Employers in virtually every sector covered in the study expressed strong concerns about the personal attributes and characteristics of many apprentice candidates (Even et al, 2002; 
). Many employers noted candidates’ inadequate essential skills, including literacy and mathematics.
Others expressed concern regarding candidates’ poor work ethic, interest in learning, workplace discipline and confidence (Smith, 2003; 
). Some labour representatives and Aboriginal spokespersons expressed similar concerns ().
Several employers commented on the importance of “soft” skills in their trade (for example, interpersonal
and customer relations in automotive service, and teamwork in manufacturing), and noted that new apprentices often lacked these skills. For other employers, apprentices had not given trades serious thought, held unrealistic expectations of trades’ requirements and rewards, and underestimated required skills, aptitudes and technological knowledge (“Labour Pains,” 1997; ).
Educators and some government representatives corroborated the views of employers, noting that low levels of apprentices’ educational attainment, literacy and basic skills remain significant barriers, even as the skills and knowledge requirements for certain trades are on the rise (PEI Apprenticeship Training Board, 2001; CLFDB, 1994; ).
Of particular note is the fact that the math and physics being taught are geared more toward a university education than the trades (). One key informant noted how carpenters need more geometry training than is typically offered in mainstream programs (). Focus-group participants
called for better access to practical technical math curricula for apprentices (). In addition, apprentices who appear to have had difficulties with their previous basic schooling may be more likely to fail their apprenticeship training (Weiermair, 1997).
Even when apprentices write their exams, barriers
to successful completion arise. Although written tests are often used as a means to certify on-the-job learning (), apprentices may fail these tests, because they do not possess necessary levels of literacy. Examinations for trades such as refrigeration and electrical are particularly difficult. Labour representatives stressed the need for a stronger emphasis on the practical demonstration of skills at this critical point in apprenticeship.
A number of employers noted that they lack systematic assessment tools to evaluate would-be apprentices’ attitudes, aptitudes and general “fit” in the trades. Small businesses, in particular, lack these tools or awareness of them.