Source:      Statistics Canada, Table 477-0029, “Postsecondary enrolments, by program type, credential type, Classification of Instructional Programs, Primary Grouping (CIP_PG), registration status and sex,” CANSIM (database), accessed on 3 April 2014.

2. Apprenticeships and Other Types of Internships

An intern, apprentice, co-op student or resident is a student who completes an academic program, mainly at the post-secondary level, and works in an organization – or a practicum – as a requirement of their program. Interns and residents – such as doctors – most often complete their practicum at the end of their academic program, while students in a co-op program – such as computer science – alternate academic sessions with practicums in a company. Like co-op students, apprentices – who are generally in skilled trades, such as electrical and carpentry – also alternate academic sessions and practicums. Practicums provide an opportunity to gain experience, to learn about the exact nature of particular types of work and workplaces, and to identify the skills that are required to perform the work. Moreover, those participating in practicums are often coached by a “mentor.”

Statistics Canada’s Registered Apprenticeship Information System provides data on the number of apprentices enrolled in an apprenticeship program, and the occupational group to which they belong. As shown in Figure 2, over the 2000–2011 period, the number of apprentices increased at an average annual rate of 7.2%, rising from 199,074 in 2000 to 426,285 in 2011. Over the period, the proportion of women apprentices grew from 8.8% in 2000 to 13.7% in 2011. According to Statistics Canada, the three most popular trades in 2011 were electrical, with 64,842 students, carpentry, with 50,829 students, and plumbing, pipefitting and steamfitting, with 44,319 students.

Figure 2 – Registered Apprentices, Canada, Total and by Sex, 2000–2011

Source:      Statistics Canada, Table 477-0053, “Registered apprenticeship training, registrations, by age groups, sex and major trade groups,” CANSIM (database), accessed on 3 April 2014.

Statistics Canada’s Postsecondary Student Information System provides data on certain types of students, including those enrolled in residency programs in the field of health care. According to Statistics Canada, the number of individuals enrolled in health care residency programs has increased every year since 2000–2001, rising from 7,881 in that year to 14,337 in 2011–2012. Data on the number of interns or students enrolled in a co-op program are not available.

B. Federal supports

The federal government supports students through a variety of tax measures, loans and grants, and a transfer to the provinces/territories.

1. Tax Measures for Individuals

In addition to any provincial/territorial tax initiatives, the federal government provides a variety of tax measures that benefit students and possibly their parents. These measures include the following:

• the education amount, which is a non-refundable tax credit of $400 per month of full-time study and $120 per month of part-time study. According to the Department of Finance, federal expenditures for 2013 were projected to be $205 million.
• a non-refundable tax credit for eligible tuition fees. Federal expenditures for 2013 were projected to be $320 million.
• the textbook amount, which is a non-refundable tax credit of $65 per month of full-time study and $20 per month of part-time study. Federal expenditures for 2013 were projected to be $33 million.
• a non-refundable tax credit for interest paid on student loans. Federal expenditures for 2013 were projected to be $45 million.
• a deduction for tools for employed tradespersons and apprentice mechanics. Federal expenditures for 2013 were projected to be $4 million.
• student grants, which are not taxed. Federal expenditures for 2013 were projected to be $44 million.

Federal expenditures for 2013 for the education amount, eligible tuition fees and the textbook amount were projected to be $545 million for transfers to an eligible parent, and $505 million for carry forwards to the taxpayer from a previous year.

2. Loans and Grants for Individuals

In addition to any educational loans or grants provided by the provinces/territories, and federal scholarships and educational support for Aboriginal Canadians, the federal Canada Student Loans Program (CSLP) is available to students who qualify for provincial student loans. Loans under the CSLP, which vary by province and territory, may be supplemented by a variety of federal grants. In some cases, loans may be forgiven and repayment flexibility may be granted.

According to the Treasury Board Secretariat, in 2012–2013, the federal government provided $872.1 million in new loans under the Canada Student Financial Assistance Act, but $2.6 billion in new and old loans combined was disbursed. In addition, according to Employment and Social Development Canada, borrowers received in-study interest subsidies valued at $113.0 million in that year.

As well, according to the Public Accounts 2012–2013, $680.2 million in federal grants was provided in that year to students from low- and middle-income families, students with dependents, part-time students and students with a permanent disability.

Furthermore, the federal government provides the following grants for apprentices:

• the Apprenticeship Incentive Grant, which is a taxable grant of $1,000 per year to a maximum of $2,000, for apprentices enrolled in a trade listed in the Red Seal program; and
• the Apprenticeship Completion Grant, which is a taxable grant of $2,000 awarded to students who complete their training in a trade listed in the Red Seal program.

As indicated in the Public Accounts 2012–2013, federal spending on apprenticeship grants was $101.7 million in 2012–2013.

The 2014 federal budget announced the creation of new interest-free loans – of up to $4,000 per period of technical training – for apprentices registered in their first Red Seal trade apprenticeship. At least 26,000 apprentices per year are expected to apply for more than $100 million in loans per year.

3. Transfers to the Provinces/Territories

Through the Canada Social Transfer (CST), the federal government provides funding to the provinces/territories to support post-secondary education, social assistance and social services, early childhood development and early learning and childcare. CST funding is provided on an equal per capita cash basis. According to Finance Canada, the federal government is expected to provide $12.2 billion to the provinces and territories under the CST in 2013–2014.

C. Witnesses’ views on the challenges faced by post-secondary students

The Committee’s witnesses identified a number of issues relating to post-secondary education that can affect the educational opportunities of youth and, thereby, their future employment. In particular, they focused on skills mismatches, information available to students, educational affordability and funding of the post-secondary education system.

1. Skills Mismatches

In speaking to the Committee, Employment and Social Development Canada indicated that, while educational attainment in Canada compares favourably with other countries, employers are concerned that not enough students are choosing to study in fields for which there is a high demand for labour; these fields include science, technology, engineering and mathematics (STEM). Similarly, the Canadian Chamber of Commerce noted that there is both an insufficient number of students completing apprenticeship and skilled trades programs, and a lack of university and college graduates in a number of fields, including engineering, physics and computer sciences.

In commenting on the issue of skills mismatches, Polytechnics Canada said that – according to its members – there has been an increase in the number of students who are poorly integrated new entrants (PINEs), which it defined as “those who are underemployed, sometimes overqualified, or generally mismatched to the needs of employers.” It mentioned that, as a result, its members have created new graduate certificate programs specifically designed to help PINEs acquire targeted skills to improve their employability; however, given the popularity of these programs, a large number of qualified applicants are refused entry.

Let’s Talk Science indicated that a growing number of occupations for which the demand for labour is high require STEM skills, but that too few high school graduates acquire such skills. It stated, for example, that fewer than 20% of high school graduates have graduated with physics.

Regarding the recognition of credentials across educational institutions, Polytechnics Canada characterized the need to negotiate credential recognition individually with each university as a factor that is limiting academic mobility.

2. Information About Post-Secondary and Labour Market Opportunities

In its brief submitted to the Committee, the Canadian Apprenticeship Forum argued that the guidance provided to students who are choosing their post-secondary program and career path is inadequate; as a result, students may delay identifying their competencies and interests until they are in university, which can result in wasted time and resources. Similarly, in its brief submitted to the Committee, Let’s Talk Science indicated that young people are often unaware that STEM skills are required for a wide range of occupations; when they realize that these skills are needed, opportunities have already been lost. As well, well, it argued that too few parents – approximately 20% – discuss employment and career opportunities, and the associated pre-requisites, with their children.

The Association of Canadian Community Colleges and Polytechnics Canada indicated that there is insufficient labour market information available to help students choose educational and career pathways that lead to professions where the demand for labour is high.

Polytechnics Canada and the Association of Canadian Community Colleges expressed concern that parents and counsellors have a bias against polytechnics and colleges. In their view, this bias may reflect a lack of awareness of the programs offered in these institutions and the careers to which they can lead.

Tammy SchirIe – a professor at Wilfrid Laurier University who appeared as an individual – felt that the expectations of youth currently in post-secondary education are inconsistent with reality. She noted that students expect to complete their undergraduate degree and immediately find a secure job with a salary that would place them in the top 5% to 10% of Canadian earners.

3. Educational Affordability

A number of the Committee’s witnesses, including the Canadian Alliance of Student Associations, the Canadian Federation of Students, the Fédération étudiante universitaire du Québec and the University of Toronto Students Union, noted that rising tuition fees have resulted in a number of issues that could negatively affect students’ transition to the labour market. The Canadian Federation of Students stated that average tuition fees increased from $4,700 in the 2008–2009 academic year to $5,700 in the 2013–2014 academic year.

According to the Canadian Federation of Students, in July 2012, there were 1.1 million individuals with Canada Student Loans outstanding, more than 50% of these individuals were in the process of paying back their loans, and 17% of those paying back their loans were unable to make the full payments required. It mentioned that high levels of student debt lead to higher rates of unemployment and underemployment and, as a result, lost wages and opportunities. The Fédération étudiante universitaire du Québec pointed out that, in Quebec, students who choose to finance their education through taking on debt are less likely to undertake graduate studies.

The Fédération étudiante universitaire du Québec commented that, between 1980 and 2009, rising tuition fees and debt levels led to an increase in the share of Quebec students working full time. Citing research that it conducted in 2009, it noted that 44% of these students believed that full-time work had a negative impact on their academic performance, and that 32% felt that it had caused them to take longer to complete their studies.

Similarly, the Canadian Alliance of Student Associations remarked that, as a result of rising education costs and federal financial assistance that has remained the same over the last decade, an increasing number of students work as they are studying. In addition, it mentioned that students who have Canada Student Loans have a disincentive to find paid employment, as the CSLP only allows earnings of up to $100 per week before financial assistance begins to be reduced.

According to the University of Toronto Students Union, while tuition fees have been rising, the rate of return on undergraduate studies has been falling. It highlighted that, while those with an undergraduate degree earn 30% more than those with a high school diploma, all other factors remaining the same, the earnings of those with an undergraduate degree have increased by 8% over the last decade, compared to 13% for those with a high school diploma and those with a college diploma.

Regarding tax credits, transfers and benefit programs designed to support young people, Tammy Schirle mentioned that youth may have difficulty determining how to benefit from the numerous supports available to them.

4. Funding of the Post-Secondary Education System

Polytechnics Canada told the Committee that transparency is lacking at the provincial level in relation to the manner in which the funds that are transferred to the provinces/territories through the CST are allocated across various institutions and programs; in its view, this situation may result in inadequate funding for programs that are in high demand. It also suggested that universities, which receive funding based on enrolment, do not have an incentive to refuse entry to students who may not be suited to the programs they offer.

D. Witnesses’ views on the solutions for post-secondary students

The Committee’s witnesses proposed a variety of solutions designed to assist post-secondary students and, hopefully, enhance their future employment prospects. For example, they spoke about labour market information, awareness of educational and career options, financial support and the administration of the post-secondary education system.

1. Labour Market Information

A number of the Committee’s witnesses, including the Canadian Labour Congress, Polytechnics Canada, the Association of Canadian Community Colleges, the Canadian Chamber of Commerce and the Association of Universities and Colleges of Canada, in its brief submitted to the Committee, proposed that the federal government collect and provide improved labour market information to: young people, in order to help them both identify fields where the demand for labour is high and make more informed decisions regarding their educational and career paths; employers, to help them “connect” with young people who have the credentials and qualifications that they need; and educational institutions, to help them design their programs.

In order to improve labour market information, some witnesses advocated increased funding for Statistics Canada. In its brief submitted to the Committee, Polytechnics Canada proposed that the Workplace and Employee Survey be improved, while the Association of Canadian Community Colleges suggested,– in its brief submitted to the Committee – suggested that more data on publicly funded colleges should be collected through the Post-Secondary Student Information System. Moreover, in its brief submitted to the Committee, the Association of Universities and Colleges of Canada supported the analysis of the information pertaining to the labour market needs of businesses that was collected through the 2012 Workplace Survey. Finally, in the brief submitted to the Committee by Polytechnics Canada, and in the brief submitted by the Association of Canadian Community Colleges, reactivation of Statistics Canada’s Youth in Transition Survey was urged in order to enable the collection of more in-depth and comprehensive data in relation to young people’s integration into the labour market.

2. Awareness of Educational and Career Options

Some of the Committee’s witnesses believed that the federal government should encourage students, at a younger age, and their parents to start thinking about the educational and career paths that should be pursued. The Association of Canadian Community Colleges suggested that the government could initiate a national campaign to raise awareness about the various types of careers that students can pursue. It also said that all post-secondary institutions should be required to publish information about the labour market outcomes of recent graduates in order to provide prospective students with information about potential labour market opportunities. In addition, the Canadian Chamber of Commerce and Tammy Schirle proposed that young people be exposed to labour market information at a younger age, perhaps when they are in junior high school and/or in high school.

In order to improve access to a wider range of post-secondary educational and career opportunities, Let’s Talk Science – in its brief submitted to the Committee – encouraged the federal government to work collaboratively with it to deliver programs that prompt high school students to develop STEM skills.

3. Financial Support

The Canadian Alliance of Student Associations told the Committee that, in order to help students transition from school to the labour market, the CSLP should be changed to remove the $100 weekly earnings limit after which financial assistance is reduced.

To help students work more during the summer months and less during the academic year, the Fédération étudiante universitaire du Québec urged an increase in funding for Emploi-Québec’s summer jobs program. It also proposed more resources for the federal granting agencies in order to encourage graduate students to focus on their studies.

Let’s Talk Science indicated – in its brief submitted to the Committee – that it facilitates the development of leadership, management and communication skills through providing post-secondary students with opportunities to volunteer with it. It noted, however, that additional resources are needed in order for it to improve such opportunities.

Tammy Schirle advocated greater transparency and simplicity for tax credits, grants and other measures designed to help young people, and proposed the creation of a commission to assess how the tax and transfer system could be streamlined and made more transparent.

4. Administration of the Post-Secondary Education System

In its brief submitted to the Committee, Polytechnics Canada proposed that a portion of the funding for post-secondary education provided to the provinces under the CST be allocated to polytechnics to support their programs that are in high demand. Polytechnics Canada’s brief argued that the provinces should be required to disclose information on the manner in which funds received through the CST are allocated, as well as the results achieved by the institutions that are funded.

The Association of Universities and Colleges of Canada suggested, in its brief submitted to the Committee, that the federal government should facilitate continuous dialogue among post-secondary institutions, provincial governments and employers in order to share information about labour market needs and how they could be addressed. Let’s Talk Science advocated the creation of a federal agency for education that could both coordinate educational policy at the national level and plan for the long term.

Given the lack of clear market failures and the high rate of return on post-secondary education, Tammy Schirle advised against government intervention in the “skills market.”

Finally, in commenting on the issue of academic mobility, Polytechnics Canada stated that efforts should be directed to the creation of a national credit transfer system.

E. Witnesses’ views on the challenges faced by apprentices and other types of interns

In speaking to the Committee about apprenticeships and other types of internships, witnesses focused on perceptions about apprenticeships and skilled trades, barriers to successful apprenticeships and unpaid internships.

1. Perceptions About Apprenticeships and Skilled Trades

The Committee’s witnesses commented on perceptions about apprenticeships and skilled trades, with the Canadian Apprenticeship Forum citing a study it conducted in 2013. According to that study, 53% of youth identified university as their preferred post-secondary education option, while less than 20% preferred an apprenticeship program. Furthermore, the Conference Board of Canada indicated that, while the demand by employers for skilled tradespersons has risen in recent years, there has not been a corresponding increase in the supply of individuals with such skills. According to these witnesses, youth have a bias against apprenticeships and skilled trades. Similarly, Employment and Social Development Canada said that employers are concerned that youth may not choose skilled trades as their preferred career option.

Citing the aforementioned 2013 study by the Canadian Apprenticeship Forum, the Merit Contractors Association stated that, in recent years, perceptions of a career in skilled trades have improved among youth aged 15 to 17; that said, parents, guidance counsellors and friends tend to discourage these youth from pursuing such a career.

Finally, the Canadian Apprenticeship Forum and the Merit Contractors Association asserted that poorly performing students are encouraged to enrol in apprenticeship and skilled trades programs; in their view, these programs now require strong mathematics, science, language and communication skills.

2. Barriers to Successful Apprenticeships

In its brief submitted to the Committee, the Canadian Apprenticeship Forum indicated that apprentices’ training may be disrupted by economic conditions, as most apprenticeships occur with small- and medium-sized enterprises; given their limited financial capacity, such businesses may lay off uncertified apprentices first when difficulties arise.

The Progressive Contractors Association of Canada identified a number of barriers to entering skilled trades programs, including cost, proximity to employers and training providers, and family circumstances. As well, it noted that some provinces may impose barriers, such as requirements for high journeymen-to-apprentice ratios, additional fees and administrative burdens. The Merit Contractors Association expressed concern that a lack of flexibility on the part of trade schools, which may not offer programs during the summer or evening classes, may limit the amount of training that is provided.

According to the Canadian Apprenticeship Forum, young people in skilled trades may find that the demand for their skills varies significantly across Canada’s regions. According to it, these youth need to be informed about the location of employment opportunities.

Unifor suggested that apprenticeship opportunities in the manufacturing sector are lacking, partly because older workers remain on the job longer than expected. That said, it noted that a lack of available jobs in that sector may also be a factor.

Finally, the C.D. Howe Institute argued that the regulation of apprenticeships varies across provinces. In its view, this variability may limit the labour mobility of youth.

3. Unpaid Internships

In speaking to the Committee, Statistics Canada, the Canadian Centre for Policy Alternatives and the Canadian Intern Association pointed out that data on internships in Canada are lacking. That said, other witnesses suggested that unpaid internships are increasingly common. According to the Canadian Intern Association, the Canadian Labour Congress, the Canadian Federation of Students and the University of Toronto Students Union, there are up to 300,000 unpaid interns per year in Canada. The Canadian Centre for Policy Alternatives said that the trend towards unpaid internships is the result of more difficult labour market conditions for youth, with some employers taking advantage of this situation. Furthermore, the Canadian Intern Association expressed concern that unpaid internships put downward pressure on the wages of other workers, result in higher youth unemployment and replace paid positions.

The Canadian Intern Association, the Canadian Federation of Students, the Canadian Alliance of Students Associations, the University of Toronto Students Union and Career Edge suggested that unpaid internships result in unequal opportunities among students. For example, in their view, such internships tend to be taken by students who are relatively more affluent, as those who are more indebted may be less able to work without pay for an extended period of time, resulting in lost opportunities and skills degradation.

The Canadian Intern Association and the University of Toronto Students Union mentioned that, in some sense, unpaid internships have a gender dimension, as the sectors where such internships are most prevalent are often dominated by women. In that regard, they highlighted journalism, nutrition, social work, marketing, public relations and fashion. The Fédération étudiante universitaire du Québec identified teaching, nursing and psychology as fields where unpaid internships are common in Quebec.

The University of Toronto Students Union argued that the regulation of internships in Canada is limited, inconsistent across jurisdictions and poorly enforced. It also stated that unpaid interns may be reluctant to complain about their situation for fear of being black-listed.

In speaking specifically about the federal jurisdiction, the Canadian Intern Association observed that the Canada Labour Code does not contain provisions regarding internships; it added that a number of provinces, including British Columbia, Ontario and Quebec, have released guidance that is designed to clarify the status of interns within their jurisdiction. As well, the Canadian Intern Association said that the lack of clarity about the status of interns in the federal jurisdiction leads to adverse consequences, including an inability for such interns to claim or contribute to the Employment Insurance program or to the Canada Pension Plan, and a lack of protection in terms of workplace health and safety. Finally, it pointed to an absence of measures that would deter employers from offering unpaid internships.

F. Witnesses’ views on the solutions for apprentices and other types of interns

The Committee’s witnesses suggested a number of measures that they believed would address the challenges faced by apprentices and other types of interns. In particular, they discussed information about apprenticeships and skilled trades, additional financial support and other initiatives, and regulatory and other measures in relation to paid and unpaid internships.

1. Information in Relation to Apprenticeships and Skilled Trades

The Merit Contractors Association told the Committee that governments should partner with industry to improve the perception of skilled trades not only among youth, but also among parents, teachers and counsellors. As an example of an initiative that could be supported by governments, it cited its Learning About Trades and Technology Education program, which allows teachers and counsellors to visit construction sites to enhance their understanding of a career in skilled trades. In its brief submitted to the Committee, the Canadian Apprenticeship Forum also supported raising awareness – among students, parents, teachers and counsellors – about the prerequisites for apprenticeship and skilled trades programs.

The Canadian Apprenticeship Forum, in its brief submitted to the Committee, shared its view that the federal government has a role to play in ensuring that all post-secondary educational options – including skilled trades – are fairly and equitably considered by students. As well, its brief urged the federal government to identify, by region and locality, the demand by employers for various types of skilled trades.

Finally, in its brief submitted to the Committee, the March of Dimes advocated programs and initiatives that support youth engagement in apprenticeships.

2. Financial Support and Other Initiatives

A number of the Committee’s witnesses commented on ways in which the federal government could better support apprentices and other interns. For example, with a view to encouraging projects that allow SMEs to support apprentices better by pooling training and administrative resources, the Canadian Apprenticeship Forum proposed – in its brief submitted to the Committee – that the government provide financial incentives to SMEs, such as grants or tax credits.

The Merit Contactors Association advocated making pre-apprenticeship and bridging programs eligible for the proposed Canada Job Grant, while – in its brief submitted to the Committee – the Canadian Apprenticeship Forum supported more opportunities to address the skills gap of prospective students in apprenticeship and skilled trades programs.

The Canadian Chamber of Commerce commented on Germany’s approach with respect to apprenticeships, and argued for a cooperative approach among employers, educational institutions, governments and unions to help SMEs hire and train apprentices.

Recognizing the lack of financial incentives for high schools to offer construction trades programs, the Merit Contractors Association encouraged the federal government to provide funding to help high schools acquire and set up the equipment and infrastructure needed to offer such programs.

Habitat for Humanity, which partners with colleges, trade schools, skills centres and high schools to provide students with opportunities to gain skilled trades experience, noted its support for government funding for such initiatives.

As a means by which to improve youth labour mobility, the Canadian Federation of Independent Business and the C.D. Howe Institute encouraged the federal government to work towards greater standardization and recognition of apprenticeship programs across provinces, while – in a manner that is similar to Germany’s apprenticeship system – the Progressive Contractors Association of Canada supported greater mobility across training streams.

3. Regulatory and Other Measures in Relation to Paid and Unpaid Internships

In speaking to the Committee about internships, the Canadian Federation of Students, Career Edge, the University of Toronto Students Union and the Association of Canadian Community Colleges , in its brief submitted to the Committee, proposed that the federal government work towards the creation of enforceable national standards for internships that would apply in all Canadian jurisdictions.

In the view of the Canadian Centre for Policy Alternatives, the Canada Labour Code should be amended to prohibit unpaid internships in federally regulated companies. The Canadian Intern Association also advocated amendments to the Canada Labour Code, and identified two areas requiring change: prohibit unpaid internships that are not part of an academic program; and ensure that interns are covered by the minimum employment standards contained in the Code. Moreover, it argued for interpretation guidelines to clarify that the term “employee” in the Code includes interns, as that would ensure that these individuals are subject to federal workplace health and safety legislation. Finally, it supported the adoption, by Employment and Social Development Canada’s Labour Program and the Canada Revenue Agency, of enforcement strategies that would ensure compliance with the proposed interpretation guidelines regarding the term “employee.”

The Canadian Centre for Policy Alternatives, the Canadian Federation of Students and the University of Toronto Students Union shared their view that the federal government should lead by example, and should eliminate unpaid internships.

The Canadian Intern Association, the Canadian Centre for Policy Alternatives, the Canadian Federation of Students and the University of Toronto Students Union advocated the collection of data relating to internships, including the payment status, the sectors in which they are occurring, the gender distribution, and resulting job offers. To enable the collection of these data, the Canadian Intern Association and the Canadian Centre for Policy Alternatives proposed that questions be added to Statistics Canada’s Labour Force Survey.

A number of witnesses supported the creation of more paid internship opportunities. For example, Career Edge and the Association of Canadian Community Colleges, in its brief submitted to the Committee, urged the federal government to increase financial incentives for employers to hire paid interns, such as through the grants provided to employers under the Career Focus program. In the view of the Canadian Centre for Policy Alternatives, in order to increase the number of public sector paid internships and summer jobs, the federal government could match funds provided by the provinces and municipalities.

Finally, in its brief submitted to the Committee, the Association of Canadian Community Colleges proposed that college students be eligible for international internship opportunities funded by the federal government; these opportunities are already available to university students. As well, the Association of Universities and Colleges of Canada’s brief supported the enhancement of international and domestic mobility programs, and of other types of internships.

G. Witnesses’ views on the challenges faced by disadvantaged youth

The Committee’s witnesses raised a number of challenges experienced by young students who are disadvantaged, including youth who are Aboriginal Canadian or who have a disability.

1. Barriers Leading to Low Educational Attainment in Relation to Aboriginal Canadian Youth

The C.D. Howe Institute told the Committee that the low high-school completion, literacy and numeracy rates on reserves – and, to a lesser extent, off reserves – are an important issue that must be addressed, particularly given the high growth rate of Canada’s Aboriginal population. Similarly, the Assembly of First Nations noted that a majority of First Nations youth have not graduated from high school.

The Dauphin Friendship Centre pointed out that factors such as alcoholism and drug abuse among parents, which may result from time spent in residential schools, and a lack of parenting skills are contributing to low rates of high school completion among Aboriginal Canadian youth. Kiikenomaga Kikenjigewen Employment and Training Services indicated that elementary education provided in remote First Nations communities may not adequately prepare students for high school, and that the resulting lack of basic skills may mean that high school graduates are unable to complete post-secondary education or gain specific training certification. Moreover, it said that, for remote First Nations communities that lack a high school, students wishing to graduate from high school may have to leave their families and communities – often at a young age – and move to the city, perhaps resulting in culture shock and other challenges for which they lack support.

Kiikenomaga Kikenjigewen Employment and Training Services stated that Matawa First Nations youth who undertake post-secondary studies face a number of obstacles for which high school does not prepare them. In its brief submitted to the Committee, the Battlefords Agency Tribal Chiefs indicated that, among its member First Nations, a lack of support, transportation and childcare are the top three barriers faced by youth wishing to enter the workforce or begin a training program.

With respect to funding for post-secondary education for Aboriginal Canadians, the Association of Canadian Community Colleges noted that – despite an increase in the number of Aboriginal Canadians pursuing post-secondary studies – funding has not grown.

2. Barriers to Post-Secondary Education and Training for Disabled Youth

The National Educational Association of Disabled Students informed the Committee that, while the educational profile of persons with a disability is comparable to that of individuals without a disability, those with a disability have a relatively lower rate of participation in university programs. It identified a number of challenges that may affect educational and employment opportunities for disabled youth pursuing post-secondary studies. First, it said that the support provided by on-campus career centres to assist disabled students in finding employment opportunities that would contribute to the development of their skills, such as summer jobs and part-time positions during the school year, is inadequate. In addition, it stated that disabled students may be unable to work part-time during their school year as a result of their disability or because their disability supports would be reduced. Lastly, it suggested that a disabled student may be required to obtain more post-secondary credentials than an otherwise comparable non-disabled student in order to be competitive in the labour market; this situation may be exacerbated if a disabled student was not able to gain employment experience while studying.

The Association of Canadian Community Colleges indicated that the number of disabled students in colleges and universities has grown, with the result that these educational institutions are facing additional accommodation costs.

H. Witnesses’ views on the solutions for disadvantaged youth

The Committee’s witnesses advocated a range of initiatives that they believe would help to address the challenges faced by disadvantaged youth, including Aboriginal Canadians and those with a disability, and thereby improve their future employment opportunities.

1. Support for Disadvantaged Youth

The Association of Canadian Community Colleges informed the Committee about a number of measures designed to increase the participation of disadvantaged youth in post-secondary education. For example, it suggested increasing the number of CSLP grants for youth from low-income families, disabled youth and young non-Status Aboriginal and Métis Canadians. It also supported the creation of initiatives that would help youth who have not completed high school to gain the science and mathematics skills needed for post-secondary education. Finally, in its brief submitted to the Committee, it proposed an increase in the capacity of colleges for outreach initiatives targeted to disadvantaged youth, including by providing additional federal investments to train and certify essential skills trainers in colleges.

2. Support for Aboriginal Canadian Youth

In speaking to the Committee about facilitating access to post-secondary education for Aboriginal Canadian youth, the Association of Canadian Community Colleges requested additional funding, including through Aboriginal Affairs and Northern Development Canada’s Post-Secondary Student Support Program. Furthermore, it and the Assembly of First Nations supported an increase in the capacity of organizations supported by Employment and Social Development Canada’s Aboriginal Skills and Employment Training Strategy in order to allow them to provide better career counselling, pre-employment training and essential skills training. The Assembly of First Nations also advocated additional resources for childcare services to help young single parents access such training.

Kiikenomaga Kikenjigewen Employment and Training Services urged the adoption of initiatives, such as the Cultural Connections for Aboriginal Youth program, to address barriers to education for Aboriginal Canadian youth.

3. Support for Disabled Youth

The National Education Association of Disabled Students spoke about additional support for disabled students through the CSLP, and proposed an increase in the number of grants and enhanced repayment assistance plans. It also urged the federal government to work with the provinces/territories to coordinate financial assistance provided to disabled students.