. Price Tags are critical, how to pay for higher education & additional expenses? "Speak Up What's Your Alternative to all this"? "We Have One For You"?

  
  

• Interesting? Note: "I would like to acknowledge there will be know need to travel to an exam center at our new Institutional Development"? "Period". - Ontario opens new exam center to help skilled trades apprentices get certified faster The Ontario Government has opened a new apprenticeship exam testing center in Kenora to support the skilled trades sector in Northwestern Ontario. Previously, apprentices in this region had to travel five hours to Thunder Bay to write their final certification exams, facing high travel costs and scheduling delays. The new center allows local tradespeople to test closer to home, complete their training quickly, and enter the workforce sooner. Over the next ten years, Northern Ontario will need more than 21,500 skilled trades workers. This expansion makes it easier for Canadians and new immigrants to fill these in-demand jobs and build stable careers. Note: Indigenous have been a part of our College University Development since conception something for them to think about?

  
  

• Ontario needs 100,000 new construction workers by the end of the decade?

  Provincial funds set aside for skills development have been recklessly allocated, but federal support appears promising????? My last blog article posting elaborated a little on this "Recklessness"? And other things?

  
  

• Skilled Trades in demand is an understatement. Skilled Trades workers needed, Engineers needed, any and all others that evolve around manufacturing and construction are needed etc.. Having enough people requires an innovative approach that inspires and attracts them to actually want to engage?

  
  

• Can skill actually be taught and translated to those learning skills across completely different situations? Confirmation is always required and challenged when things don't seem right. That is where experience comes into play questioning what just doesn't seem right weather inside our outside the shop. Disciplined experience transferred in an early knowledge base or skills based sets precedence for all involved in the "Critical Thought Processes". "Minus The Swellheads".

  
  

• Traditional 4 year university is "NOT" the only path to success. For many families I'm sure an Alternative would become a serious thought? Indeed a “Backup Plan.” Developing skilled trades is becoming an essential choice? With Colleges and Universities "Re-Imagining" them selves, slip this one under your belt, something "Dual" like a Degree and a Trade, or two Trades (Not Something to Be "Challenged" But Authentic) and becoming "Highly Employable" I would say? Yes, their are many avenues one can become a licensed Apprentice through a Union, on the Job Training, Tech Schools, Community College where most are likely be a "PRE" something program, or Employer Training Opportunities. So, a College, University, and a Trade, all offered within and throughout "Our House Of Innovation". A process where mixing it up and "Shifting Gears" towards creating the experience not found Traditionally will truly stands out becoming a ground breaking Alternative creating a choice for all our North American Ambitious Next Generation.

  
  

• "BRAVO" Don't worry many of us have seen plenty over the last decade and beyond.

  I'm going to say something I probably shouldn't. There is a very interesting pattern in how education has shifted over the last decade. Hard skills like mathematics, logic, structured writing, scientific reasoning, technical mastery have been quietly moved aside. In their place, we now have soft skills: communication, collaboration, creativity, emotional intelligence. How to think, not what to think. And on the surface, this sounds noble and progressive, but... But I keep sitting with a question I can't quite shake: who benefits from a generation that is very good at expressing itself but not particularly good at DOING hard things? Because here is what I observe. Children who cannot do hard things become adults who cannot evaluate hard arguments. Adults who cannot evaluate hard arguments are easier to guide, easier to sell to, easier to manage. And a workforce built on soft skills and AI dependency is a workforce that is, in a very calm and polite way, easier to control. I am not saying this is deliberate. I am just saying it is convenient. For some people, more than others. AI made this conversation loud and visible because now we have a very respectable reason to tell children they don't need to know things anymore. They just need to know how to ask. And the problem is that children stopped asking WHY. And I find myself wondering whether the curriculum we build for children reflects what is good for them, or what is comfortable for the system they are being built to fit into. Maybe I am wrong. I genuinely hope I am. But here is the part that stays with me the most. The elite schools, and I have worked with some of them, serious institutions, top universities, are doing the OPPOSITE. They are making their curriculum harder, more rigorous, demanding on hard skills, more subject-specific and intellectually unforgiving. Which tells you everything. Because soft skills are a perfectly fine foundation if you have money, connections, and a family network to catch you when things get hard. For everyone else, soft skills are just a polite way of being underprepared. The people at the top know this. They are making sure their children know the subject. And somewhere along the way, we decided that other people's children just need to know how to collaborate. But curriculum is a political document before it is a pedagogical one. And I think more people in education should be willing to say that out loud.

  https://www.linkedin.com/posts/emilia-shend-a70a38328_im-going-to-say-something-i-probably-shouldnt-share-7465328533871968257-6Ujz/?utm_source=social_share_send&utm_medium=android_app&rcm=ACoAAEsVqa4BWedohTxUUQmMUqhaZNjJS7McCtM&utm_campaign=share_via

• Interesting, still drawing straws??????? Looks like the same Drum Roll with a different "Label"? Work experience for students is becoming harder to treat as optional.

  When employers evaluated recent college graduate profiles, they preferred candidates with direct work experience, internships, or project-based work experience relevant to

  the role. The least preferred profile was a candidate with a 4.0 GPA and academic awards, but no formal work experience. This is important for colleges and universities and employers. It does not mean grades do not matter or that academic achievement is unimportant. It does mean colleges and universities should place greater emphasis on providing opportunities for students to apply what they are learning in work-related settings. It also means employers should be willing to provide more internships, preferably paid, and collaborate with institutions on developing work-related projects. Work-integrated learning should not be treated as an extra opportunity for a small number of students who happen to find the right internship or who happen to take a class with an employer-supported project. It should be part of how institutions and employers think about advancing employability across the student experience. Students need opportunities to practice communication, critical thinking, collaboration, judgment, and problem solving in settings where their work has consequences beyond the classroom. They need feedback from faculty, peers, employers, alumni, and community partners. They need help connecting those experiences to what they are learning in their courses. And they need practice explaining the value of those experiences to others. Employability cannot be left until the final semester. It has to be part of the design of the entire student experience so that students develop the skills, attributes, professional habits, and experiences that will allow them to adapt as work changes. This requires institutions and employers working together to offer more meaningful opportunities for students to apply what they are learning and receive feedback on their performance.

  
  

• So, where do we start? Alternative Opportunities Matter?

  The skilled trades workforce is heading toward one of the biggest labor shortages we’ve seen in decades. Right now, the average age of many skilled trades workers — welders, electricians, machinists, ironworkers, maintenance mechanics, pipefitters, and millwrights — is pushing into the upper 40s and 50s. Millions are expected to retire over the next 10 years. At the same time, younger generations entering the trades still aren’t replacing workers fast enough. The U.S. manufacturing industry alone is projected to need millions of additional workers by the early 2030s, and construction and infrastructure demand continues growing every year. The problem isn’t a lack of opportunity — it’s a lack of awareness and workforce development. Skilled trades are some of the best-paying and most stable careers in the country right now, especially with the growth in manufacturing, energy, data centers?, automation, and infrastructure projects. The companies investing in apprenticeships, training, and long-term workforce development today are going to be the ones positioned to win in the future. The next decade is going to completely reshape the skilled trades industry.

  
  

• "Intentionally Orchestrated" and being "Ignored" brought us to this place?

  The average U.S. welder is 55 years old. The national workforce average is 42. That 13-year gap isn't a footnote — it's a countdown. The industry has roughly a decade before a substantial portion of its most experienced welders retire, and the pipeline to replace them hasn't kept up. Here's what that means for anyone in manufacturing, construction, or infrastructure: The shops and contractors who invest in trade education now — who hire from programs, support apprenticeships, and develop their own certified welders — are going to be better positioned than those who wait for the labor market to sort itself out. It won't sort itself out. At Stevenson Fabrication, we believe the answer is straightforward even if it takes real work: support trade programs, hire certified welders, build a crew that can carry the next 20 years of work. This is a workforce issue. It's also a business continuity issue.

  
  

• Higher education’s future will depend not on how forcefully institutions defend themselves, but on how clearly — and credibly — they show the work of serving the public good.” This sentence from the ASU University Design Institute essay is important. Colleges and universities often respond to skepticism by trying to explain themselves better. While better messaging has a place, it cannot by itself solve the problem facing higher education. If families are worried about cost, institutions need to demonstrate value? If employers are worried about readiness, institutions need to demonstrate how they are preparing students for meaningful work and adaptive careers. If students are unsure why academic requirements matter, institutions need to demonstrate how learning connects throughout the students experience and to what they will do after graduation. If accreditors ask for evidence, institutions must demonstrate that assessment is more than compliance? This is where accreditation can become more than compliance. Too often, accreditation is treated as a burden to survive, but accreditation can also be a strategic lever for institutional improvement. A self-study can help an institution clarify its mission, examine whether its practices match promises, strengthen assessment, and ensure that it is promoting student success after graduation. Public trust is not restored by defending higher education in the abstract. It is restored when institutions can show what they do, why it matters, how they know it works, and how they are improving. The future of higher education will depend less on reputation and more on demonstrated value. https://www.linkedin.com/posts/stephanierogen_yes-yes-yes-share-7461449990683451392-RSy0/?utm_source=social_share_send&utm_medium=android_app&rcm=ACoAAEsVqa4BWedohTxUUQmMUqhaZNjJS7McCtM&utm_campaign=share_via

Early Stage Investment "GAP" "REALLY" What's in the "Fine Print"? - Canada’s early-stage investment gap “now a sovereignty issue,” BDC says?

https://www.linkedin.com/posts/matthew-mendelsohn-7779a214_the-lack-of-diversity-in-canadas-business-share-7465422898258722817-cfj3/?utm_source=social_share_send&utm_medium=android_app&rcm=ACoAAEsVqa4BWedohTxUUQmMUqhaZNjJS7McCtM&utm_campaign=share_via

The Perfect Storm? Requires The Perfect Solution? Alternatives Matter.

https://www.linkedin.com/posts/bernard-canniffe-22431325_perfect-storm-colleges-with-declining-enrollment-share-7468018850672918528-VlV_/?utm_source=social_share_send&utm_medium=android_app&rcm=ACoAAEsVqa4BWedohTxUUQmMUqhaZNjJS7McCtM&utm_campaign=share_via

No more forcing Americans into a "false choice: bloated, expensive degrees or zero training". Workforce Pell opens the door wide for registered apprenticeships, career and technical education, and targeted skills programs that deliver good-paying jobs—fast. https://www.linkedin.com/posts/henry-mack-03a520ab_us-department-of-education-issues-final-share-7462254659097862146-EpNA/?utm_source=social_share_send&utm_medium=android_app&rcm=ACoAAEsVqa4BWedohTxUUQmMUqhaZNjJS7McCtM&utm_campaign=share_via

Interesting? Most automation solutions assume you’re building a brand-new, multi-million-dollar greenfield facility from scratch. For mid-market manufacturers, that kind of rip-and-replace capital investment simply isn’t "realistic". Note: Capital investment is only half the problem? Reshoring also requires scaling production in the middle of a severe skilled labor shortage and rising workforce costs. What is "Realistic" is our ability to scale and meet the demands of skilled labor?

https://www.linkedin.com/posts/thenational-questionshouldnotbe-whether-share-7463691040630296576-Y1AY/?utm_source=social_share_send&utm_medium=android_app&rcm=ACoAAEsVqa4BWedohTxUUQmMUqhaZNjJS7McCtM&utm_campaign=share_via

"Awe", one more sector we can help? This $51 billion industry directly provides over 160,000 jobs in the U.S. and supports another 300,000+ jobs across the supply chain.

https://www.linkedin.com/posts/harry-moser-58a8024_reshoring-metalcasting-manufacturing-share-7465789392012492801-TCS7/?utm_source=social_share_send&utm_medium=android_app&rcm=ACoAAEsVqa4BWedohTxUUQmMUqhaZNjJS7McCtM&utm_campaign=share_via

Indeed new pathways are required I know of a unique alternative replacement?

https://www.linkedin.com/posts/college-is-no-longer-a-reliable-safety-net-share-7465865728294965248-zsWz/?utm_source=social_share_send&utm_medium=android_app&rcm=ACoAAEsVqa4BWedohTxUUQmMUqhaZNjJS7McCtM&utm_campaign=share_via

It is great to show the various Indigenous First Nations, all of which may be of interest in our Educational & Skills Training development.

https://www.linkedin.com/posts/northernmanitoba-churchill-hudsonbay-share-7464632511650856960-qmfy/?utm_source=social_share_send&utm_medium=android_app&rcm=ACoAAEsVqa4BWedohTxUUQmMUqhaZNjJS7McCtM&utm_campaign=share_via

NOTE: "These Two Paragraph's Below Represent Our University Education Cohort" Also if you think this is just "Pure" Rhetoric "BS" let me know?

1. AD&P February 2005: Four years into a bachelor's program, possibly another couple in graduate or professional school, and suddenly you’re on the fast track to a fulfilling a profitable career. This is the general thinking, but most university BA and B.Sc. graduates often find themselves saddled with thousands of dollars in cumbersome student debt. Students learning trades or apprentices studying as electrician, millwrights or metalworkers, however, will most likely earn tidy incomes as skilled trades upon graduation. More importantly, these trade’s people will be a hot commodity in the Canadian labour market. Their skills will be in high demand because of Canada’s aging industrial workforce. Canada’s industry will need 400,000 new workers within the next 10 years to replace retiring industrial trades people. This is a potential nightmare for companies that require a skilled workforce to run, oversee and maintain their operations. The Automotive Parts Manufacturers Association (APMA) has spoken out on the issue. Comprised of four-big Canadian manufacturers, says the skilled trades shortage is a grave threat facing the automotive industry. "Automotive parts manufacturers will be unable to fill 42% of the skilled trades through 2007,” says APMA’s President Gerry Fedchum. “The biggest problem is getting employers to train” says Rob Easto, senior manager of program development and standards, Ontario Ministry of Training, Colleges and Universities (OMTCU). Part of the problem is that some companies cut back on apprenticeship programs and training in the 1990s. None of the clients I’ve worked with have apprenticeship programs. It has to do with the “leaning” out by industry, when organizations stripped themselves to the bone, says Alistair Varley, a maintenance specialist with Toronto business consultancy EMA Inc. Lots of firms did away with their apprenticeship programs. It’s hard to add them back into corporate budgets. I think it started when the government stopped sponsoring apprentices. Companies also held back on apprentices because they weren’t getting any money back from the government. Pending legislation by the Ontario government may soon provide a fiscal incentive for companies to start hiring apprentices again. When the bill is passed, OMTCUs Esatro says the province will provide up to $5,000 a year in tax rebates per apprentice for up to three years. This is roughly the amount of time it takes to train an apprentice. Besides the expense involved in training someone for three years, which can add up to $250,000 over the life of the apprenticeship, there’s also the lost productivity of ticketed staff that are actually doing most of the training. “Unless you’re looking at training as a long-term investment, then many companies just see it as an annoyance,” he says. It’s costing them to train people and they require attention from fully skilled workers whose productivity also goes down. While these fears are certainly relevant, industry has to look at the situation from the perspective of providing new talent to the general labour pool. “It’s really a mass balance in industry.” Note: 2005 and look at us now?

Between these two articles if it wasn't for the lack of skills development and all the planned Off-Shoring of our manufacturing sector(s) things would be different today? This New Proposed College/University Development Holds No Excuses Only Solutions.

2. AD&P February 2005: are you experienced? There is a non-trivial problem that the U.S based auto industry is going to be facing (And to some extent already is getting smacked in the jaw), and it is not overcapacity, outsourcing of jobs, or declining sales although there are all of those. The problem that the auto industry leaders will come up against is the fact that because of both downsizing and demographics there will be a death of experienced people at all levels of the organizations. They insist that actual experience is vital for learning. They write, “Deep smarts constitute practice based wisdom”. Experience defines us professionally especially in those fields in which practice is critical than book learning. One of the reasons so many Internet start-ups failed was that their founders had little entrepreneurial or managerial experience to match their technological deep smarts. These people had “A”s in technology but little in hands on experience. Not all failed. One of the reasons why some of the companies succeeded was because there were coaches who had experience who worked with the founders. For one thing, the authors point out that the people need to practice their area of expertise. Most evidence suggests that it takes about ten years of concentrated study and practice to become expert (as opposed to merely competent). Ten years! What’s more, there needs to be desire: “there is strong evidence that extrinsic forces-rewards, threats, and the like – may induce people to work hard, but do not promote learning or creativity nearly as much as intrinsic motivation from wanting to learn. So, what is to be done? Executives who identify that their ranks of experienced managers will be collecting pensions in the not too distant future need to start working with the less experienced. Because we really do have the responsibility to ensure that those deep smarts that are essential to our organization are not lost. In automotive, plenty of those smarts have already walked out the door. Unless efforts are undertaken to help pass on the intelligence that remains to the following generation of managers and executives, then the external forces of the market will likely overwhelm the capabilities of the remaining internals.