A report issued by the Canadian Apprenticeship Forum (CAF) on December 2 reveals some of the successful methods—and barriers—to bringing skilled trades educations to Indigenous high-school students.

The report authors gathered evidence and opinions from teachers, students, apprenticeship coordinators, and participants at skilled trades events. It found that youth across the country generally receive exposure to skilled trades through three high-school programs: trades exploration programs, trades and technology classes, and youth apprenticeship programs. Programming, and therefore outcomes, vary among each.

Trades exploration programs are offered in high schools in partnership with Skills Canada, and are offered to all students. Some, including Skills Ontario, offer programs specific to Indigenous youth. For example, says the report, “It has camps for Indigenous youth in partnership with First Nations, Métis and Inuit communities, incorporating cultural elements into the camp programming. It hosts mentoring events and Trades and Technology Days where youth network with community members who are working in the skilled trades, and for Grade 7 to 12 Indigenous students, Skills Ontario hosts an event at the Skills Ontario Competition. This event helps youth understand the rewarding career options in the skilled trades while celebrating their shared cultural heritage.”

Generally, students respond positively to trades and exploration activities such as these. At the Mind over Metal camps organized by the Canadian Welding Bureau, for example, 95 percent of participants said they would pursue welding in the future. Additionally, they expressed interest in returning to the camp and finding a local high school that offered welding and metal fabrication programs.

The report found that placements in trades and technology classes and work placements were similarly effective. Interviewees reported that Indigenous students who participated in such programs had better attendance at school, increased motivation to learn math and improved employability skills.

Where the report found concerns was over potential barriers to bringing Indigenous students into skilled trades training. For example, there was some lack of awareness about career opportunities and apprenticeships among students. In some cases, facilities did not exist or were in poor condition, or a lack of public transportation prevented students from attending placement or classes.

The report also suggests practices that have succeeded in creating greater engagement among Indigenous youth. Chief among these is developing partnerships with Indigenous communities.

“Some First Nations have partnerships with their school boards and understand the apprenticeship system,” says the report. “Others have limited connections and know very little about the apprenticeship system. The First Nations communities who lack knowledge require information about apprenticeship and insights about how the system works. A community champion is often needed to lead initiatives and maintain momentum around skilled trades-related projects and programs.”

Additional strategies include hiring Indigenous liaison staff to promote positive relationships among schools and communities, creating greater awareness about trades exploration opportunities, and integrating Indigenous culture into trades teaching.

“Conseil des écoles publiques de l’Est de l’Ontario hosts teas so Indigenous peoples can share their different knowledge systems and oral traditions with students,” says the report. “A garden was designed and built using sustainable agricultural techniques by community members. Indigenous artists come and show the students other ways of learning and teaching that do not involve lecturing at the front of the class.”

The full report is available for download from the Research & Reports section of the CAF website.