A lack of adequately developed math and science/technical skills represents an important barrier to apprenticeship for many women. This barrier consists of a lack of proper academic preparation, which is partially a result of the automatic streaming of men and women into different career or educational choices, and also a consequence of inadequate promotion and career information targeted to women (WITT-Alberta, 2000; Sweet and Gallagher, 1997).
One of the barriers most strongly confirmed in research literature, focus groups and by stakeholders is the relatively low level of education and academic preparation among Aboriginal people. One key informant summarized this barrier:
“First Nations have only been allowed into the educational mainstream since the 1970s. The last two decades have focused on addressing basic education dropout rates, literacy and life skills— the bare essentials. Now we are starting to focus on apprenticeship and technical and entrepreneurial/management skills” (
).
While Aboriginal educational attainment is increasing in Canada, low secondary school graduation rates remains a major hurdle for Aboriginal people pursuing apprenticeship. Many Aboriginal students have not completed requisite math, science and technology, and English courses (CLFDB, 1999; Cook Consulting, 2001). One focus-group participant stated, “50 to 60 percent of even those (Aboriginal students) who graduate cannot read or write; hence, they have to spend three or four years upgrading at the college before they can enter a career program or trade” ().
A cultural bias in pre-admission testing for trades programs may also exist. Aboriginal candidates often do not know if they have the aptitudes and basic skills needed for apprenticeships (CLFDB, 1999). Similarly, there may be a lack of cultural sensitivity in the apprenticeship-certification process and exams (CLFDB, 1999). Young Aboriginal people often lack sufficient skills in English or French to take certification exams. Sometimes, translators are needed and exams are given orally ().
“Learning to learn” is an important skill for preparation and entry into apprenticeships. Aboriginal people, however, often have not completed basic education programs (
). In addition, research (CLFDB, 1999; Cook Consulting, 2001; National Aboriginal Achievement Foundation, 2002) has identified acquisition of certain life and learning skills as a significant barrier for Aboriginal people (
As a consequence, Aboriginal people may be affected by low education and preparedness on one hand, and by prejudices and stereotypes from employers and society as a whole on the other hand (Cook Consulting, 2001).
Minority groups lack programs that teach the life skills that allow them to address a comprehensive range of issues connected to their entry into the workplace: Footnote 6
)In addition, many such programs, while effective at carrying out their stated mission, tend to have a front-end emphasis. There are few programs that provide sustained support through the term of an apprenticeship (McDonald Human Resources, 1994; ). Consequently, many apprenticeship-integration programs may be unable to address barriers encountered by minority groups in the latter phases of their apprenticeship.
Return to note 6 The lack of life-skills programs can also be a significant barrier to members of other under-represented groups such as Aboriginal people and women.