Are we investing enough?

By Rory Kulmala, VICA CEO

Last year, the Greater Victoria School District 61 (SD 61) announced that it would be replacing the Cedar Hill Middle School without a woodworking shop – something that currently exists in the school. I certainly followed up with letters to the superintendent of SD 61 and various ministries conveying my concerns to this decision. While my concerns were acknowledged, no adjustments to the replacement plans were made. It seems that this is a growing trend that, if gone unchecked, could have significant consequences down the proverbial road.

There is a growing shortage of skilled workers in the construction industry.

One of the most effective ways to address this shortage is to focus on educating and training young people in construction trades. This is done through vocational schools, apprenticeships, and other training programs that provide hands-on experience and practical skills in areas such as carpentry, electrical work, plumbing, and masonry. By investing in these programs, we equip our youth with the skills and knowledge they need to succeed in the industry, while also meeting the growing demand for skilled workers. As Minister Mercier said recently, “If you want to buy a house, get into the skilled trades”.

Investing in youth education in the construction trades is not just good for the in- dustry and the economy, but it is also good for our society. It provides young people with the skills and knowledge they need to build successful and fulfilling careers, which can lead to increased self-esteem, personal satisfaction, and community engagement.

Moreover, the sooner that this investment starts, the sooner the seeds of opportunity are planted with our youth, including at our middle schools. Promoting trades in middle school is extremely important because it helps students discover their interests, prepare them for the future, diversify their career options, and address the skills gap. By promoting trades at this stage, students can learn about the dif- ferent options available and gain a better understanding of what they need to do to pursue their chosen career path.

Many of the jobs that will be available in the future will require skills in trades such as construction, manufacturing, and healthcare. By making these tactical investments, we can help prepare students for these job opportunities and ensure that they have the skills and knowledge needed to succeed in the workforce.

By promoting trades as a viable alternative to more traditional academic pathways, we help diversify a students’ career options and open new opportunities for them. Recognizing that many students may not initially be suited or have an interest in a post-secondary education, having the trades better promoted and supported at the middle/secondary school level provides students with more options.

The current education system can be seen as biased towards university education, with a strong emphasis on academic subjects and university/college readiness. This can have unintended consequences, as high schools prioritize academic subjects that are considered important for post-secondary admission and success. In some cases, vocational or technical education may be de-prioritized in favour of academic subjects, even though vocational and technical skills are just as valuable and clearly in demand in our job market.

I am by no means suggesting that a post-secondary education is not important. University education provides valuable skills and knowledge and may lead to higher earning potential and better job opportunities for many students. Even our construction sector needs many critical skills that universities and colleges provide such as engineers, architects, and technical specialists. The important thing is to ensure that all students have access to a variety of educational options, including vocational and technical education, and that they are not pushed into a particular path based on biases or systemic factors. Perhaps it’s time to rethink how we fund and support our middle and high schools. Can we design and build schools around a child’s learning interest and ability vs an obsolete funding formula? Can we develop curriculum that balances practical skills with academic ones? Can we develop learning curriculums that incorporate apprenticeships into their high school success rather than having special programs that try to do so? By doing so, we can help to address the skills shortage in the industry, create job opportunities for young people, and build a brighter future for our communities. n