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 [email protected].
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.