Apprenticeship Analysis - CAF-FCA » CAF-FCA · 2019. 6. 20. · As technological change occurs,...

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

iCAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014

iiCAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014

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

CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014iii

1CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2014

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.


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


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


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

http://www.hrpartnership.ca/images/HR%20Documents/Skills%20Canada%20Atttitudes%20to%20Trades.pdf


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


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.



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.


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

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.


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.


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


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


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


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


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

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.


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

http://www.cmec.ca/Publications/Lists/Publications/Attachments/316/AMatters_No4_EN.pdf

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


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.



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.”


“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


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.


71Ibid.72International Youth Foundation, “Creating Opportunities for Youth in Hospitality,” January 2013, 9.73Ibid.


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%


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.


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.


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%


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.


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


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.


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.”


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/

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


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.

www.caf-fca.org

2197 Riverside Drive, Suite 404

Ottawa, ON K1H 7X3

tel: (613) 235-4004

fax: (613) 235-7117

email: [email protected]

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