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Background Information

One of the most critical and time-sensitive issues facing Canada is its aging demographic. By the end of the decade, the Royal Bank of Canada (2020), estimates that one in four Canadians will have entered their senior years, a significant 17 percent increase from 2020. Coupled with a current youth unemployment rate of 11.5 percent, these factors create a unique opportunity to inspire and encourage students to pursue careers in skilled trades and technologies” (Trading Economics, 2023).

In Alberta, the picture is not much different. Since 2019, a key outcome in Alberta Education’s business plan aims “to increase opportunities for hands-on learning experiences in apprenticeship, trades, and vocational education. P.50” As part of a conditional grant, CASS conducted a provincial needs assessment to identify positive practices in place and challenges faced in recruiting teachers to support student choice to pursue a career in skilled trades and technologies. The results of this assessment were compiled into the “Supporting Student Choice in Pursuing a Career in Skilled Trades and Technologies Needs Assessment Field Survey,” released on April 20, 2021. The findings highlighted that despite efforts to encourage student interest in skilled trades, inequities across the province exist in terms of student access to programming, the ability to recruit qualified teachers and instructors, and the lack of facilities, equipment, and resources.

The report identified 11 calls to action based on the feedback from the 63 participating school authorities. These calls to action are aimed at creating an environment that fosters and encourages students to explore and pursue careers in skilled trades and technologies. Many school authorities have turned to partnerships with industry, their community, and post-secondary institutions to enhance programming in these areas. However, sustainability remains a challenge. As classroom teachers were attributed as “most responsible” for the delivery of trades and technologies programming, a call to action by the school authorities, who participated in this study, is to assist teachers in building curriculum connections and to create opportunities for professional learning on the various career pathways and trade opportunities. Equally important is a call to demonstrate value for the trades and design a collaboratively built provincial framework by establishing educational partnerships leading to greater equity.

By responding to the calls for action and working collaboratively with stakeholders, Alberta system leaders can create an environment that supports and empowers students to explore and pursue rewarding careers in skilled trades and technologies. These efforts not only contribute to individual success but also play a vital role in boosting the overall growth of the province’s economy amid the challenges posed by an aging demographic.

References

• Royal Bank of Canada. (2020). Navigating the 2020s: How Canada can thrive in a decade of change. https://www.rbcwealthmanagement.com/en-ca/insights/navigating-the-2020s-how-canada-can-thrive-in-a-decade-of-change
• Trading Economics. (2023). Canadian youth unemployment rate. https://tradingeconomics.com/canada/youth-unemployment-rate