Apprenticeship Analysis Educator Perceptions of
Careers in the Skilled Trades
The Canadian Apprenticeship Forum – Forum canadien sur l'apprentissage
(CAF-FCA) is a national, not-for-profit organization working with
stakeholders in all regions of Canada. We influence pan-Canadian
apprenticeship strategies through research, discussion and collaboration –
sharing insights across trades, across sectors and across the country – to
promote apprenticeship as an effective model for training and education.
Our Board of Directors is comprised of representatives of business, labour,
the jurisdictional apprenticeship authorities, education and equity-seeking
groups. Through our work, CAF-FCA has shed light on a number of key
issues affecting apprenticeship, such as the perceived barriers to
accessing and completing apprenticeship and the business case for
apprenticeship training. For more information, visit the CAF-FCA website
at . All the web links noted in this report were active as of
November 2014.
www.caf-fca.org
About the Canadian Apprenticeship Forum
iCAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
iiCAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
Table of Contents
1.0 Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Respondent Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.3 Main Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.4 Educator Suggestions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2.0 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
3.0 Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.1 Educator Preference for University. . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.2 Educators as a Source of Career Information . . . . . . . . . . . . . . . . . . 5
3.3 Educator Impact on Student Aspirations. . . . . . . . . . . . . . . . . . . . . . . 6
4.0 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
4.1 Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
4.2
5.0 Promoting Skilled Trades Careers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
6.0 Comparing Skills Trades to Other Professions . . . . . . . . . . . . . . . . . 10
6.1 . . . . . 10
6.2 Sources of Information Consulted. . . . . . . . . . . . . . . . . . . . . . . . . . . 11
7.0 Comparing Skilled Trades to Other Options . . . . . . . . . . . . . . . . . . . 12
7.1 Skilled Trades Compared to University. . . . . . . . . . . . . . . . . . . . . . . 12
7.2
8.0 . . . . . . 17
8.1 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
8.2 Educator Response to Positive Statements . . . . . . . . . . . . . . . . . . . 17
8.3 Educator Response to Negative Statements . . . . . . . . . . . . . . . . . . 19
9.0 Moving Forward: Suggestions from Educators . . . . . . . . . . . . . . . . 21
10.0 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Characteristics of Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Understanding of Apprenticeship and Skilled Trades Careers
Skilled Trades Compared to Other Occupations . . . . . . . . . . . . . . . 12
7.2.1 “Better than” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
7.2.2 “Same as” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
7.2.3 “Worse than” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Educator Perceptions of Trades and Skilled Trades Careers
Table of Figures
Figure A: Agreement that Guidance Counsellors Encourage . . . . . . . . . . . . 9
Figure B: Agreement that Information is Available in High Schools. . . . . . . 10
Figure C: Agreement University is a Much-Better Option . . . . . . . . . . . . . . 12
Figure D: Agreement Careers in the Skilled Trades are “better than” alternatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Figure E: Agreement Careers in the Skilled Trades are “same as”alternatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Figure F: Agreement Careers in the Skilled Trades are “worse than”alternatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Figure G: Agreement Careers in Trades will always be in demand . . . . . . . 19
Figure H: Agreement weak students go into the trades. . . . . . . . . . . . . . . . 19
Figure I: Agreement the Skilled Trades involve hard physical labour . . . . . 20
CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014iii
1CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
1.1 Overview
To inform future career awareness efforts, CAF-
FCA undertook a national survey with educators
across Canada in 2014.
1.2 Respondent Profile
This survey provides up-to-date educator
perspectives from 715 English- and French-
speaking respondents. Guidance counsellors and
teachers were asked to complete the survey from
every region in the country. Most of the
respondents worked in high schools. When
relevant, the findings are compared to the 2013
youth and 2014 parent survey results.
1.3 Main Findings
Educators are a key youth influencer. Educator
advice has a direct impact on student career
aspirations and the courses they take to prepare for
post-secondary education. Educator guidance is
crucial for students whose parents lack confidence
when it comes to talking to their children about
careers. Educators can play a role in either
challenging or reinforcing negative stereotypes
about the skilled trades.
Educators say they understand skilled trades
careers. Sixty-nine per cent said they were aware
of career options in the skilled trades. Eighty-five
per cent said they understood the apprenticeship
process and how much money could be made in the
skilled trades. These findings suggest that
information about apprenticeship and skilled trades
careers is reaching educators. Jurisdictional
surveys indicate, however, that educators may still
have knowledge gaps when asked more detailed
questions. Some educators did say in their
comments they would be interested in more
information, part icular ly with regard to
1.0 Executive Summary
understanding how to direct students to
employment opportunities.
Similar to youth and parents, educators identified
the internet as the main source of career
information. College websites, journals,
magaz ines , news le t te rs and gu idance
departments or youth apprenticeship program
coordinators were also identified as sources of
information.
Generally, educators were much more positive than
youth or parents, revealing major gaps between
educator perceptions and those of parents and
youth:Ÿ Even though educators estimate less than
25 per cent of their students are interested
in the trades, 42 per cent of youth said they
would consider a career in the skilled trades.
Ÿ Although educators (93 per cent) say they
are encouraging students to consider
careers in the skilled trades, only 13 per
cent of parents and 19 per cent of youth
agreed that guidance counsellors are
promoting these careers.
Ÿ Seventy-one per cent of educators said
information on careers in the skilled trades
was readily available at their school. Fifty-
four per cent of youth and 32 per cent of
parents agreed the information was
accessible.
Ÿ Only 4 per cent of educators agreed that
university is a much better option than going
into the skilled trades. Seventeen per cent 1of parents and 29 per cent of youth agreed.
Ÿ Four per cent of educators think careers in
the skilled trades are “worse than” other
professions such as business, law or
1N=549 in 2004 and N=646 in 2014
2CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
accounting, compared to 11 per cent of
parents and 18 per cent of youth.
Ÿ Thirteen per cent of educators agreed that
students who are weaker academically go
into the skilled trades. Twenty-one per cent
of parents and youth agreed.
Ÿ Of the three groups surveyed, fewer
educators agreed (17 per cent) that the
trades were more for men than women
compared to parents (22 per cent) and youth 2(24 per cent).
Ÿ Ninety-one per cent of educators agreed that
skilled trades will always be in demand.
Educators were more positive than parents
(80 per cent) or youth (59 per cent) in their 3
views.
The majority of educators, like parents and youth,
said that careers in the skilled trades were the
“same as” other professions. Educator
respondents argued that one career choice is not
better than another and individuals should pursue a
career that interests them and suits their abilities.
For all three groups, the job opportunities and good
pay were the main reasons skilled trades careers
were “better than” other professions. Only a small
percentage said that skilled trades careers were
“worse than” other professions. Perceptions of
more physically-demanding work and lower wages
were primary reasons respondents viewed the
skilled trades negatively.
Survey respondents were asked to respond to a
series of statements about skilled trades careers
and tradespeople. Similar to parents, a significant
number (over 80 per cent) of educators had very
positive views of apprenticeship, skilled trades
careers and tradespeople, although both groups
are less sure when asked if society values
tradespeople. In contrast, roughly half of youth
agreed with the positive statements.
Similar to parents, less than 10 percent of
educators agreed with negative statements.
Among youth, more than 10 per cent agreed with
negative statements. Perhaps due to
inexperience, youth did not appear as certain or
informed as their adult influencers. Youth may also
be absorbing subliminal negative messages from
other adults, peers or society. Even though the
survey was confidential and respondents were
encouraged to give honest answers, parents and
educators perhaps felt pressured to respond
positively. They may provide different views when
at home or at school, negatively influencing youth.
All three groups were more likely to agree with the
negative statement that skilled trades positions
involve hard physical labour (42 per cent of
educators, 52 per cent of parents and 58 per cent of
youth). All groups could benefit from learning about
how technology is changing the nature of work.
1.4 Educator Suggestions
Educators provided suggestions to improve
awareness of skilled trades careers:Ÿ Provide access to learning opportunities
such as field trips and journeyperson
presentations
Ÿ Outline trade descriptions, current
employment opportunities and labour market
information
Ÿ Integrate skilled trades content into the
curriculum to ensure students are exposed
2CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013., 17.3Ibid., 18.
3CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
to the trades and learn to appreciate the
skills required
Ÿ Provide smaller and better equipped trades
classrooms that would help engage students
with one-on-one support from teachers and
up-to-date equipment
Ÿ Allow for more “hands-on” opportunities for
students, including job shadowing,
expanded youth apprenticeship programs,
work placements and co-op opportunities so
students can obtain much-needed work
experience
Ÿ Challenge societal misperceptions by
promoting positive images of skilled
tradespeople and the value of a trades
certificate
Ÿ Encourage employers to hire young
apprentices
Ÿ Provide girls with opportunities to learn
about the trades
Ÿ Facilitate greater collaboration and
coordination among schools, colleges, local
employers, apprenticeship authorities and all
levels of government
Ÿ Ensure that post-secondary education is
accessible
National and international research indicates that
high quality career and labour market information,
understanding high school requirements for trades
careers and sharing career pathways are all
essential to effective career awareness.
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2.0 Introduction
Negative perceptions of the skilled trades and skills
shortages persist as challenges facing the
apprenticeship community. Educators have direct
and daily contact with youth and, as a result, shape
youth career perceptions and serve as a source of 4
information and advice. Informing and influencing
the educator community is a persuasive and
powerful way for the apprenticeship community to
impact student attitudes and increase participation
in the skilled trades. Understanding the current
views of educators, as this survey does, helps
target future communication and awareness
activities.
In the winter of 2014, CAF-FCA implemented a
national survey to provide up-to-date educator
perspectives on careers in the skilled trades. In
total, 715 respondents completed the survey from
every region in the country. The survey focused on
these themes: Ÿ understanding the benefits of skilled trades
careers
Ÿ the accessibility of career information and
the main resources utilized
Ÿ comparisons of careers in the skilled trades
to other professions
Ÿ perceptions of skilled trades careers and
tradespeople
Ÿ additional supports required
The educator results are compared to 2014 parent
and 2013 youth survey findings to highlight
differences in opinion.
4Jon Batterham and Tom Levesley, “New directions: Young people's and parents' views of vocational education and careers guidance,” City & Guilds Centre for Skills Development, September 2011., Section 3.
National and international research highlights the
negative consequences when educators have
negative or misinformed views toward the skilled
trades.
3.1 Educator Preference for University
Educator biases toward university remain
problematic when trying to encourage more youth
to consider skilled trades careers:Ÿ A Canadian researcher found there is less
support and guidance for those in the trades
because teachers promote the university 5
pathway which is more familiar to them.
Ÿ In a study conducted in the United Kingdom
(UK), 65 per cent of students who pursued
the academic route said they felt their school
supported their choice, but only 35 per cent 6
of the trades group said the same.
Ÿ Thirty-six per cent of UK students who
pursued the trades were advised by
teachers that they would be “more
successful” if they chose the academic
pathway and 22 per cent were told they 7were “too clever” for trades. Fourteen per
cent of students were told by their teachers
that they would make more money pursuing 8an academic education. Despite the bias
among educators, when students were
asked in follow-up surveys about career
choice, salary, success, fulfilment and
overall job satisfaction, those who chose the
trades route were just as satisfied as those 9
who had pursued academic studies.
3.2 Educators as Source of Career Information
Although educators might be more familiar with the
university pathway, they are an important source of
information on all careers. According to a Nova
Scotia survey, 55 per cent of youth rely on teachers
for advice and 38 per cent seek advice from
guidance counsellors. Parents rely on teachers
(number one choice) or guidance counsellors
(second choice) for advice on their children's
education and career. Educators agreed that
teachers and guidance counsellors were equally
responsible for advising youth on education and 10
career choices.
A lack of awareness and knowledge about the jobs
available and the skilled trades career option
prevents teachers from sharing information with
their students: Ÿ Research with parents and students in
Quebec and Nova Scotia identified common
concerns that guidance counsellors did not
provide adequate and relevant information
on labour market opportunities and career
paths other than through the academic 11
route.
Ÿ In a UK study, a quarter of young people
claimed they received no information or
3.0 Context
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5Rodger Hargreaves, “Youth Apprenticeship Programming in BC: Is it Providing Relevant Education to High School Students?” Canadian Apprenticeship Journal, Volume 8.,4.
6The Edge Foundation, “Children labelled 'too clever' for vocational education,” February 5, 2014. .
7Ibid.8Ibid. 9Ibid.10Nova Scotia Apprenticeship Board and Department of Labour and Workforce Development, Apprenticeship Training Division “Youth Decision Survey Report,” Nova Scotia Labour and Workforce Development, July 2010., 6.
11Rodger Hargreaves, “Youth Apprenticeship Programming in BC: Is it Providing Relevant Education to High School Students?” Canadian Apprenticeship Journal, Volume 8.,4.
http://www.edge.co.uk/news/2014/february/children-labelled-too-clever-for-vocational-education
advice about their choice of career or
qualifications. For those pursuing vocational
routes, the percentage was 28 per cent
compared to 22 per cent for students in the 12general stream. Those in the trades are at
a disadvantage because they lack access to
information about their chosen career.
Ÿ UK students who were not supported by
their school in choosing the apprenticeship
pathway said their teachers lacked
knowledge about vocational education and 13apprenticeship.
Ÿ Youth in the UK lacked knowledge about
how trades qualifications would be accepted
by employers or universities, indicating their
advisors had not appropriately advised 14
them.
Ÿ Focus groups with guidance counsellors in
an Ottawa-based study revealed that
counsellors lack time and resources to learn
about apprenticeship and the trades.
According to these counsellors, outreach to
potential apprentice candidates needs to be 15done much earlier than Grade 11 or 12.
3.3 Educator Impact on Student Aspirations
Ensuring educators are accurately informed about
skilled trades careers is worthwhile because it has a
direct impact on student aspirations, the desire to
stay in school and the kind of preparation and
foundational learning undertaken: Ÿ Research in Australia found, “Access to
good career development is a significant
aspect of raising aspiration and can
encourage people to explore and challenge
stereotypes and long-held ideas about work.
Good advice can inspire choices that were
not previously considered, or were thought
out of reach, helping break the cycle of
poverty and disengagement and, thus,
improve the nation's use of its human 16capital.”
Ÿ Uninformed teachers and guidance
counsellors can often misdirect students into
workplace or basic courses when academic
ones are more appropriate. Depending on
the trade, advanced level math and science
courses may be preferred or required for
entry. Those choosing lower level courses
may struggle to learn at the workplace,
limiting their productivity and ability to cope 17
with technological change.
Ÿ Better informing educators about skills
competencies required in the trades
encourages them to link curriculum to job 18skills. Making these links is motivating for
some students because they connect
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12Jon Batterham and Tom Levesley, “New directions: Young people's and parents' views of vocational education and careers guidance,” City & Guilds Centre for Skills Development, September 2011., Section 3.
13The Edge Foundation, “Children labelled 'too clever' for vocational education,” February 5, 2014. .
14Jon Batterham and Tom Levesley, “New directions: Young people's and parents' views of vocational education and careers guidance,” City & Guilds Centre for Skills Development, September 2011., Section 6.
15Janet Krantz, “Finding Futures: Attitudes and perceptions of the skilled trades in Ottawa,” Pinecrest-Queensway Community Health Centre, December 2011., 167.
16Hugh Guthrie and Lisa Nechvoglod, “Identification of issues that impact upon the provision of effective career development services for VET learners,” Career Industry Council of Australia, NCVER, October 2011., 18-19.
17Paul Anisef, Robert S. Brown and Robert Sweet, “Consumption of Post-Secondary Education across Cultures,” York University, No year., No page numbers.
18Ibid., 22.
http://www.edge.co.uk/news/2014/february/children-labelled-too-clever-for-vocational-education
learning to an educational goal and/or job, 19encouraging them to stay in school.
This survey provides up-to-date educator
perspectives. The last national survey with
educators was completed in 2004 with 265
educators. The Nova Scotia Apprenticeship Board
and Department of Labour and Workforce
Development, Apprenticeship Training Division,
“Youth Decision Survey Report” was completed in 202009 with 126 educators.
7CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
19Ibid. 20Nova Scotia Apprenticeship Board and Department of Labour and Workfoce Development, Apprenticeship Training Division
“Youth Decision Survey Report,” Nova Scotia Laobur and Workforce Development, July 2010. The survey was done in 2009, but the results were published in 2010. Another jurisdictional report is the Saskatchewan Apprenticeship and Trade Certification Commission, “Youth, Parent, Apprentice and Employer Study, April 2007, but educators were not surveyed as a part of this work.
4.1 Survey
In the winter of 2014, CAF-FCA sent an online
link to educators across the country, including
high schools and guidance counsellor
associations. The provincial and territorial
apprenticeship authorities also encouraged
teachers to complete the survey. A variety of
teachers were asked to complete the survey,
not just youth apprenticeship coordinators
w h o s e i n t i m a t e k n o w l e d g e a b o u t
apprenticeship would bias the sample.
In 2014, there were 63 French speakers and
652 English speakers for a total of 715
respondents, exceeding the number of 21respondents in other studies. Due to
differences in the data sets, the results from the
2004 survey (n=265) were not compared to
2014. The responses from the English and
French speakers were combined since there
were no significant differences in the
responses. The findings are compared to the
2013 youth and 2014 parent survey results 22when relevant. Figures will not add up to a
100 per cent due to rounding.
4.2 Characteristics of Respondents
The majority of respondents (72 per cent) 23
worked in the Grade 9 to 12 system.
Educators from every region in Canada
completed the survey. Most of the
respondents were from Ontario.
8CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
4.0 Methodology
21The last national survey with educators was completed in 2004 with 265 educators. The Nova Scotia Apprenticeship Board and Department of Labour and Workforce Development, Apprenticeship Training Division, “Youth Decision Survey Report” was completed in 2009 with 126 educators.
22This survey was completed by 490 youth in 2004 and 873 youth from across the country in 2013. For the full results see CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013.
23N=634
Educators identified that their students do not want
to pursue skilled trades careers. Forty-five per cent
said that less than 25 per cent of their students are 24
interested in these careers. In contrast, 42 per
cent of youth said they would consider a career in 25
the skilled trades. Educators could be
underestimating how many youth are interested in
these careers, potential ly l imit ing their
communication and information distribution.
Educators say they promote skilled trades careers,
but parents and youth are not left with this
impression. Ninety-three per cent of educators
said they encourage students to consider careers in 26the skilled trades. Although educators say they
are encouraging this career pathway, parents and
youth are unsure or disagree. About half of parents
(52 per cent) were neutral when asked if guidance
counsellors encouraged their child to consider a
career in the skilled trades. Thirty-six per cent
disagreed with the statement and only 13 per cent 27
agreed. Similar to the parents, youth did not feel
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5.0 Promoting Skilled Trades Careers
24N=66625CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013., 8. 26N=62427N=665 28CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013., 9.
93%
13%18%
Educators Parents Youth
Figure A:Agreement that Guidance Counsellors Encourage
guidance counsellors encouraged them to enter
into the skilled trades, with less than 20 per cent
saying their guidance counsellors encouraged 28
them. Perhaps by zeroing in on guidance
counsellors specifically the question did not capture
the role other teachers, such as shop teachers or
youth apprenticeship coordinators, play in
encouraging youth to consider skilled trades
careers.
6.1 Understanding of Apprenticeship and
Skilled Trades Careers
Educators believe they understand the skilled
trades. Their knowledge was not objectively tested
as a part of the survey, but could be verified in future
research. Sixty-nine per cent said they were aware 29
of the career options in the skilled trades. Eighty-
five per cent of educators said they understood the
apprenticeship process and how much money 30
could be made in the skilled trades.
When asked more detailed questions, other
surveys reveal gaps in educator understanding of
apprenticeship and the trades. Although 98 per
cent of teachers knew what an apprentice was in a
Nova Scotia survey, only 77 per cent of teachers
understood the term “journeyperson.” They did not
know that apprentices eventually become
journeypersons who mentor and teach. Only 38
per cent of teachers said they understood how to
become an apprentice. Some educators might not
have the knowledge they need to properly advise
students who require detailed information about
apprenticeship. The status associated with being a
certified journeyperson and the opportunity to teach
others could be career selling points that are not
communicated due to a lack of understanding 31about the role and function of journeypersons. In
addition, opportunities to help prospective
apprentices pursue an apprenticeship may be
missed.
Seventy-one per cent of educators said information
on careers in the skilled trades was readily 32
available at their school. In a Nova Scotia survey,
95 per cent of teachers confirmed that information
on skilled trades careers was available at their 33
schools.
Once again, educator responses differed from
those of youth and parents. Fifty-four per cent of
youth said the information was accessible at their
high school, 28 per cent were neutral and 18 per 34
cent disagreed. When parents were asked, 46
per cent of the parents were neutral, 32 per cent
agreed the information was available and 23 per 35
cent disagreed.
10CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
6.0 Skilled Trades Information
29N=62430N=62431Nova Scotia Apprenticeship Board and Department of Labour and Workfoce Development, Apprenticeship Training Division,
“Youth Decision Survey Report,” Nova Scotia Laobur and Workforce Development, July 2010., 11. 32N=624 and N=571 English responses only for this question.33Nova Scotia Apprenticeship Board and Department of Labour and Workfoce Development, Apprenticeship Training Division
“Youth Decision Survey Report,” Nova Scotia Laobur and Workforce Development, July 2010., 12. 34CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013., 9. 35N=665 The response to this question in 2004 was not provided.
71%
32%
54%
Educators Parents Youth
Figure B Agreement that Information is Available in High Schools
366.2 Sources of Information Consulted
Eighty-seven per cent of educators identified
looking for skilled trades career information in the
last year. Similar to youth and parents, educators
identified the internet as the main source of career
information. The most popular sites were college, 37
career cruising and government websites.
Additional sources of information included: Ÿ Journals, magazines and newsletters
Ÿ Guidance departments
Ÿ Youth Apprenticeship Program co-ordinators
Ÿ Provincial and territorial apprenticeship
authorities
Ÿ School boards
Ÿ Career fairs or college fairs
Ÿ Skills Canada
Ÿ Colleagues
Ÿ CAF-FCA
Ÿ Local employment and education centres
Ÿ Local businesses
Ÿ British Columbia Technology Education
Association
Ÿ Centre for Skills Developments and Training
Ÿ Conference Board of Canada
Ÿ Halton Industry Education Council
Ÿ Libraries
Ÿ Saskatoon Industry-Education Council
Ÿ Presentations by journeypersons
Ÿ Trade handbooks
11CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
36N=49737Examples of specific websites mentioned were Saskapprenticeship.ca, discover trades BC, WorkBC.ca, careersnovascotia.ca,
nsapprenticeship.ca, tradesecrets.ca, apprenticeshipsearch.com, myblueprint.ca, careersintrades.ca, employer websites, union websites, nextgen.org, Red-seal.ca, schoolfinder.ca, nextsteps.org, careerexplorer.net, electronicsinfo.ca, madewiththetrades.com, tradeability.ca, tradeup.ca and Workopolis.
12CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
387.0 Comparing Skilled Trades to Other Options
7.1 Skilled Trades Compared to University
Only four per cent of educators agreed that
university is a much better option than going into the
skilled trades, 29 per cent were neutral and 67 per 39cent disagreed.
Parents either disagreed (37 per cent) or were
neutral (40 per cent) when asked if going to
university was a much better option for their child
than going into the skilled trades. Seventeen per 40cent agreed.
The majority of youth also disagreed (28 per cent)
or were neutral (43 per cent) on this question. A
higher percentage of youth (29 per cent) agreed
university was much better than educators or 41
parents. Despite how educators and parents
responded to the survey, some youth are still
absorbing the message that university is the
preferred option.
7.2 Skilled Trades Compared to Other
Occupations
Educators, parents and youth gave similar
responses when asked about whether careers in
the skilled trades are “better than,” “the same as” or
“worse than” other professions such as business,
law or accounting.
Twenty-six per cent of educators, 19 per cent of
parents and 25 per cent of youth said careers in the
skilled trades were “better than” other professions.
4%
17%
29%
Educators Parents Youth
Figure CAgreement University is a Much-Better Option
38N=61439N=60940N=549 in 2004 and N=646 in 201441CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013., 11.
26%
19%
25%
Educators Parents Youth
Figure DAgreement Careers in the Skilled Trades are “better than” alternatives
13CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
42N=662
Seventy-one per cent of educators, 70 per cent of
parents and 57 per cent of youth said that careers in
the skilled trades were the “same as” other
professions.
Educators differed from parents and youth when it
came to agreeing if the skilled trades were “worse
than” other professions. Only four per cent of
educators agreed the trades were “worse than”
than other professions whereas 11 per cent of 42parents and 18 per cent of youth agreed.
The reasons educators used to explain their
answers were similar to the youth and parent
responses.
4%
11%
18%
Educators Parents Youth
Figure FAgreement Careers in the Skilled Trades are“worse than” alternatives
71% 70%
57%
Educators Parents Youth
Figure EAgreement Careers in the Skilled Trades are “same as” alternatives
14CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
7.2.1 “Better than”
Educators said the job opportunities available and
good pay were the main reasons skilled trades
careers were “better than” other professions.
Additional reasons included the potential for
business ownership, job satisfaction and good
benefits. Educators provided these reasons for
explaining their answers:
Ÿ There are plenty of job opportunities
available
Ÿ The pay is good
Ÿ There is the potential to own your own
business or to be self-employed
Ÿ High levels of job satisfaction
Ÿ There are great benefits
Ÿ The work schedule can be more flexible than
other careers and there can be greater
independence
Ÿ The trades lead to a rewarding career
Ÿ There is job stability and security
Ÿ The trades offer an opportunity to “earn
while you learn” and there is lower debt after
completing an apprenticeship compared to
university
Ÿ There are more opportunities for
advancement and personal growth
Ÿ The trades teach transferable and usable
skills
Ÿ There is industry and/or government support
available for individuals who want to pursue
these careers
Ÿ There is a more defined career path in the
trades than in some other areas of study
Ÿ The trades are required to make society
function and, as a result, these careers have
a lot of value
Educators articulated their viewpoints:
“I think the skilled trades are a great career choice
for [the] students I teach. Many of my students are
great hands-on workers and I think the trades really
appeal to them for that reason.”
“The job demand right now for trades is extremely
high. Tradespersons will have a wide variety of
choice in type of job and where they will be able to
live in the future.”
“Skilled trades mean you have a tangible skill that is
transferable in many cases. There is demand and
financial rewards in the trades as well as the
opportunity to be an independent business person.”
“There are many trades experiencing shortages
and so many opportunities exist to be hired. There
are also many options available for a person in the
trades to expand skills and work towards
management or ownership of a business. Lots of
movement, room for growth and expansion of skills
[that make the trades] inviting. Skilled trades are
needed in other provinces as well, which opens up
opportunities to travel.”
“You get to use your brain and your hands.
Problem-solving, critical thinking and a sense of
accomplishment are everyday events in trades.
Even if it is a repeated activity, you're
building/making something tangible.”
“A skilled trade is often only the first step toward
other careers and/or business opportunities. My
own experience took me from labourer to carpenter
to project manager to business owner and, finally,
teacher. [It was] all made possible with the swing of
a hammer!”
“I look at this question from a personal perspective.
My partner attended both university and college
(completed with a skilled trade). He struggled to
find work with his university degree. After
completing his college education, he was
immediately employed in a job that he loved and
that utilized his skills, knowledge and expertise. He
earns a fantastic income, works a flexible day and
has time to pursue his interests outside of work. He
is 'living the dream,' all of which was only possible
with a college degree and a skilled trade…”
7.2.2 “Same as”
Most of the educators said that careers in the skilled
trades were the “same as” other professions.
Educators argued that one career choice is not
better than another and students should pursue a
career that interests them and suits their abilities.
Common responses included:Ÿ Students should pursue careers that interest
them and align with their abilities
Ÿ All careers can be rewarding
Ÿ All jobs are equally important in society
These quotations represent many respondent
views:
“Career choices are specific to the individual and
his/her interests and aptitudes. There are pros and
cons for each career category….”
“A career is what you choose. It should be based on
your interests, skills and goals. It doesn't really
matter what field you are in, you should be happy
and fulfilled while you earn a livable wage.”
“A planned career path, based on thoughtful
examination and awareness of interests, aptitude
and location of work will lead to [a] greater chance
of a successful and fulfilling career. Trades should
always be an option.”
“All careers require specific training and knowledge
to be successful. The old mind-set [that] skilled
trades are for people who are not bright is not true.
Most skilled trades are very technical and
complicated, which requires constant training to
keep up with new technology.”
7.2.3 “Worse than”
Only a small number of educators said that skilled
trades careers were “worse than” other
professions. The perception of the trades as
physically demanding and low paid were the main
reasons educators perceived skilled trades careers
negatively. Educators provided the following
reasoning:Ÿ The skilled trades are physically demanding
jobs and there is a greater health and safety
risk compared to other occupations
Ÿ The trades do not pay as well as other
occupations
Ÿ The skilled trades provide less benefits than
other career options
Ÿ The working conditions, such as extreme
weather, are difficult in the trades
Ÿ There is less job security and lay-offs are
common
Ÿ There is a lack of respect for skilled trades
workers compared to other careers
Ÿ Skilled trades work is difficult for aging
workers
Ÿ Skilled trades jobs are very stressful and
long hours are required
Ÿ There are less opportunities in the skilled
trades
Ÿ Tradespeople have to work far away from
home
15CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
Educators justified their points of view:“You work under extreme weather conditions and
under stressful situations…Very few people work
year round…”
“…wages, working conditions, retirements and job
security are…better in other occupations…”
“…trades might involve working outside in
inclement weather, heavy lifting, dirty conditions
and exposure to chemicals…”
“A drawback to a career in the skilled trades can be
the environment that people might be required to
work in i.e. outside etc. and the work is much more
physical in nature. These factors can present a
challenge as a worker ages.”
“The top academic professions pay way more on
average and are considered a prestige job. Also,
many educational leaders in schools and
governments do not value these areas. They say
they do, but in reality they load the class
sizes…[and] restrict funds….Students need more
hands on opportunities—that should be
mandated.”
16CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
8.1 Overview
When asked about their perceptions of
tradespeople and skilled trades careers, educators,
much like parents and youth, agreed with the
positive statements and disagreed with the
negative ones. The findings suggest positive
messages about the benefits of skilled trades
careers are being absorbed by target audiences.
Even though the majority of respondents agreed
with the positive statements, parents and educators
tended to be more positive than youth. When
compared to youth responses, educators and
parents had a higher level of positive responses
with the majority (70 to 90 per cent) agreeing with
the affirmative statements. Youth responses were
more negative, with only 50 to 60 per cent of youth
agreeing with the positive statements. These
differences may exist because educators and
parents have more experience and a greater
appreciation of various career pathways whereas
youth lack life experience. For educators, it is part
of their job to be informed about different career
pathways whereas youth are not required to be
informed. Negative images in the media and
societal misperceptions may be having a bigger
impact on youth than on educators and parents.
Even though they were encouraged to answer
honestly, educators and parents may have felt they
should respond to the survey positively despite
presenting more negative messages to youth when
at school or home.
8.2 Educator Response to Positive Statements
Educators have very posit ive views of
apprenticeship. They confirmed that it is a valuable
training pathway that lets students “earn while they
learn.” Educators also have positive views of
skilled trades careers, with more than 90 per cent
agreeing that the skilled trades are interesting
careers that can lead to opportunities such as
business ownership or management. In addition,
tradespeople are viewed positively, with more than
90 per cent of educators believing that
tradespeople make a valuable contribution to
society. Over 80 per cent of educators agreed
tradespeople can have an above average lifestyle
and are creative thinkers.
Fewer educators agreed that the skilled trades are
valued as careers (78 per cent). The parent
findings were similar (77 per cent). Only 57 per
cent of educators and 56 per cent of parents agreed
that tradespeople are respected in society. In their
comments, educators said that society's negative
perception of tradespeople and the lack of respect
for the trades was problematic.
17CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
8.0 Educator Perceptions of Tradespeople and Skilled Trades Careers
Ninety-one per cent of educators agreed that skilled
trades will always be in demand. Educators were
more positive than parents (80 per cent) or youth 47(59 per cent) in their views.
18CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
Statement Agreement in 201443
“Skilled trades require formal studies and training
just like any other professional position” 91%
“Skilled trades are not just jobs; they are careers” 95%
“Skilled trades are valued careers” 78%
“People in the skilled trades contribute a great deal
to the quality of life in our communities” 95%44
“Careers in skilled trades are better than what they
used to be” 72%
“Skilled trades offer a career you can build on,
expanding into management or owning a business” 93%
“Skilled trades are challenging, interesting and fun” 92%
“You can easily achieve an above-average lifestyle
working in the skilled trades” 84%
“Skilled trades offer an opportunity to earn income
immediately while being trained” 95%
“Skilled tradespersons are creative thinkers” 86%45
“Skilled tradespeople are respected in society” 57%46
Statement Agreement in 201448
“Careers in the skilled trades will always be in
demand” 91%
43N=609 The number of respondents is the same for all the statements, unless otherwise noted. 44N=60345N=60346N=60347CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013., 18. 48N=609
8.3 Educator Response to Negative
Statements
Similar to parents, fewer educators agreed with the
negative statements. Less than 10 per cent agreed
that skilled trades are dead-end or low-paying
positions. Among youth, the level of agreement
was higher, ranging from 12 per cent to 21 per cent.
19CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
Statement Agreement in 201449
“Skilled trades are dead-end positions offering few
opportunities for advancement” 2%
“Skilled trades are typically low-paying positions” 5%
“Skilled tradespeople are not imaginative” 2%50
“Positions in the skilled trades involve a lot of hard
physical labour” 42%51
“People who don’t do well in school go into the skilled
trades” 13%52
Thirteen per cent of educators agreed that students
who are weaker academically go into the skilled
trades. Twenty-one per cent of parents and youth
agreed with this statement.
13%
21% 21%
Educators Parents Youth
Figure HAgreement weak students go into the trades
91%
80%
59%
Educators Parents Youth
Figure GAgreement Careers in Trades will always be in demand
49N=60950N=60351N=60352N=603
20CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
Statement Agreement in 201454
“Skilled trades are more suited for males than
females” 17%
Compared to the other statements, educators were
much more likely to agree that skilled trades
positions involve hard physical labour. This finding
is similar to the parent and youth results. Forty-two
per cent educators agreed that skilled trades
positions involve hard physical labour. Fifty-two
per cent of parents and 58 per cent of youth agreed.
Of the three groups surveyed, educators were the
least likely to agree that the trades were more for
men than women (17 per cent of educators versus 53
22 per cent of parents and 24 per cent of youth).
42%
52%58%
Educators Parents Youth
Figure IAgreement the Skilled Trades involve hard physical labour
53CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013., 17.54N=603
Educators provided suggestions to promote skilled
trades careers. Any similarities with the parent 55
responses are noted:
Learning Opportunities: Educators were the
most enthusiastic about professional development
learning opportunities and career awareness
activities for students in elementary, middle and
high schools. Specific suggestions included: §organize field trips to work sites and local
colleges
§arrange journeypersons or other suitable
guest speakers to give presentations in
classrooms
§establish a central bank of possible guest
speakers willing to come to local schools
§host career fairs
§provide younger students opportunities to
learn about the trades (similar to parents)
§offer learning opportunities in multiple
languages so immigrant parents can learn
about trades careers in Canada
§provide opportunities to learn about the
trades at teacher conventions
§speak to civics and careers teachers about
the benefits of trades careers
§promote the activities hosted by colleges to
introduce students to the trades
§facilitate dialogue opportunities with high
school students, especially after they have
completed career studies courses
§publicize high quality and user-friendly
websites so students can access
information
§ensure educators and students have in-
school resources such as trades mentors
and informed apprenticeship counsellors
who can explain the apprenticeship training
pathway and promote trades-related
learning opportunities. As one respondent
commented, “it takes a special teacher, one
who is knowledgeable about the trades and
is passionate about the job, to be able to
share the necessary information with
students.”
Information: Educators expressed concern about
access to reliable and accurate information and
were afraid of misinforming students. Some
respondents felt that students were choosing the
popular and well-known trades rather than the ones
with job opportunities. Educators would like
information to be presented in a consistent way,
applicable to what they have to teach in the
classroom. Educators highlighted the importance
of these specific topics:
§the types of careers available with a
description of the trade
§current employment opportunities (similar to
parents)
§trade and provincial and territorial
information outlining the trades and areas
where skilled workers are required
§skills shortages data
§the apprenticeship process (similar to
parents)
§paperwork requirements
§wages earned in various trades (similar to
parents)
§high school requirements that prepare
individuals for the trades (similar to parents)
§the personal and professional benefits
21CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
9.0 Moving Forward: Suggestions from Educators
55N=577
associated with skilled trades careers
§post-secondary outcomes of university,
college and apprentice completers
§the cost of an apprenticeship versus other
post-secondary options
§career pathway charts for all post-
secondary options, including the trades
§accurate information on available local
programs
§apprenticeships exams and course content
to inform students about trades
content/curiruculum expectations.
Skilled Trades Courses: Some educators
suggested that skilled trades courses should be
mandatory so every student gets exposure to the
trades and an appreciation for the skills required.
Skills and competencies relevant to the skilled
trades need to be integrated into the curricula in
middle school and high school. Aptitude testing
would also help students determine suitable
careers. Overall, educators supported a more
uniform approach to providing skilled trades
content at high schools.
Better Equipped Trades Classrooms:
Educators said smaller and better equipped trades
classrooms would help engage students with one-
on-one support from teachers and up-to-date
equipment. Some respondents did not feel the
trades had adequate resources at their schools.
Work Experience: Educators would like to see
more “hands-on” opportunities for students,
including job shadowing, expanded youth
apprenticeship programs, work placements and co-
op opportunities.
CAF-FCA MEMBER RESEARCH SERIES 22CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
Challenging Negative Stereotypes: Educators
provided ideas about how to challenge negative
stereotypes: §re-brand the skilled trades with a higher
profile, highlighting the important
contributions tradespeople make to society
§describe the variety of trades, not all trades
involve seasonal work or being away from
home
§better inform school administrators,
guidance counsellors and parents
§advertise in the media, including traditional
venues and online
§portray skilled trades workers as intelligent,
enterprising and respected people
§provide visual and promotional materials in
schools such as posters, handouts, videos,
newsletters and guides
§illustrate how a trades certificate is not “less
than” a degree
§feature individual success stories of those
who thrived in the skilled trades
§encourage the public to fully accept the
skilled trades as equal and viable
alternatives to university or college
Supports: Employers require incentives to hire
high school students. Educators supported the
idea of scholarships for students interested in
apprenticeship. Transportation monies should be
provided for rural or Northern students to support
participation in trades-related career awareness
activities. The provincial and territorial ministries of
education and the school boards need to support
career counselling at schools, career awareness
activities and trades programs. School boards hire
tradespeople and, consequently, should offer
apprenticeship posit ions and/or require
apprentices as a part of contracts.
Connect Youth and Employers: Educators were
particularly keen on encouraging more employers
to take on apprentices, as well as programs and
resources that link apprentices to employers
(similar to parents). This finding is supported by a
recent report which suggested stronger links
between high schools and employers would
motivate businesses to offer apprenticeship 56opportunities. More active participation by
employers is needed. As one respondent
commented, “In our current economic environment,
finding a position in any field is difficult. Although
there will be many positions in the skilled trades,
finding a company…is a hurdle for many students.
It is still a 'catch 22.' Companies want people who
are already apprenticing and students need a
company to start apprenticing with.” Educators
need to make sure qualified and interested
candidates are presented to employers. Targeted Programs for Women: Educators
mentioned the importance of programs and
information for girls to encourage female students
to participate in apprenticeship programs. Female
role models should be encouraged to talk to
students at high schools about their experiences.
Partnerships: Educators supported building
partnerships and facilitating greater collaboration
and coordination among schools, colleges, local
employers, apprenticeship authorities and all levels
of government.
CAF-FCA MEMBER RESEARCH SERIES 23CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
Accessible Post-Secondary Education:
Educators said access to post-secondary
education is important, including adequate spaces
at colleges.
National and international research supports
educator suggestions relating to the importance of
high quality career and labour market information,
understanding high school requirements for trades
careers and sharing career pathways. According to
Australian and UK research on best practices,
career and labour market information must be up-
to-date, accurate, consistent and accessible. It
must acknowledge changing labour markets and 57emerging opportunities. This information is
required by youth, guidance counselors, parents 58
and the general public. As an UK analyst said,
“Young people, parents and teachers need to know
about the jobs available today and tomorrow.
Children and young people should meet and visit
people from a range of careers, starting in primary 59
school.”
Another UK study found that educators play a
particularly important role as information providers
when parents lack confidence or the resources to
provide their children with accurate career
information. Educators may need to implement
targeted programs for youth whose parents do not 60
or cannot provide advice and information.
56Robert I. Lerman, “Expanding Apprenticeship Training in Canada: Perspectives from International Experience,” April 2014., 34.57Hugh Guthrie and Lisa Nechvoglod, “Identification of issues that impact upon the provision of effective career development
services for VET learners,” Career Industry Council of Australia, NCVER, October 2011., 18-19 and Lord Baker of Dorking CH Chair, the Edge Foundation, “The Skills Mismatch,” March 2014., 20, 25.
58Hugh Guthrie and Lisa Nechvoglod, “Identification of issues that impact upon the provision of effective career development services for VET learners,” Career Industry Council of Australia, NCVER, October 2011., 24.
59Lord Baker of Dorking CH Chair, the Edge Foundation, “The Skills Mismatch,” March 2014., 29.60Jon Batterham and Tom Levesley, “New directions: Young people's and parents' views of vocational education and careers
guidance,” City & Guilds Centre for Skills Development, September 2011., Section 3.
Similar to educator comments, a Canadian study
emphasized the importance of students in middle
school or early high school learning about
apprenticeship program requirements. A better
understanding of employer expectations and how
to qualify for an apprenticeship may encourage 61young people to improve academically. In some
trades, advanced math and science is preferred or
required.
As educators pointed out, seeing a career pathway
is important. According to a UK study, young
people thought there was limited information about
CAF-FCA MEMBER RESEARCH SERIES 24CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
how vocational courses linked to career routes and
university courses. Youth were unsure how
employers or universities would assess
apprenticeship training and if this pathway would
limit their future options. The transferability of skills
and knowledge and the opportunities for further
study need to be better understood by educators so 62
they can share information with students.
61Robert I. Lerman, “Expanding Apprenticeship Training in Canada: Perspectives from International Experience,” April 2014., 34.62Jon Batterham and Tom Levesley, “New directions: Young people's and parents' views of vocational education and careers
guidance,” City & Guilds Centre for Skills Development, September 2011., Section 6 and 7.
CAF-FCA surveyed 715 educators from every
region of the country. Understanding educator
views is important since educators impact student
aspirations, educational goals and career choices.
Overall, educators are more positive in their views
than youth or parents. Educators believe they
understand apprenticeship and the benefits of
skilled trades careers. They have positive
perceptions of tradespeople. According to
educators, information about this career option is
accessible at their schools and they encourage
their students to consider this career option. Most
educators feel careers in the skilled trades are the
“same as” other career options and do not believe
university is the better option. Educator
perceptions differed from youth and parents,
however, revealing gaps in communication and
understanding between the groups.
The internet was an important source of career
information for educators, highlighting the
importance of maintaining up-to-date and
accessible websites.
Educators, like parents and youth, could benefit
from learning about how technology is changing the
nature of skilled trades work and the degree to
which it is physically demanding. The message
that careers in the skilled trades are for weak
students academically needs to be changed,
particularly as technology requires advanced skills
in math and science, among others.
According to educators, the apprenticeship
community needs to:Ÿ better articulate the trades where
apprentices are needed and potential
employment opportunities
Ÿ ensure that materials integrate well with
existing curricula and contain up-to-date and
accurate content
Ÿ continue to facilitate communication and
collaboration among partners
Ÿ provide comparative materials that highlight
the different pathways and costs
Ÿ encourage employers to hire young
apprentices
Increasing awareness and providing supports to
educators and their students will close existing
knowledge and communication gaps and will
empower educators to give timely and relevant
advice to their students. More educators
accurately informing youth will encourage an
increased number of young people to pursue skilled
trades careers.
25CAF-FCA MEMBER RESEARCH SERIES DECEMBER 2014
9.0 Conclusion
Emily Arrowsmith, Ph.D. is CAF-FCA's lead researcher. She implemented the national educator survey and analyzed the findings for CAF-FCA members.
www.caf-fca.org
2197 Riverside Drive, Suite 404
Ottawa, ON K1H 7X3
tel: (613) 235-4004
fax: (613) 235-7117
email: [email protected]
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