).From the perspective of employers, unions and individuals, a strong case was made that block release training may be too rigid for some apprentices. Labour spokespersons, in particular, noted that extended periods of block release were less suited to the changing characteristics of workplaces than they had been when this training approach was first adopted ().
A large number of respondents in many sectors noted that a fixed block release period for off-the-job training may pose serious problems for employers in scheduling and carrying out their work (Nova Scotia Labour Market Development Secretariat, 1999; ). Losing apprentices for five or six weeks meant that employers had to find ways to complete apprentices’ tasks in their absence (Starr Group et al, 2002). For other employees, these absences lead to overtime or other arrangements that add both cost and irritation (Kunin and Associates, 2002). For organizations that adhere to just-in-time production methods, apprenticeship in these circumstances is more difficult to accommodate. Employers also noted that, during block release periods, apprentices suffered income losses, which would be particularly burdensome for apprentices with family responsibilities, making it more difficult
for apprentices to continue their training ().
Many respondents from a variety of trades suggested that flexible technical training arrangements would make it much easier for both employers and apprentices to manage their responsibilities. This arrangement would benefit small businesses in particular. For these businesses, apprentices often represent a significant
portion of trades staff. Small businesses, therefore, feel the loss of apprentices to block release most acutely (
). Scheduling training in evenings, on weekends, or once per week was a suggestion made by virtually all sectors (Kunin and Associates, 2002; Information Development and Training Inc., 2001).
A number of respondents pointed to the potential
use of distance education and Internet-based technical training (). While such delivery is increasingly used in a number of trades, a number of disadvantages are associated with this strategy. Some respondents noted that this kind of course delivery was not available in all trades. Others felt that, in remote communities where the Internet is still not available, such delivery was not feasible. Still others indicated that following
an Internet-based training program requires a degree of self-motivation not possessed by all apprentices. Concerns were also expressed that evening-based training may not provide enough time for apprentices to absorb the material
they receive (Information Development and Training Inc., 2001).
The absence of articulation arrangements, through which journeypersons receive credits towards technician and technologists programs, stands out as particularly inflexible aspect of the apprenticeship system. Similar linkages in the reverse direction—technology to apprentice-ship—may also be lacking. One study sharply contrasted Canada’s lack of linkages to the strong linkages that exist in the German apprenticeship system (O’Grady, 1997). Several manufacturers, however, have recognized the need to deal with this problem and have established, in partnership with local community colleges, programs that provide graduates with both journeyperson and technician certification ().