Commentary on skilled trades occupations in Canada has been framed by two main paradigms: The dominant policy discourse has applied human capital theory to the dynamics of the skilled labour supply, often concentrating on intractable “problems” such as low apprenticeship participation and completion rates and an extreme gender imbalance in the trades. Sociological research has portrayed trades occupations as positions of structurally reproduced social disadvantage. This study adopts an alternate, neo-Weberian framework centred on the theory of economic social action. Social structure is treated in strictly nominalistic terms, and social action is rooted in the interest-oriented behaviour of socially embedded individuals. The study, undertaken in a large public-sector shipyard, involved both a pen-and-paper survey (N=509) of skilled trades workers and ten focus group interviews with 49 respondents from labour and management. The research questions addressed indicators of structural (dis)advantage and reproduction, as well as the specific mechanisms of social action operating within the study environment. The population shows a very distinct profile in terms of gender, ethnicity, and educational investment. Data on earnings, job security, and working conditions dispel any suspicion of economic disadvantage. Although a high proportion of incumbents have family connections to the skilled trades, an analysis of their siblings’ occupations refutes the supposition of structural determinism through the family. Instead, it is argued that both the social profile of the workforce and the high density of family and network connections reflect the use of “bridging” and “bonding” social capital strategies by study population members. The operative mechanisms include formal elements of the organization’s hiring practices, as well as institutionalized group norms and workplace culture. Through a “separatist” discourse that invokes notions of both “trade stigma” and “trade pride,” incumbents ascribe a particular set of cognitive and moral attributes to trades workers, which also contribute to defining the formal and informal membership requirements for their occupations. By approaching occupations as sites of economic social action, this research concludes that some of the intractable “problems” in Canada’s apprenticeable trades reflect individual behaviours that are enabled and incited by institutional features integral to the present skilled trades system.

Commentary on skilled trades occupations in Canada has been framed by two main paradigms: The dominant policy discourse has applied human capital theory to the dynamics of the skilled labour supply, often concentrating on intractable “problems” such as low apprenticeship participation and completion rates and an extreme gender imbalance in the trades. Sociological research has portrayed trades occupations as positions of structurally reproduced social disadvantage. This study adopts an alternate, neo-Weberian framework centred on the theory of economic social action. Social structure is treated in strictly nominalistic terms, and social action is rooted in the interest-oriented behaviour of socially embedded individuals. The study, undertaken in a large public-sector shipyard, involved both a pen-and-paper survey (N=509) of skilled trades workers and ten focus group interviews with 49 respondents from labour and management. The research questions addressed indicators of structural (dis)advantage and reproduction, as well as the specific mechanisms of social action operating within the study environment. The population shows a very distinct profile in terms of gender, ethnicity, and educational investment. Data on earnings, job security, and working conditions dispel any suspicion of economic disadvantage. Although a high proportion of incumbents have family connections to the skilled trades, an analysis of their siblings’ occupations refutes the supposition of structural determinism through the family. Instead, it is argued that both the social profile of the workforce and the high density of family and network connections reflect the use of “bridging” and “bonding” social capital strategies by study population members. The operative mechanisms include formal elements of the organization’s hiring practices, as well as institutionalized group norms and workplace culture. Through a “separatist” discourse that invokes notions of both “trade stigma” and “trade pride,” incumbents ascribe a particular set of cognitive and moral attributes to trades workers, which also contribute to defining the formal and informal membership requirements for their occupations. By approaching occupations as sites of economic social action, this research concludes that some of the intractable “problems” in Canada’s apprenticeable trades reflect individual behaviours that are enabled and incited by institutional features integral to the present skilled trades system.

Commentary on skilled trades occupations in Canada has been framed by two main paradigms: The dominant policy discourse has applied human capital theory to the dynamics of the skilled labour supply, often concentrating on intractable “problems” such as low apprenticeship participation and completion rates and an extreme gender imbalance in the trades. Sociological research has portrayed trades occupations as positions of structurally reproduced social disadvantage. This study adopts an alternate, neo-Weberian framework centred on the theory of economic social action. Social structure is treated in strictly nominalistic terms, and social action is rooted in the interest-oriented behaviour of socially embedded individuals. The study, undertaken in a large public-sector shipyard, involved both a pen-and-paper survey (N=509) of skilled trades workers and ten focus group interviews with 49 respondents from labour and management. The research questions addressed indicators of structural (dis)advantage and reproduction, as well as the specific mechanisms of social action operating within the study environment. The population shows a very distinct profile in terms of gender, ethnicity, and educational investment. Data on earnings, job security, and working conditions dispel any suspicion of economic disadvantage. Although a high proportion of incumbents have family connections to the skilled trades, an analysis of their siblings’ occupations refutes the supposition of structural determinism through the family. Instead, it is argued that both the social profile of the workforce and the high density of family and network connections reflect the use of “bridging” and “bonding” social capital strategies by study population members. The operative mechanisms include formal elements of the organization’s hiring practices, as well as institutionalized group norms and workplace culture. Through a “separatist” discourse that invokes notions of both “trade stigma” and “trade pride,” incumbents ascribe a particular set of cognitive and moral attributes to trades workers, which also contribute to defining the formal and informal membership requirements for their occupations. By approaching occupations as sites of economic social action, this research concludes that some of the intractable “problems” in Canada’s apprenticeable trades reflect individual behaviours that are enabled and incited by institutional features integral to the present skilled trades system. / Education, Faculty of / Graduate

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The vision of New Zealand as a 'knowledge society' is a mantra that has opened the twenty-first century. Underpinning any 'knowledge society', however; are people who turn resources into concrete products and who build, maintain and service the technological and social infrastructure essential to society. This thesis examines the skilled trades and, in particular, how people are trained for those trades. Industry training is a crucial component of the wealth-generating capabilities of New Zealand. It is also an essential part of the way that many young people make the transition from school to work and from adolescence to adulthood. The means of training tradespeople has moved over the years from the rigid and prescriptive apprenticeship system, to the more voluntaristic, industry-led 'industry training' strategy, introduced following the Industry Training Act 1992. Regardless of the system used to organise training, however, there have been long-standing problems in New Zealand with achieving the optimum number of skilled workers, possessing the correct 'mix' of skills required. In this research, based upon semi-structured interviews with industry training stakeholders four industry case studies, policy content analysis and an in-depth examination of the Modem Apprenticeships scheme, I ask three key questions. First, what are the things that, as a country, we could or should reasonably expect a 'good' industry training system to contribute to? These may be things like: an adequate supply of appropriately skilled workers, the ability to upskill or reskill these workers as needed, clear transition routes for young people, lifelong learning opportunities, equity goals and foundation skills. Second, I ask how the current system performs against these criteria. The short answer is that the performance is 'patchy'. There are dire skill shortages in many areas. While opportunities for workplace upskilling, reskilling or 'lifelong learning' are available, I argue that they are not yet cemented into a 'training culture'. Workplace-based learning is an important transition route for a small percentage of our young people but the favoured route is some form of tertiary education, which may be an expensive and not necessarily relevant option. Third, I ask why the performance of New Zealand's industry training system is often less than desirable. My argument is that the problems and solutions thereof, of skill formation in New Zealand have been understood largely in terms of the supply-side. That is, we have either critiqued, or looked to reform, whatever system has been in place to train skilled workers. The inadequacy of this approach is evident from weaknesses in the ability of either the prescriptive apprenticeship system or the voluntaristic industry training strategy to deliver an appropriately skilled workforce. Thus, I also examine the demand side of skill formation: the wider influences that impact on employers' training decisions. Training decisions made by individual employers, the aggregation of which represent the level and quality of training for New Zealand as a whole, are influenced by a plethora of factors. At the micro level of the employer or firm, I explore barriers to training and some of the constraints to the demand for skills. I then examine broader influences, such as the changing shape of the workforce, labour market regulation and wider economic factors, all of which impact on training levels.

This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011. The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices. The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern. The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.

This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011. The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices. The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern. The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.