30 by 30 Strategic Plan
APEGA is now working on tactical plans for each of the sections identified in the 30 by 30 strategic plan.
The 30 by 30 Strategic Plan was developed by APEGA staff with the advice and expertise of the Women in APEGA advisory group, and was endorsed by APEGA Council in June 2019.
The Strategic Plan was developed by dividing the life-cycle of a female engineer or geoscientist into 5 key spaces- K-12, University, Post-University, Career, and Post-Career. For each space, the key stakeholders were identified. The stakeholders included in each section are those thought to be the most important primary and secondary stakeholders, these are not exhaustive lists of all possible stakeholders.
For each space, the objective was defined for the primary stakeholder in that space. For example, in the K-12 space, the objective is “Girls are excited about engineering and/or geosciences”. The objective for the space is a big-picture goal, appropriate for the women or girls in the space, that once met, will lead to a greater participation of women in the engineering and geoscience professions, and will allow us to meet our 30 by 30 goal.
The key results were then defined for each space’s objective. These are the metrics that will allow us to determine if the objective has been met for the space. The key results are as concrete as possible, and incorporate measurable data to assess our progress on the objectives.
Ultimately, the 30 by 30 Strategic Plan is just the first version of this work to ensure an increased presence of women in the professions of engineering and geoscience. We will delve further into the spaces and develop tactics, in collaboration with the Women in APEGA advisory group, and other stakeholders, to ensure that the barriers women face in engineering and geoscience are removed. If you have any questions or comments, feel free to contact us at [email protected].
K-12 Student Segment
- Primary: Female K-12 students
- Secondary: Educators, Family, Peers
Girls are excited about engineering and/or geoscience
- Increased number of girls pursuing advanced science and math in high school
- Increased number of girls graduating with all prerequisites for engineering/geoscience post-secondary programs
- Increased awareness of diverse career opportunities in engineering/geoscience
University Student Segment
- Primary: Female university students
- Secondary: Educators, Family, Peers
Women are passionate about contributing to society through engineering/geoscience and see personal value in pursuing education in these fields
- At least 30% of engineering and geoscience students are women
- At least 30% of engineering and geoscience graduates are women
- Retention rate in engineering and geoscience is equal for both men and women
- Primary: Female graduates (Canadian and International)
- Secondary: Employers, Family, Peers
Women see value in joining engineering or geoscience industries and are actively seeking employment in these fields
- Reach equal percentage of male and female graduates from engineering/geoscience programs registering as APEGA M.I.T.s
- At least 30% of graduates seeking employment in engineering or geoscience are female
Career Professional Segment
- Primary: Female professionals
- Secondary: Colleagues, Employers, Family
Women are fulfilled, contributing to an industry culture of inclusion, and making meaningful contributions through engineering or geoscience
- At least 30% of newly licensed members are women
- Retention rate is equal for both men and women
- Increase in # of women returning to work after leave
- An increase in women in leadership positions
- Inclusive workplace policies/practices implemented and embedded into workplace culture
- Primary: Females who are no longer actively practicing in the professions
- Secondary: Family, Peers
Women who have left the professions maintain pride in their career and inspire future generations of engineers and geoscientists
- Retired members of APEGA remain influential and engaged in the professions at an equal rate, regardless of gender
- Mechanisms for returning to professions are clear and accessible