September 28, 2023

Closing Canada’s Skills Gaps Starts with Postsecondary

By Denise Amyot, President and CEO, Colleges and Institutes Canada
Originally published in The Hill Times

Planning for and responding to skills needs across an economy as diverse and broad as Canada’s is a difficult task. As much as we need qualified tradespeople and healthcare workers, we also need early childhood educators, software developers, and entrepreneurs to help our economy grow in the face of change. To add to the challenge, the global nature of the world makes our national skills map increasingly complex. Canadian employers now need workers with the right mix of job-related and global skills more than ever.

Colleges and institutes have always focused on employer-driven skills training. In fact, they offer over 10,000 programs, each developed with direct input from industry to ensure that learning objectives align with employer expectations.

Study and work abroad experiences complete the other half of the equation. When we talk about global skills, we mean skills that are common across professionals – like the ability to communicate well, collaborate with others, and adapt to changing circumstances. International mobility experiences ensure students learn these skills before they enter the workforce. Yet Canadian students are statistically less likely than their G7 peers to participate. In a global world, that puts them at a disadvantage. Programs like Global Skills Opportunity (GSO) can fill the gap.

Funded by Employment and Social Development Canada and administered jointly by Colleges and Institutes Canada and Universities Canada, GSO makes international learning experiences more accessible to Canadian post-secondary students. Through the program, colleges, institutes, and universities organize and implement study and work abroad opportunities that ensure their students acquire the global skills employers want and the Canadian economy needs.

For example, I’M SIENT (International Mobility Supporting Indigenous Entrepreneurs), a GSO-funded project from Sault College in Ontario, gives Indigenous students the opportunity to enhance technical and analytical skills and apply their knowledge in a practical ecosystem with Indigenous students and entrepreneurs in the Yucatan region of Mexico. The skills potential of such an opportunity is incalculable – especially for groups that are traditionally underrepresented in the Canadian workforce and in postsecondary education.

GSO leverages the strength of a network of more than 250 postsecondary institutions to ensure that up to 11,000 Canadian students over four years – especially those for whom such experiences have traditionally been less accessible – aren’t left behind in a global competitive workforce.

So far, more than 5,000 students – 75% of whom identify as a member of a traditionally underrepresented group – have completed a GSO-funded international study or work experience in one of more than 100 countries. Of that group, 64% identify as a low-income student, 18% as a student with a disability and 13% as an Indigenous student.

Addressing labour market challenges starts with postsecondary. It always has. But as the nature of work changes, education must change with it. Learning experiences outside the classroom – and outside the country – are now more relevant than ever.

Study and work abroad experiences like those made possible with funding from Global Skills Opportunity expose students to new environments, challenges, and ways of thinking, helping them learn the skills, confidence, and an appreciation for diversity. They are also a key component of the Government of Canada’s International Education Strategy.

In fact, when asked to assess the skills they gained during GSO-funded experiences, students identified adaptability, collaboration, networking, problem-solving, language capacity, and communication among the top – all of which align with the Government of Canada’s Skills for Success, a framework that identifies nine skills needed to participate and thrive in learning, work, and life.

Canada needs a permanent stream of globally competitive talent. That means permanent funding for programs like GSO that not only benefit students and employers, but also help learning institutions increase their capacity to deliver safe, enriching, and accessible international study and work abroad opportunities now and in the future.

With funding to ensure sustainability and growth, GSO can continue its success and equip more workers for success and deepen person-to-person global ties. The more Canadians engage around the world, they more they bring new skills home. The vitality of our workforce depends on it.

September 12, 2023

The stigma of the trades ends with colleges and institutes

By Denise Amyot, President and CEO, Colleges and Institutes Canada 

First published in Education for Employment Magazine, Fall 2023.

By 2028, over 700,000 skilled trades people in Canada will retire. That’s what a 2021 RBC Thought Leadership report (Powell & Richardson, 2021) revealed. It also said that one of the main challenges facing the sector is the continued underrepresentation of women and immigrants. For the future of the sector, the challenges are significant. So are the opportunities.  

Skilled trades workers build and maintain things like homes, schools, hospitals, roads, and other vital infrastructure. Without them, our economy would come to a standstill. Despite the need, the number of working-age apprenticeship certificate holders is decreasing. According to the most recent census data, those figures have either stagnated or decreased by up to 10% between 2016 and 2021.  

The trend presents an ominous outlook for the future of the sector and urgent action is required to combat it. The good news is we are seeing new government investments to recruit new skilled workers. The bad news is the sector continues to be challenged by associated stigma, misconceptions, and limitations on access. 

Challenging perceptions of earnings 

In the skilled trades, a journeyperson refers to an individual who has passed their exam and received a certificate of qualification from their provincial or territorial apprenticeship authority. One can become a journeyperson either through apprenticeship training or by taking the exam without having completed a formal apprenticeship. The latter is referred to as a trade qualifier. 

While there are many different pathways to a career in trades, formal apprenticeship training can improve employment outcomes. On average, those who complete formal training report higher earnings than trade qualifiers. That’s what a 2021 report from the Education Policy Research Initiative and the Labour Market Information Council (Finnie, Dubois, & Miyairi, 2021) revealed. 

Comparing earnings, the report found that the average salary for those in the trades started at $62,000 in the first year after certification. Further, the report found that those who complete formal apprenticeship training earned nearly 10% more than trade qualifiers in the first year after certification. The report also suggests that journeypersons who complete apprenticeship training likely have better connections to formal and informal professional networks and find better-paying jobs more easily than trade qualifiers. 

Similar data from Statistics Canada also shows that journeypersons in some construction-related fields, such as powerline technicians, crane operators, and industrial instrumentation and control technicians, can earn upwards of $100,000 per year. 

Experts in hands-on learning 

Apprenticeships are work-integrated learning opportunities that combine on-the-job training with classroom learning. They are valuable experiences for both students entering the trades and for employers. Apprenticeships support employers in recruiting new talent and ensure that students graduate with the skills employers need.  

Pre-apprenticeship programs prepare students to enter an apprenticeship, develop their job skills and trade readiness, and eventually find work as apprentices. The pathway helps address labour shortages in the trades by giving students a low-stakes opportunity to discover a potential career. 

As experts in hands-on learning, colleges and institutes offer over 300 pre-apprenticeship programs in more than 20 skilled trades. And, over 80 of those programs are designed to support groups that are traditionally underrepresented in the trades.   

For example, Nunavut Arctic College offers five pre-apprenticeship programs designed to set students on a path to careers in trades like housing maintenance, carpentry, and heating systems mechanics. The multi-disciplinary approach equips learners with not only technical knowledge and skills, but also helps to boost their confidence, which is important for success.  

At George Brown College, theWomen Transitioning to Trades and Employment program supports women and gender non-binary, trans, and two-spirit people looking for stable employment in trades and construction-related fields. The program is designed to increase the number of people from under-represented groups entering and finding success in the trades. 

Colleges and institutes also regularly host interactive opportunities for high-school students to learn how to navigate training opportunities, identify the skills they’ll need to succeed, and gain a deeper understanding of how to start on a path to success.  

These are just a few examples of the types of high-quality learning that prepares people for promising careers in the trades.   

Strengthening interest and career passion 

Three years ago, in partnership with the Canadian Apprenticeship Forum, Colleges and Institutes Canada (CICan) launched a program to increase the participation of underrepresented groups in the skilled trades – such as women, Indigenous people, newcomers, people with disabilities and youth – and contribute to their success.   

The program, Unlocking Inclusive Pre-Apprenticeship Pathways, helped those facing barriers to education access tailored training designed to support skills development, applied learning opportunities and the pursuit of a fulfilling career. We gathered data, conducted interviews, and developed a suite of resources – including an environmental scan, a pre-apprenticeship program inventory, a diversity and inclusion tool, and more – to make an impact across the sector.  

Of 84 participants who successfully completed the program, 77% expressed an interest in pursuing careers in trades-related fields, and 60% expressed a desire to complete an apprenticeship.  

These results highlight how formal training programs can strengthen passions for trades, especially among those who are traditionally underrepresented in the sector. If we want to build a sustainable future, we need more plumbers, boilermakers, heavy equipment operators, and welders that reflect the diversity of our communities.  

The future of the sector 

We know there is currently a gap between trades employers and apprentices. It can be difficult for employers to recruit and retain young workers, time invested in training can often negatively impact profitability, and placements can be difficult for eager apprentices to find. As our needs and preferences change in this space, we need to find solutions to these challenges.   

As the national voice of colleges and institutes, we bring colleges and institutes together through national programs and projects to develop solutions to economic and social challenges like those we are currently seeing in the trades. That includes providing wage subsidies that help students find jobs, developing new microcredentials and innovative teaching methods, supporting newcomers in the labour market, and much more. 

Career Launcher Apprenticeships, for example, provides financial incentives and other resources to small and medium-sized employers in construction and manufacturing to help them hire new apprentices. Through the program, employers get incentives to recruit, hire, and onboard new apprentices, support to navigate the apprenticeships certification systems across Canada, and access to talent to grow their businesses. The program also helps increase diversity in the trades by incentivizing employers to hire apprentices from groups that are traditionally underrepresented in the sector and providing resources to support them. 

As a pan-Canadian network of skills providers, colleges and institutes make resources like these readily available to communities and employers across the country. In fact, with nearly 700 campuses, our network is located within 50km of over 95% of Canadians and over 86% of Indigenous people. 

A career in the skilled trades is rewarding, well paid, and involves highly-skilled work and specialized knowledge – not to mention the opportunity to own your own business. We must do better at challenging perceptions about skills training and skilled careers like trades. They are vital to each and every one of our communities.  

As leaders in high-quality skills-based learning, colleges and institutes are part of the solution.