Regional Roundtable Summary

Industry Engagement in Apprenticeship Training: International Perspectives

Ottawa, ONOctober 20, 2016

Industry Engagement in Apprenticeship Training:

International Perspectives

Roundtable with Apprenticeship Stakeholders

The quality of apprenticeship training relies in large part on the experience gained and skills

developed in the workplace. With employers providing up to 90 per cent of an apprentice’s

training, the degree to which business leaders support apprenticeship often determines

progression and outcomes. Apprentices indicate the quality of workplace training and the

support they receive from their journeyperson mentors is fundamental to whether they stick with

the program and remain with their employer. Journeyperson mentors that are supported and

appreciated are more likely to provide high-quality training, something that requires passing

along skills and knowledge, while providing opportunities for an apprentice to practice and gain

confidence. While these ingredients are commonly associated with a strong culture of workplace

training, it is less clear where one should start when it comes to building one. It is equally

difficult to ascertain how external stakeholders – apprenticeship regulators, educational

institutions, labour unions, employer associations or other partners to the employer community –

can foster or support the development a learning culture in the workplace context.

This topic was the focus of a roundtable discussion on October 20, 2016 in Ottawa, Ontario. The

Canadian Apprenticeship Forum (CAF-FCA) invited speakers from Germany, Switzerland and

the United States to share their perspectives on and experiences with building a workplace

training culture. A similar presentation on the Canadian experience allowed the Canadian

apprenticeship community to identify areas of similarity and difference, building ideas about

where international practices might be adapted to suit the Canadian environment.

We sincerely thank our speakers, who shared background information and established context

for this discussion:

Dr. Emily Arrowsmith, Canadian Apprenticeship Forum

Dr. Urs Obrist, Embassy of Switzerland

Dr. Erik Malchow, Institut für Betriebliche Bildungsforschung (IBBF), Germany

John Ladd, Office of Apprenticeship, United States Department of Labor

While each speaker has provided a PowerPoint presentation and a more detailed backgrounder

about apprenticeship in their country, the following represents a brief overview. For more

detailed information, please contact info@caf-fca.org.

Canadian Context Emily Arrowsmith shared an overview

of apprenticeship in Canada and spoke

to the reasons employers give for non-

participation, including insufficient

work, inability to teach the full scope

of trade, lack of available mentors,

limited human resources capacity and

cost. While much effort has been

expended to overcome these barriers

to participation, apprenticeship stakeholders recognize that the quality of workplace training

often depends on a company culture that is harder to define or develop. They agree, however,

that ingredients must include leadership within the company, an understanding of the business

benefits of apprenticeship training and the support of external partners. They identify some

common attributes of companies with a culture of training – businesses that hire first-year

apprentices and support their progression, that make efforts to identify positive mentors and role

models, and support and celebrate completion. These companies are more likely to recognize

that investments in skills development and lifelong learning benefit both the company and its

employees.

Swiss Context

The apprenticeship system in

Switzerland is highly respected

around the world. Urs Obrist was

able to provide insight into how

apprenticeship training has become a

fundamental part of the country’s

educational system. Not only does

the vocational pathway in

Switzerland offer a diversity of career options, but the flexibility and permeability of the

educational system allows learners to pursue advanced education when and if appropriate to their

career path, making it an attractive option for students. The private sector is responsible for

defining training content, qualification procedures and making program adjustments based on

changing skills needs. This level of focus on the needs of the labour market ensures ongoing

industry buy-in. In general, businesses identify apprenticeship as a way to satisfy their demand

for qualified workers while having favourable impact on their public image. Culturally,

apprenticeship is linked to corporate social responsibility, but there is also recognition that this

form of recruitment and training has financial advantages for companies.

Canada

Population: 35 million

Area: 9.9 million km2

Apprenticeable Occupations: ~300 (skilled

trades)

# of Apprentices: 451,100 (2014)

Employer Participation: 19%

Switzerland

Population: 8.3 million

Area: 41,285 km2

Apprenticeable Occupations: across most sectors

# of Apprentices: 230,500 (2014)

Employer Participation: 30%

German Context Erik Malchow provided insights into the

German apprenticeship system, which is

often touted as the gold standard

internationally. Apprentices train across

a number of sectors, including industry

and commerce, crafts, public service,

agriculture and a variety of others.

Historically, 51 per cent of young people

train in an apprenticeship, though there is

a growing preference for academic options among students. The system is highly structured and

heavily regulated, but is built around fundamental employer engagement. Employers commit to

seeing their apprentices through to completion and often view their role as both a right to train

workers to their needs and a responsibility to the next generation. Chambers of Commerce

connect employers with prospective apprentices and also administer both apprenticeship

agreements and exams on behalf of government. In return, employer membership in the

Chambers is mandated by law, ensuring that Chambers have sufficient resources to undertake

this work. Small companies are somewhat disadvantaged, competing with larger employers for

the best apprentice candidates and challenged to provide the expected levels of formal

instruction. Though regulated at the state level, the German system is built on a shared national

vision to meet labour market requirements, align systems and share national data.

American Context

John Ladd presented information

about the U.S. apprenticeship system,

which has been a high-profile subject

among legislators over the past two

years. In his State of the Union

address in 2014, President Barack

Obama challenged employers to

double the number of apprentices

across the country. In 2016, the U.S.

Congress earmarked $90 million for

apprenticeship. There is currently $175 million being spent on apprenticeship grants. This

additional attention has ramped up collaborative efforts between the Office of Apprenticeship at

the U.S. Department of Labor and state apprenticeship agencies to develop new programs,

increase marketing and technical assistance, and support high-quality training. In addition to

Germany

Population: 80 million

Area: 357,376 km2

Apprenticeable Occupations: 327 (across most

sectors)

# of Apprentices: 559,431 (2014)

Employer Participation: 21%

United States

Population: 319 million

Area: 9.8 million km2

Apprenticeable Occupations: 1,061

# of Apprentices: 500,708 (2016), two-thirds in

construction

Employer Participation: ~150,000 employers and

organizations participate

increasing awareness, efforts seek to recruit industry champions, create mechanisms to support

expansion and build public partnerships that accelerate apprenticeship adoption. The

Department of Labor has convened “Sectors of Excellence in Apprenticeship” in an effort to

engage industry and other diverse stakeholders in key sectors, including information and

communication technology, advanced manufacturing, construction, healthcare, transportation

and public service.

Stakeholder Discussion

Following the presentations, roundtable participants addressed three key questions in small-

group discussions:

What does Canada do well when it comes to engaging industry in apprenticeship

training?

What can we learn from our international counterparts?

Identify priorities to build on or replicate national and international best practices.

Canadian Strengths

Roundtable participants identified several areas of perceived strength within Canadian

apprenticeship systems. Among these, there was consensus that there are processes in place to

engage employers in apprenticeship. Industry helps set trade standards, participates on trade and

sector committees and sponsors apprentices. Employers have the flexibility to choose which

apprentices they register, train and guide toward certification, providing an opportunity to ensure

a good fit within the business. Employers are empowered to manage apprentice training within

their workplaces, with some capacity to customize training to their business needs, industry

environment and customers. Equally important, apprenticeship training is subject to a degree of

consistency and oversight, requiring that on-the-job hours and skills development be tracked.

Employers are also involved in setting industry standards, with opportunities to provide input

into program design and content. In most jurisdictions, industry has a voice as to whether trades

are designated compulsory or voluntary. In many trades and most jurisdictions, employers

receive financial supports and incentives associated with apprenticeship training, helping to

offset financial barriers to hiring and training apprentices.

Roundtable participants were also convinced there are good processes in place to engage youth

and prepare candidates. In general, Canadians are aware of the work that skilled tradespeople do

and there are groups, like Skills Canada and the Canadian Apprenticeship Forum, that undertake

extensive outreach to raise awareness and maintain the profile of the skilled trades. Students and

parents benefit from information available in schools and through youth apprenticeship

programs. In many jurisdictions, there is an increasing emphasis on trade skills in the

kindergarten to grade 12 years. Pre-apprenticeship programs, either combined with high school

credit or as a post-secondary option, are widely available to help prepare candidates for work in

the trades. These programs play an increasingly valuable role as students have fewer

opportunities to develop mechanical aptitude in their day-to-day lives.

The standardization and harmonization of training processes was considered another Canadian

strength. For example, participants felt that the consistency of the Red Seal program across the

country provides employers with a sense of certainty when it comes to the quality of candidates

from other parts of Canada. Ongoing efforts to align the number of hours, training levels and

curricula of Red Seal trades stands to extend this comfort level to apprentices part-way through

their training. The industry role in the design of Red Seal standards and exams was viewed as

important to maintaining buy-in.

Participants recognized the importance of “connectors” that facilitate employer involvement and

ensure apprenticeship stakeholders are well-informed despite the geographic size and industrial

diversity of Canada. It was noted that unions excel at industry engagement and the joint

apprenticeship committee structure provides flexibility for employers and apprentices. These

partnerships reduce the risks of apprenticeship for unionized employers. Non-profit

organizations like the Canadian Apprenticeship Forum provide opportunities to learn about

initiatives underway in other sectors and regions, promoting connections and collaboration

among stakeholders.

A number of other strengths of the Canadian apprenticeship system were also identified. For

example, the linkage between government procurement and apprenticeship is seen as a positive

development. State-of-the-art technical training facilities – both at union training centres and

within the college sector – ensure apprentices have access to high-quality training and

knowledgeable instructors in addition to their workplace experiences. Efforts to enhance

mentorship training and integrate mentorship concepts into apprenticeship training are viewed as

essential to the quality and future of this training model. Financial and other supports for both

employers and apprentices were held up as important ways to underline the value proposition for

apprenticeship training and illustrate the value that society assigns to skilled trades work.

International Models

As participants began to discuss the second question, a number of elements from the European

apprenticeship models appealed to them. For example, the permeability of post-secondary

education, where one pathway leads seamlessly to other opportunities, was viewed as a way to

make apprenticeship more appealing to students and their parents. Many Canadian students who

would excel in the trades are encouraged to pursue a university education for fear they will not

achieve their full potential. In Switzerland, apprenticeship is viewed as a way to develop

workplace skills that are highly valued by employers and the labour market, but not at the

expense of other post-secondary pathways. “Bridges and ladders” were mentioned at tables

throughout the room as an aspirational goal for Canadian educational systems, recognizing that

the combination of practical, hands-on learning and theory-driven education are required to

support real innovation.

Another key takeaway was how the Swiss and German models seek to engage youth at a much

younger age, providing internship opportunities as early as grade 7 or 8. Exposure to the world

of work was viewed as a good way to help young people ascertain their interests and natural

abilities. Efforts to provide labour market-driven career advice to young people was seen as

critical, requiring better tracking of statistical information and a strong career guidance function

in schools. The German approach to assigning internship placements was earmarked as a best

practice. Canadian stakeholders weighed the challenges and potential benefits of expanding

apprenticeship to a wider range of careers.

Without exception, the small groups spoke to the importance of raising the esteem associated

with the apprenticeship pathway. Aligning apprenticeship with prestige and professionalism was

viewed as an important step to gaining widespread cultural acceptance among students, parents

and teachers.

In many ways, apprenticeship training in the United States is subject to the same challenges and

barriers as in Canada. However, Canadian stakeholders were inspired by the leadership and

enthusiasm for apprenticeship being illustrated in the U.S. The support of the President and

Congress, along with major federal investments, stand to raise the profile of apprenticeship

training and inspire employers, students, educators and parents to give apprenticeship a second

look. A national apprenticeship week builds profile, while efforts to establish Sectors of

Excellence further escalate industry involvement and create champions at all levels. There was a

perception that Canada could build on its strengths by funding its own “centre of excellence” to

showcase and promote innovation in apprenticeship training.

Priorities and Next Steps

During the final portion of the discussion, tables were asked to consider priority areas in which

to replicate or build on best practices identified during the session.

On the topic of building and supporting a training culture in Canadian workplaces, participants

suggested employers – particularly small businesses – need additional support to hire apprentices

and administer training. The lack of human resources management capacity can be a barrier to

adopting the systems and processes that ensure high-quality apprenticeship training. Participants

also suggested that businesses and their journeypersons need more support when it comes to

mentorship, again tied to the quality of workplace training. Finally, systems and programs must

be data-driven, based on labour market information, research and evaluation in a way that

ensures apprenticeship is the best possible way to develop the people and skills required to work

in the skilled trades. Combined, these elements were viewed as foundational to fostering a

workplace learning culture.

Participants also recognized that employers are more likely to embrace apprenticeship training if

candidates are well-prepared and knowledgeable. Reflecting on how industry engages to provide

early exposure opportunities in Switzerland and Germany, the group agreed there have to be

better partnerships between industry and educators. One table suggested industry internships be

offered to students in grades 7, 8 and 9, providing exposure to various aspects of the labour

market. A national career competency framework might inform a system that is able to provide

a broad range of experiences and skills (i.e. technical skills, social skills, essential skills) in

various sectors over the course of secondary education. There was also clear interest in

reviewing the permeability of post-secondary pathways such that there are no “dead-end”

qualifications.

The group largely agreed that students and parents are influenced by the idea that skilled trades

are “dead-end” occupations and there are few opportunities to use trades training as a foundation

for career progression. While changes to the education system will have a significant impact,

efforts to remove the stigma of apprenticeship as the post-secondary pathway of last resort must

continue. A greater parity of esteem among post-secondary pathways requires leadership – like

that shown by political leaders in the United States – and ongoing communication and branding,

as reflected in the work of the Canadian Apprenticeship Forum and Skills Canada.

Other priorities included ongoing work to harmonize trades training across the country, which is

seen as an important way to keep apprentices employed and progressing toward certification.

Participants were enthusiastic to learn about apprenticeship systems in place internationally and,

while the geography and constitution of Canada make federal strategic oversight challenging, the

benefits of this approach were seen to be illustrated by the German and Swiss systems.

Stakeholders suggested that international examples and practices can encourage and inspire the

Canadian apprenticeship community to push beyond current systems, processes and politics to

find new and better approaches to apprenticeship training.