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TRANSCRIPT
Apprenticeship Analysis Parent 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. 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 www.caf-fca.org. All the web links noted
in this report were active as of September 2014.
About the Canadian Apprenticeship Forum
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Table of Contents
1.0 Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Respondent Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.3 Main Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2.0 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
3.0 Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
3.1 Parental Influence on Education and Career Aspirations . . . . . . . . . . 4
3.2 Parents as Career Information Resource . . . . . . . . . . . . . . . . . . . . . . 4
3.3 Youth Recruitment Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.4 Literature on Post-Secondary Education . . . . . . . . . . . . . . . . . . . . . . 6
4.0 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
4.1 Survey Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
4.2
5.0 Making a Career Decision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
5.1 Career Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
5.2 . . . . . . . . . . . . 9
5.3 Attitudes toward Guidance Counsellors . . . . . . . . . . . . . . . . . . . . . . 11
5.4
6.0 Comparing Skills Trades to Other Professions . . . . . . . . . . . . . . . . . 13
6.1 . . . . . . . . . . . . . . . . . . . . . 13
6.2 Skilled Trades versus Other Professions . . . . . . . . . . . . . . . . . . . . . 14
7.0 Parent Perceptions of Tradespeople and Skilled Trades Careers . . 18
7.1 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
7.2
8.0 . . . . . . . . . . . . . . . . . . 21
9.0 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Survey Implementation 2004 and 2014 . . . . . . . . . . . . . . . . . . . . . . . 7
4.3 Characteristics of Survey Respondents . . . . . . . . . . . . . . . . . . . . . . . 8
Level of Understanding about Skilled Trades Careers
Accessing Career Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
5.5 Career Information Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Post-Secondary Credential Preferences
Parent Response to Positive Statements . . . . . . . . . . . . . . . . . . . . . 18
7.3 Parent Response to Negative Statements . . . . . . . . . . . . . . . . . . . . 20
Moving Forward - Suggestions from Parents
Table of Figures
Figure A: Career Awareness Information Cycle. . . . . . . . . . . . . . . . . . . . . . . 3
Figure B: Parents Who Spoke about Skilled Trades . . . . . . . . . . . . . . . . . . . 9
Figure C: Parent Awareness of Options in the Skilled Trades . . . . . . . . . . . 10
Figure D: Parent Understanding of Skilled Trades Salaries . . . . . . . . . . . . 10
Figure E: Parents who searched for Career Information . . . . . . . . . . . . . . . 12
Figure F: Preferred Post-Secondary Credential . . . . . . . . . . . . . . . . . . . . . 13
Figure G: Comparison to Other Occupations . . . . . . . . . . . . . . . . . . . . . . . 14
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1.1 Overview
Parental influence over the education and career
decisions of their children make them an important
target audience for apprenticeship stakeholders
committed to promoting apprenticeship and the
skilled trades. To inform future career awareness
outreach efforts and youth recruitment strategies,
CAF-FCA undertook a national survey with parents
across Canada in 2014, comparing results to
findings from a parallel investigation in 2004.
1.2 Respondent Profile
Parents from every region of the country completed
the survey in English or French. They were asked
to answer questions thinking about one of their
children. There were 549 parent respondents in
2004 and 1,035 respondents in 2014. Due to
sampling differences, changes of 10 per cent or
more can be considered meaningful, whereas
changes represented by smaller percentages
should be viewed as a consistent trend.
1.3 Main Findings
Over the past decade, parent views remain
relatively consistent. Parents continue to view
skilled trades careers and tradespeople positively.
Skilled trade careers remain appealing to parents
because of the job opportunities available, good
pay and the opportunity to own a business. Despite
these benefits, parents favour university as a post-
secondary option. A degree is still the preferred
credential, with 57 per cent in 2014 saying it was the
top choice for their child and less than a quarter of
parents ranking a college diploma or Certificate of
Qualification the same way.
Almost a quarter of parents still believe the trades
are for weak students (18 per cent in 2004 and 21
per cent in 2014). As technological change occurs,
1.0 Executive Summary
skilled trades employers are emphasizing
requirements for advanced math and science skills
and placing a premium on the capacity to learn and
adapt. These realities make challenging
misperceptions like these important.
There are a few areas where parental views
changed significantly. Notably, parents believe
they have a better understanding of skilled trades
careers:
Ÿ In 2014, 46 per cent of parents believed they
were aware of the available career options
in the trades, compared to 31 per cent in
2004.
Ÿ A greater proportion of parents said they
understood how much money could be
made in the skilled trades (67 per cent in
2014 versus 53 per cent in 2004).
Ÿ In 2014, 80 per cent of parents agreed that
the “skilled trades offer an opportunity to
earn income immediately while being
trained” versus 67 per cent in 2004.
A higher number of parents sought out information
about skilled trades careers, a sign they are
interested in learning more (34 per cent in 2014
versus 22 per cent in 2004). The internet was the
main source of career information, highlighting the
importance of having accessible and engaging
websites for parents. In 2014, only 13 per cent of
parents felt guidance counsellors had encouraged
their child to consider career options in the trades,
indicating more work needs to be done to ensure
guidance counsellors have good information to 1
share with youth and their parents.
More parents associate hard physical labour with
trade occupations than in the past (52 per cent in
2014 from 41 per cent in 2004). Parents may not
12004 data is unavailable for this question.
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understand the impact of technology in mitigating the physical strength required to succeed in many trades occupations. Career awareness messaging may be more effective in overcoming this bias with a greater focus on technological advances and by encompassing a range of journeyperson experiences, including those of women in traditionally male roles.
In general, parental responses were more positive than those of youth, especially when asked about their impressions of tradespeople and skilled trades careers. While parents say they encourage their children to consider the skilled trades as a career option, youth did not agree. Sixty-two per cent of parents in 2014 (60 per cent in 2004) said they were “likely” to recommend a career in the skilled trades to their child, but only 32 per cent of youth in 2013
(26 per cent in 2004) said their parents had encouraged them.
Parents also offered suggestions for improving career awareness efforts: Ÿ Provide clearer information about
apprenticeship requirementsŸ Give children more opportunities to learn
about the skilled trades at schoolŸ Provide more guidance about how to find an
employer sponsor and how parents can helpŸ Encourage teachers to talk positively about
careers in the skilled trades Ÿ Provide better information about the
secondary school courses needed to prepare youth for skilled trades careers
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2.0 Introduction
Understanding parental attitudes toward careers in
the skilled trades is fundamentally linked to
encouraging more youth to consider this career
option. Identifying parental misperceptions and
knowledge gaps, as this survey does, stands to
shape career awareness efforts by apprenticeship
stakeholders and improve the quality of the
information provided. Informed parents with
access to quality resources are better equipped to
positively influence the views and behaviour of their
children.
The results of this survey also point to myths that
remain to be dispelled, enabling the skilled trades
community to refine their recruitment messages.
While the ideal scenario suggests that parents,
educators, youth and industry should communicate
regularly around career opportunities and
information, the survey results reveal persistent
gaps. (See Figure A)
CAF-FCA's parental perceptions survey was
conducted with 1,035 parents from across Canada
to assess current attitudes, identify knowledge
gaps and determine the focus for future outreach to
youth influencers. Comparison to CAF-FCA's 2004
national survey results illustrate where progress
has been made. The survey focused on these
themes:Ÿ Knowledge of careers in the skilled trades
Ÿ Accessibility and sources of career
information
Ÿ Attitudes to skilled trades careers compared
to other professions
Ÿ Perceptions of skilled trades careers and
tradespeople
Ÿ Additional supports required
Figure A: Career Awareness Information Cycle
Youth
Youth knowledgeable andprepared to pursue skilled
trades careers
Skilled Trades Recruitment
Industry access to apprentices and the future skilled trades
workforce
Youth Influencers
Educators share quality information about sector
and educational requirements
Parents are informed
Par
ents
and
edu
cato
rs
talk to
you
th
Industry talks to youth
Parents and educators gain
insight about industry
National and international research indicates
parents are major influencers and a primary source
of career information for their children. Given the
significance of parental influence, employers eager
to recruit young people can better challenge
misperceptions with an understanding of the views
of parents.
3.1 Parental Influence on Education and Career
Aspirations
National and international literature indicates that
parent expectations play a major role in influencing
the goals of their children:Ÿ Parents impact their children's decisions
regarding educational pursuits and choice of
occupation. According to Skills Canada, 2
they are the number one influencers.
Ÿ According to a statistical analysis by
Australian researchers, the value a parent
assigns to education is a major determinant
in whether their children complete high 3school or drop-out. After academic
achievement, parental influence has the
strongest direct effect on the completion of 4high school. The study also found that the
perceived expectations of parents and peers
are the most important factors in determining
whether a child will express an intention to
5go to university. Parental influence and
academic performance are the most
important influencers on a child's expected 6occupational status.
Ÿ Educational aspirations measured at age15
tend to stay the same over time, reflecting 7
the early and ongoing influence of parents.
The direct link between parental expectations and
outcomes emphasizes the importance of educating
parents about the trades. If parental educational
expectations are high, parents may provide crucial
supports that facilitate entrance into post-
secondary education, such as encouraging their
child to take advanced courses, helping their child
with homework, researching post-secondary
options and making sure high school courses align 8with post-secondary requirements.
3.2 Parents as Career Information Resource
Parents are an important source of career
information and advice, but research suggests that
parents are still uninformed about apprenticeship 9and careers in the skilled trades :
Ÿ The Council of Ministers of Education,
Canada (CMEC) and the Canadian
Millennium Scholarship Foundation found
that one of the major factors preventing
3.0 Context
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2See Skills/Compétences Canada, “Survey on Attitudes towards the Trades/Technologies,” GPC Research from Summer 2001, 31. and The Edge Foundation, “Children labelled 'too clever' for vocational education,” February 5, 2014.
. 3Based on surveys with students who talked about their perceptions of parent and peer expectations. A total of 14,251 students participated. See Sinan Gemici, Alice Bednarz, Tom Karmel, Patrick Lim, “The factors affecting the educational and occupational aspirations of young Australians,” Longitudinal Surveys of Australian Youth Research Report 66, 2014, 11.
4Ibid.5Ibid., 7. 6Ibid. 7Nhi Nguyen and Davinia Blomberg, “The role of aspirations in the educational and occupational choices of young people,” Longitudinal Surveys of Australian Youth Briefing Paper 29, 2014, 7.
8CMEC, “How Important are Educational Expectations,” Assessment Matters No. 4, 2013, 1.9Hugh 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, 22.
http://www.hrpartnership.ca/images/HR%20Documents/Skills%20Canada%20Atttitudes%20to%20Trades.pdf
http://www.edge.co.uk/news/2014/february/children-labelled-too-clever-for-vocational-education
youth from pursuing post-secondary
education is the lack of information from
parents. Parents who lack knowledge
provide limited support in the career
planning and decision-making processes of 10
their children.
Ÿ Only 50 per cent of parents who participated
in a community-based study felt informed
about their children's future job and career
opportunities. More than 60 per cent of
parents said they did not know enough
about the trades to decide whether it was a 11
good career choice for their children.
Ÿ A survey in the United Kingdom (UK) found
only 37 per cent parents were confident
about giving their children advice about 12
vocational education. If parents lack
knowledge and confidence about a career
option, they may be less likely to talk about it
with their children or may give inaccurate 13
advice.
Ÿ In a recent survey of UK youth who said
their parents did not support their decision to
pursue the trades, respondents noted their
parents lacked knowledge of apprenticeship.
Youth also felt their parents had misinformed
them by saying they would be “more
successful” if they pursued an academic
pathway and by referring to trades careers 14as “low-paying.”
Parents who are uninformed are less likely to
provide access to networks and resources to
develop the work-readiness skills of their children,
putting youth at a disadvantage, particularly if
available school or community-based programs are 15limited. Without informed parents encouraging
them to think about their careers, youth may
struggle to decide whether to complete high school,
what classes to take and whether or not to pursue 16
post-secondary education.
3.3 Youth Recruitment Strategies
As skills shortages intensify, attracting top talent in
a competitive environment will become a pressing
business imperative for many employers.
Employers express these concerns about parents:Ÿ Employers fear that parent misperceptions
and a lack of information prevent youth from
learning more about careers in the skilled
trades, especially in cultures where
“…young people are beholden to their
parents' beliefs and decisions about the kind 17
of work youth should undertake.”
Ÿ Employers need employees with strong
literacy, numeracy, teamwork and
communication skills, but parents who are
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10CMEC and Canada Millennium Scholarship Foundation, “An Examination of Barriers to Pursuing PSE and Potential Solutions”, EHOS Research Associates, March 2009, 1.
11Janet Krantz, “Finding Futures: Attitudes and perceptions of the skilled trades in Ottawa,” Pinecrest-Queensway Community Health Centre, December 2011, 128 and 130.
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., Executive Summary. No page numbers provided in report.
13Ibid.14The Edge Foundation, “Children labelled 'too clever' for vocational education,” February 5, 2014.
. 15International Youth Foundation, “Creating Opportunities for Youth in Hospitality,” January 2013, 4. 16Ibid.17Ibid.
http://www.edge.co.uk/news/2014/february/children-labelled-too-clever-for-vocational-education
misinformed may think the threshold for
these skills is lower. As a result, youth may
not meet the basic skills requirements 18
expected by employers.
3.4 Literature on Post-Secondary Education
This study addresses gaps in the current literature.
CAF-FCA has not asked parents about their views
since 2004 when its last national parent survey was
completed. Other recent studies such as the
“Consumption of Post-Secondary Education 19across Cultures” and “An Examination of Toronto
District School Board (TDSB) Post-Secondary 20
Patterns: 17 Year Old Students,” share parental
views on university and college, but provide limited
information related to apprenticeship. Provincial
apprenticeship-focused studies include the 2007
Saskatchewan study and the 2010 Nova Scotia 21
study.
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18Ibid., 5. 19Paul Anisef, Robert S. Brown and Robert Sweet, “Consumption of Post-Secondary Education across Cultures,” York University,
No year.
. 20Robert S. Brown, “An Examination of TDSB Post-Secondary Patterns: 17 Year Old Students, 2007,” Organizational
Development Research and Information Services, Toronto District School Board, November 2009. .
21Saskatchewan Apprenticeship and Trade Certification Commission, “Youth, Parent, Apprentice and Employer Study Final Report,” April 2007. and Nova Scotia Apprenticeship Board and Apprenticeship Training Division, “Youth Decision Survey Report,” Nova Scotia Labour and Workforce Development, July 2010. .
http://www.yorku.ca/pathways/papers/TeamMemberPublications/Anisef%20Brown%20Sweet%20Cross%20Cultural%20Conference%20Proceedings.pdf
http://www.yorku.ca/pathways/papers/Post-SecFinal.pdf
http://www.gov.sk.ca/Default.aspx?DN=614f7207-e1d7-4716-8b32-c034f94f031e
http://novascotia.ca/lae/Apprenticeshipboard/docs/YouthDecisionSurveyReportfinal.pdf
4.1 Survey Questions
In 2004, survey questions were devised based
on feedback from apprenticeship stakeholders.
The same questions were used in the 2014
survey to ensure the comparability of the
results. To avoid confusion for parents with
multiple children, in both surveys parents were
asked to answer the questions thinking about
their child with the most recent birthday.
Parents were asked questions, presented with
a series of statements with which to agree or
disagree and encouraged to write comments.
Diverse and sometimes contradictory points-
of-view were shared. The comments illustrate
some lack of awareness about youth
apprenticeship programs and skilled trades
career awareness initiatives. Rather than
accepting the suggestions to create new
programs, these perspectives may be
addressed by explaining what is currently
available.
4.2 Survey Implementation 2004 and 2014
In 2004, a total of 1,055 computer-assisted
telephone interviews were completed by Ipsos
Reid among a random stratified sample of
respondents across Canada. The data was
collected between February and March 2004
and the average interview duration was 11
minutes. The margin of error associated with
the total sample of 1,055 respondents is ± 3.0
per cent, 19 times out of 20. Variables to
identify parents and educators were included to
break the data into further subsets. The parent
sample included 549 respondents.
In 2014, parents were asked to complete an
online survey between January and February
2014. Apprenticeship administrators, parent
councils and educators in every jurisdiction
were asked to distribute the survey link to
parents. A survey firm obtained additional
responses online. There were 975 English-
speak ing and 88 F rench -speak ing
respondents, for a total of 1,035 parent 22
respondents.
In reviewing the survey results, readers should
take into consideration:Ÿ The sample is not large enough to
support analysis by province/territory.
Ÿ The French and English results were
compared. Given the high level of
consistency, results are not described
separately.
Ÿ To protect their privacy, parents were not
asked about annual income or their
ethnic origin.
Ÿ Findings are compared to the 2004 and
2013 youth survey results when 23relevant. There are some significant
differences in views of parents and
youth. These differences may reflect
generational differences or life
experience. For both groups, peer or
societal pressures may have impacted
their answers.
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4.0 Methodology
22This represents the total number. The number of respondents for each individual question varies as some respondents skipped certain questions.
23This 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.
Ÿ The number of respondents varies by
question. The number is listed in the
footnotes.
Ÿ Due to differences in the data sets,
increases or decreases of more than 10
per cent are observed as a change.
Smaller changes may reflect a
consistent trend.
Ÿ Figures do not always add up to 100 per
cent due to rounding.
4.3 Characteristics of Survey Respondents
Trades experience and educational credentials 24
differed between the two parent samples:Ÿ More parents had experience working in
the trades in 2004 than in 2014 (51 per 25cent down to16 per cent).
Ÿ Parents were more likely to be
university-educated in 2014 than in
2004. Thirty per cent of parents in 2004
and 51per cent in 2014 had a partial or 26
completed university degree.
Ÿ Thirty per cent in 2004 and 28 per cent
in 2014 had a partial or completed 27college diploma.
Ÿ Fewer parents had high school or less in
2014 than in 2004. Twenty-nine per cent
of parents had a high school diploma or
less than a diploma in 2004. Sixteen per
cent recorded a high school diploma as 28their highest level of education in 2014.
Ÿ The lowest percentage of parents had
completed a trades qualification (11 per 29
cent in 2004 and 9 per cent in 2014).
While studies have shown that university-
educated parents tend to be more negative
about the skilled trades compared their non-30
university-educated peers, this survey shows
parental views towards the skilled trades were
consistent between 2004 and 2014. Despite
the composition of the sample, a strong bias
against the trades was not observed.
As noted earlier, parents are major influencers
on their children's educational attainment and
career aspirations. Forty-four per cent of
parents in 2004 and 52 per cent of parents in
2014 agreed they had a significant influence on
their child's career choices. More parents in
2014 (43 per cent) were neutral than in 2004
(30 per cent), perhaps indicating uncertainty.
In 2014, parents were less inclined to say they
had no influence with only 9 per cent of parents
disagreeing outright with the idea they had
influence. A quarter of parents disagreed in 31
2004.
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24In 2004, parents were asked about completed or partial qualifications. In 2014, parents were asked about completed qualifications only.
25 N=293 in 2004 26 N=293 in 2004 27 and 28 N=293 in 2004 29N=1,035 in 201430Jon 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., Executive Summary. No page numbers provided in report.
31N=665 in 2014
N=324 in 2014 and
N=1,035 in 2014 and
N=1,035 in 2014 N=293 in 2004
N=1,035 in 2014 and
and N=293 in 2004
and N=549 in 2004
5.1 Career Recommendations
When asked about the likelihood of recommending
a career in the skilled trades to their child, parent
views remained consistent. Sixty per cent of
parents in 2004 and 62 per cent in 2014 said they
were “likely” to recommend a career in the skilled
trades to their child while 16 per cent in 2004 and 11
per cent in 2014 said they were “unlikely” to make 32
such a recommendation. Youth views, in contrast,
changed more sharply over the past decade.
Twenty-nine per cent of youth said they would
consider a career in the skilled trades in 2004. By 332013, the percentage increased to 42 per cent.
To find out more about parental behaviour rather
than hypothetical intentions, the 2014 survey asked
whether parents had spoken to their child about
careers in the skilled trades in the past year. Over
half of the parents (56 per cent) indicated they had 34
talked to their child and 44 per cent had not.
There is a disparity between parent and youth
responses. Although parents say they are making
recommendations and talking to their children
about these careers, youth do not feel their parents
encourage them to pursue this option. Only 26 per
cent of youth in 2004 and 32 per cent in 2013 said 35their parents encouraged them. Parents who
struggle to communicate with their teenage
children about careers may need tips and advice.
5.2 Level of Understanding about Skilled Trades
Careers
Parents were asked about their understanding of
apprenticeship and careers in the skilled trades. In
most areas, parents were consistent in their views,
but positive increases were observed on questions
related to career options and money. In 2014, a
higher percentage of parents (46 per cent) believed
they were aware of the career options in the trades 36
(compared to 31 per cent in 2004). More parents
said they understood how much money could be
made in the skilled trades (67 per cent in 2014 up 37
from 53 per cent in 2004). Youth were also more 38aware. The findings suggest positive messages
about the benefits of skilled trades careers are
being absorbed by target audiences. A few parents
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5.0 Making a Career Decision
Yes56%
No44%
Figure B: Parents Who Spoke about Skilled Trades
32 N=549 in 200433CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013., 8. 34N=709 This question was not asked on the 2004 survey. Youth were not asked about whether their parents had talked to them about careers in the skilled trades.
35CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013., 9. 36N=665 in 2014 and N=549 in 200437 N=549 in 2004 38CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013., 8.
N=710 in 2014 and
N=665 in 2014 and
suggested a requirement for more detailed 39information about trade occupations and wages.
Figure C: Parent Awareness of Options in the
Skilled Trades
When it came to understanding the apprenticeship
process and attitudes towards skilled trades
careers, parental responses remained consistent: Over half of parents in both years believed
they understood the apprenticeship process
(61 per cent in 2014 and 57 per cent in 40
2004).
Half of parents disagreed that the trades
were for people with lower levels of
academic performance (56 per cent in 2014
and 55 per cent in 2004). Although most
parents disagreed, almost a quarter of
parents still believed that the trades were for
weak students (21 per cent in 2014 and 18
per cent in 2004) suggesting that some
parents fail to understand the complexity of
trades work and the advanced mathematical 41and scientific knowledge often required.
Most parents do not feel their children would
be missing out if they opted for a career in
the skilled trades with only 13 per cent in
2014 and 15 per cent of parents in 2004 42
agreeing with this statement.
The majority of parents agreed they would
be proud of their children if they worked in
skilled trades (83 per cent in 2014 and 84 43
per cent in 2004). While over 80 per cent
of parents said they would be proud, only 40
per cent of youth in 2004 and 46 per cent in
2013 suggested they would be proud to
work in the skilled trades. Many youth also
gave neutral responses, perhaps indicating 44
they were unsure how to respond. Parents
Ÿ
Ÿ
Ÿ
Ÿ
10CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
39For more information, see section 8 in this report. 40N=641 in 2014 and N=549 in 2004. The responses for this question were subjective because parents were not tested on their
apprenticeship knowledge. 41N=665 in 2014 and N=549 in 200442N=641 in 2014 and N=549 in 200443N=665 in 2014 and N=549 in 2004 44CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013., 8.
Figure D: Parent Understanding of Skilled
Trades Salaries
53%
67%
2004 2014
31%
46%
2004 2014
may need to share their positive views with
their children so youth who choose the
trades have view their choice positively.
5.3 Attitudes toward Guidance Counsellors
About half of parents (52 per cent in 2014) were
neutral when asked if guidance counsellors
encouraged their child to consider a career in the
skilled trades. Thirty-six per cent disagreed with 45
the statement and only 13 per cent agreed.
Similar to the parents, youth did not feel guidance
counsellors encouraged them to enter into the
skilled trades. In both 2004 and 2013, less than 20
per cent of youth indicated that their guidance 46counsellors encouraged them. Although
educators may feel they are promoting all options
equally, parents and youth are not left with this
impression.
5.4 Accessing Career Information
Locating and using career information effectively is
an important skill youth require to manage their 47careers. Parents were asked about career
information at their child's school. In 2014, 46 per
cent of the parents were neutral when asked if
skilled trades career information was readily
accessible at their child's school. Thirty-two per
cent agreed the information was available and 23 48
per cent disagreed. About half (54 per cent) of
youth said the information was accessible in 2013, 49which was an increase from 35 per cent in 2004.
The majority of parents had not looked for
information on the skilled trades in the past year,
with only 34 per cent in 2014 and 22 per cent of 50
parents in 2004 saying they searched. Although
less than half of parents looked for information
about the skilled trades, the increase is positive and
indicates more parents are interested in learning
about the skilled trades. More youth also reported
looking for information, with an increase from 24 per 51cent in 2004 to 39 per cent in 2013.
Information is important to making informed career
decisions, so it is encouraging that more youth and
parents are looking for skilled trades career
information. Youth are saying the information is
accessible, which is also a positive development.
Some parents may require greater awareness
about what is available so they can provide better
direction at home and reinforce good career
planning messages with their children.
Figure E: Parents who searched for Career
Information
11CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
45N=665. The response to this question in 2004 was not provided. 46CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013., 9. 47Hugh 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, 17. 48N=665 The response to this question in 2004 was not provided. 49CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013, 9. 50N=662 in 2014 and N=549 in 200451CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013, 9.
22%
34%
2004 2014
5.5 Career Information Resources52Parents identified career information resources.
In both years, the internet, by far, was the most
common resource used, indicating the importance
of maintaining effective websites. Youth also 53
identified the internet as their main resource. 54Popular parent resources included:
1. Internet (consistent with 2004)Some respondents mentioned the types of websites they visited:§ Provincial/territorial § High school § Federal government § Apprenticesearch.com§ Youth apprenticeship program§ Careers in Trades
§ CAF-FCA§ The Apprenticeship Network§ WorkBC.ca§ Government of New Brunswick
2. Colleges (consistent with 2004)3. High school information nights or guidance
counsellors (consistent with 2004)4. Discussions with tradespeople or family and
friends5. Career Days/ Trade Shows/Job Fairs6. Posters/pamphlets (consistent with 2004) 7. Newspapers8. Unions9. Skills Canada10. Employers
5511. Career Cruising12. Television13. Parent Councils
12CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
52The responses in 2004 were grouped together. In 2014, they were reported on in more detail. 53CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013, 10.54N=130 Multiple answers were accepted. Sources are listed from descending order from most to least frequently mentioned.55Career Cruising is a company that provides career planning tools to students. See . http://public.careercruising.com/ca/en
6.1 Post-Secondary Credential Preferences
Parents remained consistent in their view that a
university degree is the preferred post-secondary
credential. Over half of parents ranked a university
degree as the top choice for their child (57 in 2014
and 56 per cent in 2004). Less than a quarter of the
parents ranked a college diploma or Certificate of
Qualification as their top choice. Fourteen per cent
in 2014 and 22 per cent of parents in 2004 identified 56a college diploma as their top choice. An
apprenticeship/trades program leading to a
Certificate of Qualification (C of Q) was ranked first
by 24 per cent in 2014 and 21 per cent of parents in 57
2004. Youth provided similar credential rankings.
Parents in 2014 were more likely to choose a C of Q
over a college diploma, which is a change from
2004, when a similar percentage of parents chose 58apprenticeship/trades program and diploma as
their top credential preferences.
Figure F: Preferred Post-Secondary Credential
Parents either disagreed (37 percent in 2014 and
41 per cent in 2004) or were neutral (40 per cent in
2014 and 37 per cent in 2004) when asked if going
to university was a much better option for their child 59than going into the skilled trades. The majority of
youth also disagreed or were neutral on this
question, but a higher percentage agreed university
was much better (29 per cent in 2013 and 33 per
cent in 2004) compared to the parents (17 per cent 60in 2014 and 20 per cent in 2004). Despite how
parents responded to the survey, some youth are
absorbing the message that university is the
preferred option.
CMEC research highlights the strong bias towards
university education, which can lead youth and their
parents to dismiss apprenticeship training as a 61viable post-secondary option. As early as Grade
4, 41 per cent of Canadian parents expected their
child to earn a bachelor's degree at university, 32
per cent anticipated their child would earn a
graduate degree and 23 per cent predicted their 62
child would pursue college or vocational studies.
These high expectations lead to better
performance, which prepares students well for a
number of careers. The downside is that
apprenticeship is perceived as “second best” in the
minds of parents and these biases impact their
children's attitudes from an early age.
13CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
6.0 Comparing Skilled Trades to Other Professions
56N=713 in 2014 and N=549 in 200457CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013, 11.58“Apprenticeship/trades program” was the wording used in the 2004 survey, not C of Q.59N=646 in 2014 and N=549 in 200460CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013, 11. 61CMEC, “How Important are Educational Expectations,” Assessment Matters No. 4, 2013, 2.
. 62Ibid.
http://www.cmec.ca/Publications/Lists/Publications/Attachments/316/AMatters_No4_EN.pdf
56%
22%
21%
57%
14%
24%
University Degree
College Diploma
Certificate of Qualification
2014 2004
Research from the UK also identified a bias towards
university education. Only 27 per cent of parents 63thought vocational education was worthwhile.
Fifty-one per cent of parents encouraged their
children to pursue the trades, while 74 per cent 64encouraged university. In their comments, youth
said that apprenticeship training was not as
“valuable” or “high-quality” as university, indicating 65negative biases still exist.
6.2 Skilled Trades versus Other Professions
Parents were asked whether careers in the skilled
trades are “better than,” “the same as” or “worse
than” careers in professional occupations such as
business, law or accounting.
An increased number of parents said careers in the
trades were “the same as” other professions (70 per
cent in 2014 up from 59 per cent in 2004),
suggesting that more parents see these career
options as equal. Nineteen per cent in 2014 and
26 per cent in 2004 said they were “better than.”
Eleven per cent in 2014 and 12 per cent in 2004 66
said they were “worse than.”
Over half of youth said the skilled trades were the
“same as” other professions in both years. Twenty-
five per cent in 2013 and 13 per cent in 2004 said
the professions were “better than.” Even though
the “better than” figure increased significantly, 18
per cent of youth in 2013 and 20 per cent in 2004
still indicated the skilled trades are “worse than” 67
other careers. The “worse than” figure for youth
was double the parent figure, indicating that more
youth believe careers in law or accounting are
superior to the trades.
Figure G: Comparison to Other Occupations
14CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
68 Parents justified their points-of-view. Overall,
parents hoped their child would pursue a career
based on individual strengths and interests. The
opportunities in the skilled trades and good pay
were pluses for many parents. Others viewed the
trades negatively, believing trade jobs were low-
paying and physically demanding.
“Better than” other professions Ÿ The trades are high demand occupations
and many job opportunities are available
Ÿ Trades occupations pay well
Ÿ You can be a business owner
26%
59%
12%
19%
70%
11%
"Better than"
"Same as"
"Worse than"
2014 2004
63The Edge Foundation, “Children labelled 'too clever' for vocational education,” February 5, 2014. .
64Ibid. 65Jon 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., Sections 4 & 5.
66N=623 in 2014 and N=549 in 200467CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013., 11. 68N=285; Multiple answers were accepted from respondents. Parent responses were summarized and put in descending order
from most to least popular.
http://www.edge.co.uk/news/2014/february/children-labelled-too-clever-for-vocational-education
Ÿ In an apprenticeship, there is a direct
connection between the training and a job,
whereas university is not tied to employment
and many graduates cannot find work
Ÿ The trades will always be needed so there is
stability in employment
Ÿ An apprenticeship takes less time and costs
less than other post-secondary options
Ÿ An apprenticeship provides a chance to
learn practical skills which are required in
daily life
Ÿ An apprenticeship provides a good
foundation for additional schooling
Ÿ Trades occupations are more useful for
society compared to other professions
Ÿ The trades are exciting careers leading to
challenging and evolving opportunities
Ÿ The trades provide mobility and flexibility
Ÿ There is a less stress and better work/life
balance in the trades compared to other
professions
Ÿ The trades provide opportunities to be
creative and to be actively engaged rather
than completing paperwork all day
Ÿ There is a higher level of job satisfaction and
a sense of accomplishment in the trades
Parents described their viewpoints in their own
words: “You leave school with very little debt, have
flexibility in your hours, are [rarely] unemployed if
you're motivated and it is beneficial to have your
license. [You] can open your own business and
be hugely successful. [It is] very rewarding to
work with your hands. [There is] different work
every day. [It is] never boring.”
“Skilled trades careers require skill, intelligence
and they pay well.”
“I believe that trades have changed vastly and
are not just the trades of old, but hold all new
avenues with technology advancing and the
demands to change and adapt has forced the
trades to do so. Many people I know in the
trades might [have] started off with physically
demanding jobs at first, but all of them, with their
skill set, are working in a less physical job stream
or more 'white collar' type jobs.”
“An apprentice…has the advantage of getting to
know people already working in industry,
networking and obtaining work references
immediately.”
The “same as” other professionsŸ Children should make their career choices
based upon interest, aptitude and personal
happiness. My job as a parent is to inform
him or her of all the available choices.
Ÿ All occupations provide an opportunity to be
educated, gain employment and earn
money. These jobs can lead to satisfying
careers where success such as owning a
business is possible.
Ÿ One occupation is not better than another.
There are just different ways of learning and
functioning in a workplace.
Ÿ The trades are just as important as other
jobs. The work tradespeople do is vital to
society and is required to make the economy
function.
These quotes represent respondent viewpoints:
“Each career has to suit the individual's skill and
aptitude. Skilled trade personnel can earn as much
and have as much or more responsibility as
the…professional occupations.”
15CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
“It takes the same amount of energy, focus and
concentration to achieve excellence in all
occupations.”
“The training supplied for skilled trades today,
especially for licensed trades, makes this career
far safer than it has been in past years. I place
skilled trade work on par with university-level
training.”
“University, college and skilled trades (to me) are
only a different way of learning. Enhancing your
skills and applying new ones in a career that you
enjoy is the most important factor to me as a
parent.”
“[Tradespeople] provide vital and important
services to our country to make us grow our
economy and [increase our] standard of living.”
“I feel that all skill sets contribute to society. Each
career choice should be based on the happiness
of the individual along with their ability to prosper
… As a society, we tend to judge people based on
their career choice/ability which I do not agree
with.”
“Worse than” other professionsŸ The trades do not pay very well and there is
better financial security in other occupations
Ÿ The trades are physically demanding and
the work is performed in a dirty work
environment leading to poor health and
potential injury
Ÿ University will lead to a degree and upward
mobility in society so over the long term it is
better to pursue university. There are limited
opportunities in the trades
Ÿ There is less job security in the trades
because these occupations are subject to
lay-offs. Tradespeople constantly have to
move to try and find work
Ÿ Those who pursue the trades are perceived
as less intelligent than others
Ÿ It is hard to secure an employer sponsor for
an apprenticeship
Ÿ University is better as a post-secondary
option because it provides opportunities for
personal growth and a variety of life
experiences
Ÿ Tradespeople have to work long hours
Ÿ There is chauvinism towards female workers
that I would not want my daughter to
experience
Parents explained their answers:
“In [our] current society, skill isn't enough for
advancement…no degree = no management
opportunities…”
“…work can be plentiful one day then scarce the
next. You may have to travel to other provinces
to find work. This life can be hard on your
health.”
“Salary is good, but not excellent, and there is
little room for advancement or change and
growth as the years go by.”
The assumption among some parents that the
trades do not pay well is inaccurate. UK research
found that a quarter of employed university
graduates earned less per hour, on average, than 69
tradespeople. Over an individual's lifetime, the
wages earned in the construction trades, for
example, may only be slightly lower than those 70
earned by degree holders. As the UK analyst
16CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
69Lord Baker of Dorking CH Chair, the Edge Foundation, “The Skills Mismatch,” March 2014, 28.70Ibid., 20.
concludes, “In short, graduates do not
automatically earn more than apprentices
[tradespeople]. There is considerable overlap
between the two groups and trends in the labour
market suggest the overlap will get bigger, not 71
smaller, in the coming decade.”
Some parents said the trades provide limited
opportunities. Many employers do not support this
view. In the hospitality sector, for example,
employers argue that they “…regularly promote
from within, making upward mobility a realistic 72option for employees who start in entry-level jobs.”
The transferability of skills in the trades to other
opportunities and sectors provides a solid
foundation for an upwardly mobile career, despite 73
what parents may think.
17CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
71Ibid.72International Youth Foundation, “Creating Opportunities for Youth in Hospitality,” January 2013, 9.73Ibid.
18CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
7.0 Parent Perceptions of Tradespeople and Skilled Trades Careers
7.1 Overview
Parents continue to view tradespeople and skilled
trades careers positively. Significant changes were
observed for only two statements: Ÿ In 2014, a higher percentage of parents
agreed “skilled trades offer an opportunity to
earn income immediately while being trained”
(80 per cent in 2014 up from 67 per cent in
2004).
Ÿ More parents believe the skilled trades involve
hard physical labour (52 per cent in 2014 up
from 41 per cent in 2004).
7.2 Parent Response to Positive Statements
Parents in both years tended to agree with the
positive statements provided. When compared to
youth responses, parents had a higher level of
positive responses with the majority (70 to 80 per
cent) agreeing with the positive statements. Youth
responses were more negative with only 50 to 60
per cent of youth agreeing with the positive
statements. Parents with positive views are
perhaps not doing enough to challenge the
negative perceptions held by their children.
Alternatively, parents may be providing answers on
the survey that differ from what they tell their
children at home.
Statement Agreement in
200474
Agreement in
201475
Difference observed
“Skilled trades require formal studies and training just like other professions”
77% 83% +6%
“Skilled trades are not just jobs; they are careers”
83% 84% +1%
“Skilled trades are valued careers” 75% 77%76
+2%
“People in the skilled trades contribute a great deal to our quality of life”
87% 85%77
-3%
“Careers in skilled trades are better than they used to be”
64% 63% -1%
“Skilled trades are careers you can build on, expanding into management or owning a business”
79% 80% +1%
“Skilled trades are challenging, interesting and fun”
73% 82% +9%
“You can achieve an above average lifestyle working in the skilled trades”
64% 72% +8%
“Skilled trades offer opportunity to earn income immediately while being trained”
67% 80% +13%
“Skilled tradespersons are creative thinkers”
70% 70%78
--
“Skilled tradespeople are respected in society”
58% 56%79
-2%
19CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
74The number of respondents was 54975The number of respondents was 646. Exceptions are footnoted.76N=32977N=64078N=64179N=64180CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013, 18. 81N=54982N=64683CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013, 17.84N=54985N=64686N=64187N=641
When asked about skilled trades careers being in
demand, fewer youth agreed with the statement in 80
2013 (59 per cent) than in 2004 (71 per cent), but
parents were consistent in their views. Over 80 per
cent of parents do think the skilled trades will be in
demand.
Statement Agreement in
200481
Agreement in
201482
Difference observed
“Careers in the skilled trades will always be in demand”
87% 83% -4%
7.3 Parent Response to Negative Statements
As with youth, parents disagreed with the negative 83statements provided. The only increase for
parents related to trades jobs involving hard
physical labour.
Statement Agreement in
200484
Agreement in
201485
Difference
observed
“Skilled trades are dead-end positions
offering few opportunities for
advancement”
11% 9% -2%
“Skilled trades are typically low-paying
positions” 13% 8% -5%
“Skilled tradespeople are not imaginative” 7% 5%86
-2%
“Positions in the skilled trades involve a
lot of hard physical labour” 41% 52%
87 +11%
20CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
88CAF-FCA, “Youth Perceptions of Careers in the Skilled Trades,” September 2013, 17.89N=54990N=641
When compared to youth (24 per cent in 2013 and
31 per cent in 2004), fewer parents (22 per cent in 88
2014 and 20 per cent in 2004) thought the skilled
trades were more suited for males than females.
Statement Agreement in
200489
Agreement in
201490
Difference
observed
“Skilled trades are more suited for males
than females” 20% 22% +2%
Parents provided suggestions based on their 91personal experiences and perspectives:
Ÿ Information: Although a wide variety of
information resources and websites exist,
parents consistently mentioned a lack of
information about what is required in an
apprenticeship. Parents want resources that
give them a better understanding of the
process, steps to take and how to move
forward in planning for their child's career.
Parents wanted to know more about the job
opportunities available and the variety of
trades occupations. Some parents noted
searching on college websites can be
confusing and wondered if there should be a
liaison between the college and the high
school to provide more information about
college trade programs. More intensive
support is particularly needed for youth and 92
parents near the end of high school.
Ÿ Employer Sponsors: Many parents do not
know how to help their child find an
employer sponsor and wanted tips. Parents
felt that family connections were needed to
obtain an apprenticeship. Parents
supported employer incentives to hire youth.
Parents also wanted a better understanding
of employer roles and responsibilities on-
the-job.
Ÿ Guidance Counsellors: Parents said
guidance counsellors should have
information so they can talk accurately about
skilled trades careers. Guidance
counsellors should also be aware that their
negative comments impact student career
goals and perceptions.
Ÿ Course Selection: Parents said they
wanted better information on apprenticeship
requirements and course selection starting
at the beginning of high school. The
importance of taking math and science
courses in high school to develop the core
skills to do trades work should be 93communicated to parents.
Ÿ High School Exposure to Trades: There
are not enough opportunities to learn about
the trades in high school, according to some
parents. Parents suggested there should be
a mandatory trade course at high school so
every child has some exposure to the skilled
trades. Children should have an opportunity
to shadow a tradesperson for a day to learn
about trades jobs.
Ÿ Practical Skills: Some parents feel there
needs to be a better balance between
learning academic and practical skills at 94school. There should be more life skills
and work readiness programs. Parents
believed exposing children to career
awareness activities as early as possible at
school was valuable. Some parents with
older children wished their children had
21CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
8.0 Moving Forward - Suggestions from Parents
91N=148; The suggestions are listed from most to least frequently mentioned. 92See also Hugh 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, 23.
93A similar recommendation was made in Lord Baker of Dorking CH Chair, the Edge Foundation, “The Skills Mismatch,” March 2014., 29 and Jon 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, Executive Summary. No page numbers were provided in report.
94A similar recommendation about practical learning at school was made in Lord Baker of Dorking CH Chair, the Edge Foundation, “The Skills Mismatch,” March 2014, 29.
started their apprenticeships earlier, but said
they were unaware of the existing programs
while at high school.
Ÿ Funding: Parents noted more funding
should be available to educate people about
the trades and help children access
resources and learning opportunities.
Parents expressed concerns about the costs
of trade materials as a barrier to
participation.
Ÿ Information on Wages: Parents asked for
better information about the wages paid in the
various trades.
Parents gave comments and suggestions:
“Children should be aware at an earlier age about
job opportunities, trade skills and academic
prerequisites.”
“There isn't enough information about how to get
into the trades for parents and it isn't talked about
enough in schools. If someone was interested in
signing up to learn a skilled trade most wouldn't
even know where to start looking. It seems there
should be a centralized … apprenticeship hub
where people could get information about trades
and find work.”
“I would like to see schools hold information
sessions for children in Grade 10 for parents and
kids who have an interest in a skilled trade so that
we could receive more information on the process
and what steps to take…”
“I want more trades training, life skills and work
readiness programs available for my child in high
school.”
“[I] have found it difficult to find information about
the process to become registered for a trade, how
to find a licenced tradesperson to apprentice with
and get started with the entire process….”
“My son was very academic in school, but was
not interested in university. He wants to work with
his hands. It would be so helpful to have a list of
trades, trade schools, career information,
available apprenticeships and salary ranges
made available to seniors in high school. No one
ever discussed trades with him, as if it would be
beneath his intelligence level. He could have
used educated guidance in what was available to
him. I am disappointed with the school for not
equally promoting all the education options.”
“It would be beneficial to high school students if
you had representatives from each skilled trade
give them a description of their jobs and average
income and possibilities. It would also be nice if
the schools made a bigger effort to assist
students in that line instead of simply promoting
universities! It isn't for everyone and affects these
students' self-esteem!”
“…I still feel trades need to be brought back fully
in the schools, like actual mechanic shops and full
working shops and electrical shops and promote
it to the kids, especially the girls. If we keep
having miniature shop classes, we are going to
lose interest. I was young and we had a full wood
working shop and mechanics. Working on a car
and a real-sized lathe is the way the world works.
Working on mini-machines just doesn't cut it.”
Additional ideas for parent supports include:
Ÿ Link the trades to opportunities by sharing with
parents the varied career paths tradespeople
pursue after apprenticeship training
Ÿ Incorporate the importance of “soft skills” such
as communication, teamwork and punctuality
into the promotion of skilled trades careers.
22CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
Although entrance to universi ty is
straightforward, obtaining an apprenticeship
is difficult and requires more soft skills at the 95
beginning than other post-secondary options
Ÿ Reduce barriers if children have to attend 96
trades classes at another school
Ÿ Engage parents so they will be motivated to
explore course outl ines online and
understand what is offered at schools
Ÿ Encourage parents and their children to
attend skilled trades competitions and other
activities to learn about the skilled trades
Ÿ Provide targeted supports for youth whose
parents lack confidence and cannot provide 97
good advice and information
Parents may benefit from resources such as Nova 98Scotia's “Parents as Career Coaches” workshop
that helps parents give better advice and guidance
to young people. An Australian study found that
when parents are provided with free advice on how
to communicate with young people about their
careers, the number of parents who discussed
post-secondary options with their children 99
increased significantly. Research also shows that
having a career or strategic plan determines 100success later in life. For examples of additional
programs and initiatives to promote the skilled
trades see the Canadian Apprenticeship Journal
“Engaging Youth: Attracting Young People to 101
Careers in the Trades.”
23CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
95Janet Krantz, “Finding Futures: Attitudes and perceptions of the skilled trades in Ottawa,” Pinecrest-Queensway Community Health Centre, December 2011, 162.
96Ibid., 152. 97Jon 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 3.98The “Parents as Career Coaches” website can be accessed through this link: . 99Sinan Gemici, Alice Bednarz, Tom Karmel, Patrick Lim, “The factors affecting the educational and occupational aspirations of
young Australians,” Longitudinal Surveys of Australian Youth Research Report 66, 2014, 7.100Nhi Nguyen and Davinia Blomberg, “The role of aspirations in the educational and occupational choices of young people,”
Longitudinal Surveys of Australian Youth Briefing Paper 29, 2014, 6. 101Canadian Apprenticeship Journal, “Engaging Youth: Attracting Young People to Careers in the Trades,” Volume 8, Spring
2013.
http://www.parentsascareercoaches.ca/
To understand parent perspectives and to identify
knowledge and communication gaps, CAF-FCA
surveyed parents from every region in the country
and compared the results to 2004 findings.
Understanding parental views is very important.
From a policy perspective, programs that engage
parents may have the biggest impact in terms of
increasing educational aspirations and preparing 102students for post-secondary education.
Employers also need to understand what parents
are thinking so they can create recruitment
strategies that dispel parental fears and challenge
stereotypes. Skills shortages and stiff competition
for top talent will make effective recruitment a
business imperative.
Overall, parents were more positive in their views
than youth and there was greater consistency in
their answers between 2004 and 2014. Parents
said careers in the trades were the “same as” other
professions, suggesting that parents see these
career options as equal, but there remains a
preference for a university education.
In terms of significant changes, the survey results
indicate a higher percentage of parents in 2014
believe that the trades offer an opportunity to earn
income while being trained and understand how
much money can be made in the trades. A major
drawback for parents is the perceived physically-
demanding nature of the work, an area where
parental views have become more negative.
Parents said they understand the career options in
the trades and are interested in seeking out
information. These changes are positive
considering that parents are an important career
information resource for their children. If parents
feel confident in their knowledge, they provide more
advice to their children. The internet and
educational institutions were important sources of
career information for parents, highlighting the
importance of maintaining effective websites and
creating high quality materials for educators to
distribute.
The results revealed that parents and youth differed
in their views in some areas. Youth did not perceive
that their parents were encouraging them to
consider skilled trades careers and less than half of
youth said they would be proud to work in the skilled
trades. Parents, on the other hand, said they would
recommend this career and would be proud if their
children worked in the skilled trades. Parents also
feel skilled trades will always be in demand
whereas youth are skeptical. These findings
suggest that youth may require reassurance from
their parents that the skilled trades are worthwhile
careers to pursue. Parents should be encouraged
to challenge youth misperceptions.
Parents identified areas where they would like to
see further support. To increase knowledge about
apprenticeship and the preparation required for
skilled trades careers, parents requested
information about apprenticeship requirements,
how to find an employer sponsor and high school
course selection. From the high schools, parents
wanted more opportunities for their children to learn
about the trades and for teachers to talk more
positively about the trades.
Increasing awareness and providing supports to
parents will close existing knowledge and
communication gaps and will empower parents to
give accurate and relevant advice to their children.
For industry and educators, the survey results
24CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
9.0 Conclusion
102Sinan Gemici, Alice Bednarz, Tom Karmel, Patrick Lim, “The factors affecting the educational and occupational aspirations of young Australians,” Longitudinal Surveys of Australian Youth Research Report 66, 2014, 7.
suggest parents need a better understanding of the
math and science requirements, how technology is
impacting the trades and ways to connect with
employers . For paren ts to embrace
apprenticeship, they need to know training provides
the foundation for a variety of educational and
professional opportunities. With this knowledge,
parents will be better positioned to prepare their
children for careers in the skilled trades. As key
youth influencers, parents play an important role in
helping industry recruit and train Canada's future
skilled trades workforce.
CAF-FCA MEMBER RESEARCH SERIES 25CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014
Emily Arrowsmith, Ph.D. is CAF-FCA's lead researcher. She implemented the national parent survey and analyzed the findings for CAF-FCA members.
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