). While this attitude could be offset by active recruitment of female trade instructors, it might also suggest that male instructors should be given support to diversify their teaching methods ().Some sources believe that the apprenticeship-training model is based on an implicit pedagogy that takes men’s learning patterns for granted. This model, therefore, is not suitable for female apprentices. Male apprenticeship instructors are often ill prepared to respond to the kinaesthetic approach (simultaneous combination of theoretical
and practical learning) some women take to learning new material (Sweet and Gallagher, 1997; ). While this attitude could be offset by active recruitment of female trade instructors, it might also suggest that male instructors should be given support to diversify their teaching methods ().
Given educational barriers to female apprentices, some women may lack the academic or certificate qualifications they need. A lack of prior-learning assessment and recognition resources serves to maintain barriers for women who have strong competencies and aptitudes suitable for the trades (WITT-NN, 1999; Sweet and Gallagher, 1997).
Training in centralized locations represents a significant barrier to apprenticeship, particularly for people living on reserves or in rural communities. Research literature, focus-group participants and key informants all called for trades training within First Nations communities, and career-promotion materials within First Nations schools (CLFDB, 1999; Cook Consulting, 2001; 
). Furthermore, rural and Aboriginal youth in remote regions experience significant barriers as a result of having to relocate to participate in training.
Equally problematic is the lack of sufficient employers and jobs in many remote communities (). According to one stakeholder, “First Nations people that live out in Ross River (300 miles from Whitehorse) want the skills to make a living in their community, but training is not close enough to home. This is a problem for non-First Nations people in remote communities as well, but they tend to be more mobile” ().
A lack of culturally sensitive prior-learning assessment and recognition has been identified as a problem for Aboriginal people. Anecdotally, key informants indicated there are many Aboriginal tradespersons who have never entered or completed apprenticeships, or who have not successfully passed certification exams (). Some members of First Nations communities may undergo enough training to be hired onto housing crews on their reserves. They may build up considerable experience over time, but they do not receive any formal accreditation. As a result, they may experience difficulties if they seek to have that work recognized toward apprenticeships ().
One key informant felt that the culture of apprenticeship does not match Aboriginal culture; and that changing apprenticeship culture is bound to be difficult and require time (). One key informant’s words are paraphrased below:
Aboriginal people may be interested in trades but see it as a “white man’s game”, very regulated and bureaucratic, in contrast to the more holistic and intuitive approaches they may have (
On a similar point, the in-school portion of training can be an intimidating and unwelcoming environment for Aboriginal people—particularly Aboriginal people from rural First Nations communities—because technical and on-the-job training formats are not structured in familiar ways (CLFDB, 1999).
Another Aboriginal key informant, however, did not share the view that “apprenticeship is culturally
insensitive to Aboriginal values and ways of life,” stating instead that apprenticeship as a learning style actually fits well with traditional Aboriginal learning methods. The interviewee contended that employers and Aboriginal apprentices should be exposed to each other’s culture and expectations ().