Primary research found a general lack of career, exploratory, and trades and apprenticeship programs (Zimmerman, 2001, ). Even where these programs exist, students in these programs do not always understand their status under the apprenticeship system (McCulloch and Henley, 2002).

A key informant indicated that, in some provinces, the “de-streaming” of high school curricula removed the general or vocational streams, which had provided students with practical industrial or trades-related skills (such as dexterity, and an ability to use a range of tools) and experience that could help them pursue apprenticeships (individual). Furthermore, one interviewee suggested that, in some jurisdictions, students in an academic stream that lacks an industrial arts program might not get a chance to test their aptitudes in these skills areas. This restriction has interfered with the flow of potential apprentices (Information Development and Training Inc, 2001, ).

Finally, many unions noted their efforts to try to counter the negative perceptions of the trades through job fairs, career days and trade shows. These events were costly exercises and difficult to maintain on an ongoing basis. Some labour representatives also indicated that they had encountered difficulty gaining access to schools (individual).

B. BARRIERS EXPERIENCED BY SPECIFIC GROUPS

Women

The lack of trades-career encouragement from educators is particularly important to young women. One study (WITT-Alberta, 2000) showed how female students received little encouragement from teachers to pursue trades. The study also pointed to a lack of career counselling and guidance for women, and a perception that trades are for more academically challenged students in the school system. The study, however, indicated that these findings are improving somewhat but only due to the efforts of individual teachers. A second study (Zimmerman, 2001) found a wide variation in theamount of information guidance counsellorspossess. While provinces have a number of toolsand materials that can be used within schools,these tools must be marketed to guidance counsellors on a proactive, ongoing basis because ofthe constant turnover of these counsellors.