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Stakeholder representatives identify the shared resources and support needed to sustain dual credit programming, emphasizing strong partnerships, credit articulation policies between secondary and post-secondary education, and mechanisms to fund these programs. Interviews and focus groups across Ontario and British Columbia show that dual credit access benefits students’ future career planning and postsecondary pathways, while competition over institutional territories and standards raises questions about who pays and who benefits.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dual-credit-creating-career-and-work-possibilities-for-canadian-youth/597495/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dual-credit-creating-career-and-work-possibilities-for-canadian-youth/597495.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article study regarding dual credit initiatives?","Question",{"text":112,"@type":113},"It investigates the challenges educators face when implementing dual credit programming and how tensions limit seamless implementation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which supports do stakeholders identify as necessary to sustain dual credit programs?",{"text":117,"@type":113},"Stakeholders highlight the need for strong partnerships, government policies enabling credit articulation between secondary and post-secondary education, and funding mechanisms.",{"name":119,"@type":110,"acceptedAnswer":120},"What do interviews and focus groups suggest about the value of dual credit for students?",{"text":121,"@type":113},"They indicate that access to dual credit options provides secondary students valuable opportunities for future career planning and postsecondary education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597495,1792191626,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Dual Credit: Creating Career and Work Possibilities for Canadian  \nYouth  \nBonnie Watt-Malcolm  \nUniversity of Alberta  \nAuthor’s Note  \nThe Ontario and British Columbia study data are part of a larger research project that explores high school apprenticeships and the partnerships required to support these initiatives. Data were collected collaboratively with Alison Taylor, University of Alberta, Department of Educational Policy Studies. We appreciate the research funding for this study from the Canadian Council on Learning and the work of our graduate research assistant Danqing Wang for help with the data coding.  \nAbstract  \nIn this article, I investigated the problems that educators are addressing with dual credit initiatives and consider tensions that have limited the seamless implementation of dual credit programming. Stakeholder representatives clearly identified common resources and support required to sustain their dual credit programs. Study participants noted the need for strong partnerships for dual credit initiatives, for government policies to allow for articulation of credits between secondary and post-secondary and, in particular, for the means to fund these programs. Findings from individual interviews and focus groups conducted in British Columbia and Ontario with individuals who had formal work-related involvement (e.g., industry associations, government, organized labour, high schools, school boards, colleges, and industry) in dual credit initiatives suggest that access to dual credit options provide secondary students valuable opportunities for future career and postsecondary education, giving support for policies to support stakeholder partnerships to advance the effectiveness of dual credit models. However, with partnerships, tensions exist because stakeholders compete to gain and maintain control of their institutional terri-tories and established standards. Questions arise – “who is going to pay?” and “who is going to benefit?” – that suggest concerns about student access and who is allowed to make use of the resources allotted for these initiatives.  \nKey words: dual credit, youth, educational policy, secondary education, post-secondary education, Ontario education, British Columbia education, post-secondary credits, apprenticeship training, school to work transition programs  \nRésumé  \nDans cet article, l’auteure analyse des programmes à double reconnaissance de crédit en Colombie-Britannique et en Ontario. Des représentants des parties intéressées ont clairement identifié les ressources communes et le soutien que requiert le maintien de telles initiatives. Elles ont noté que ces initiatives exigent des partenariats solides, des politiques gouvernementales permettant l’articulation des crédits entre le secondaire et le  \nCANADIAN JOURNAL OF EDUCATION 34, 2 (2011): 256-276 ©2011 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nCREATING CAREER AND WORK POSSIBILITIES FOR CANADIAN YOUTH 257  \npostsecondaire et, surtout, des ressources financières. D’après les entrevues individuelles et les discussions en groupe menées avec des personnes impliquées professionnellement dans des initiatives à double reconnaissance de crédit, l’accès à des options de ce genre offre à des élèves du secondaire des possibilités intéressantes pour la planification de leur carrière et de leurs études postsecondaires, ce qui milite en faveur de politiques qui, en favorisantdes partenariats entre les parties intéressées, assurent la promotion de modèles à double reconnaissance de crédit. Ces partenariats engendrent toutefois des tensions, les parties intéressées tentant chacune d’obtenir et de maintenir le contrôle de leurs territoires institutionnels et des normes qu’elles ont établies. Les questions qui surgissent, comme « qui va payer? » et « qui va en profiter? », font état de préoccupations quant à l’accès des élèves à ces programmes et au contrôle des ressources allouées à ces initi","cbCainTsr3Lm3sq5","https://ap.wps.com/l/cbCainTsr3Lm3sq5","pdf",129756,21,"English","# Abstract\n# Introduction\n## Literature review and context\n## Dual credit programming in British Columbia and Ontario\n## Collaborations between post-secondary and high school\n## Problems addressed and implementation tensions\n## Research methods and data sources","[{\"question\":\"What problem does the article study regarding dual credit initiatives?\",\"answer\":\"It investigates the challenges educators face when implementing dual credit programming and how tensions limit seamless implementation.\"},{\"question\":\"Which supports do stakeholders identify as necessary to sustain dual credit programs?\",\"answer\":\"Stakeholders highlight the need for strong partnerships, government policies enabling credit articulation between secondary and post-secondary education, and funding mechanisms.\"},{\"question\":\"What do interviews and focus groups suggest about the value of dual credit for students?\",\"answer\":\"They indicate that access to dual credit options provides secondary students valuable opportunities for future career planning and postsecondary education.\"}]","Dual Credit - Creating Career and Work Possibilities for Canadian Youth | PDF",1792085120,53]