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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

http://www.caf-fca.org

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


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.


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.


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


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



13The Edge Foundation, “Children labelled 'too clever' for vocational education,” February 5, 2014. .


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.



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.


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.


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


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.


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%


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


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.


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%


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%


Figure DAgreement Careers in the Skilled Trades are “better than” alternatives


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%


Figure FAgreement Careers in the Skilled Trades are“worse than” alternatives

71% 70%

57%


Figure EAgreement Careers in the Skilled Trades are “same as” alternatives


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


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.”


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.


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.


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


“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.



“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%


Figure HAgreement weak students go into the trades

91%

80%

59%


Figure GAgreement Careers in Trades will always be in demand

49N=60950N=60351N=60352N=603



“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%


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


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.


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


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.


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

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email: [email protected]

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