A Look: at Vocational Training

A SURVEY OF SECONDARY CYCLE TWO STUDENTS
A LOOK AT VOCATIONAL TRAINING

[ ABRIDGED VERSION ]
A LOOK AT VOCATIONAL TRAINING

[ ABRIDGED VERSION ]
This document can be found at the following Web address: www.mels.gouv.qc.ca/stat/recherche/index.htm
Research, Analysis and Writing Valrie Saysset Service de la recherche Direction de la recherche, des statistiques et des indicateurs, MELS Survey and Questionnaire Design Sylvie Rheault Service de la recherche Direction de la recherche, des statistiques et des indicateurs, MELS Advisory Committee Richard Cantin, Alain Rousseau Direction gnrale des programmes et du dveloppement, MELS Anne Thibault Direction de la formation continue et du soutien, MELS Luc Lpine Secteur des services la communaut anglophone, MELS Statistical Consultant ve-Marie Castonguay Service des tudes conomiques et dmographiques Direction de la recherche, des statistiques et des indicateurs, MELS Technical Support Lucie Gagnon Service des tudes conomiques et dmographiques Direction de la recherche, des statistiques et des indicateurs, MELS English Translation Direction de la production en langue anglaise Secteur des services la communaut anglophone, MELS Graphic Design Idation
Gouvernement du Qubec Ministre de lducation, du Loisir et du Sport, 2005 05-00394 ISBN 2-550-44614-3 (printed version) ISBN 2-550-44616-X (PDF) Legal deposit Bibliothque nationale du Qubec, 2005
A look at vocational training
Foreword
This report provides a summary of the key results of a survey on the academic and career plans of Secondary Cycle Two students. The full results and information about methodology are available in the detailed survey report on the Web site of the Ministre de lducation, du Loisir et du Sport at the following address: www.mels.gouv.qc.ca/publications/menu-rapports.htm.
Survey objectives
The main objective of the survey is to identify the factors associated with students intentions of pursuing vocational training. It also aims to document students career choices, their aspirations and the information they have about vocational training. Particular attention is given to findings related to gender and language of instruction. This survey also provides an opportunity to explore the changes that have occurred since the last survey on this topic conducted by the Ministre de lducation in 1995.
Data collection and analysis

Data was collected in April 2004 via a French or English questionnaire that was mailed to Secondary Cycle Two students enrolled in French or English schools. The overall response rate was 55.9% (7 625 respondents). Each respondent was weighted to ensure the representativeness of this sample. Descriptive group comparison tests and more complex logistic regression analyses were used to analyze the data. The logistic regression analysis is used to identify the influence of a factor on a variable while controlling the contribution of other factors in the model. Only the statistically significant (p0.01) and sufficiently frequent results have been reported.
Composition
This abridged version is made up of four parts. The first part presents the results relating to the students academic and career plans, particularly their aspirations, the career they are considering and their perception of the role of work. The second part presents the results relating to the different elements of the academic and career guidance the students receive. These include their interest in choosing an academic and career option, their sources of information and the type of information considered useful. The third part discusses vocational training, specifically the information students have on it, their perception of this training, and the factors that explain their intention of enrolling in it. The fourth part is a short conclusion.
Academic and career plans

Academic aspirations
Secondary Cycle Two students have relatively high academic aspirations (Figure 1). An estimated 55.3% are ideally considering obtaining a university degreenot taking their marks into accountwhile only 14.9% are aiming for a Diploma of Vocational Studies (DVS). When they consider their marks (realistic aspirations), the percentage of students aiming for a DVS is slightly higher (15.8%), while the percentage of those aspiring to a university degree drops 6 percentage points, to 49.3%. Students whose ambitions changed therefore wish to obtain a technical Diploma of College Studies (DCS) and a Secondary School Diploma (SSD). FIGURE 1 Estimated percentage of students according to academic aspirations
Obtain a university diploma
1% 55.3 % 15. 8 % 6.8 % 2% 49.3 % 0.1 % 6.3 % 56.5 %
3.2 % 14.9 %
5.1 %
11.9 %
Obtain a Technical DCS Obtain a DVS
25.6 % IDEAL
27.7 % REALISTIC
18.4 % PARENTS ASPIRATIONS FOR THEIR CHILD
Obtain an SSD Drop out of secondary school Not known
ASPIRATIONS
Close to 12% of students declared they did not know the educational aspirations their parents have for them. The subject may be hardly or not at all discussed as a family. Excluding these students, 64.1% believe that their parents want them to earn a university degree, while 20.9%, 7.7% and 7.1% believe that their parents want them to earn a DCS in a technical program, a DVS and an SSD respectively. The similar percentages for the SSD and the DVS call into question parents perception of vocational training. The realistic aspirations of students differ by gender. More girls aspire to go to university than boys (54.3% and 43.2%, respectively). In addition, 4.6% of girls believe that their parents want them to earn a DVS, compared to 7.5% of boys. Realistic aspirations also differ by language of instruction. For example, 17.6% of students in French schools are planning to earn a DVS, compared to 5.9% of students in English schools. However, more students in English schools mentioned an SSD (9.0%) than a DVS
(5.9%), which is not the case for students in French schools. Nearly two-thirds of students who study in English want to earn a university degree (65.0%), compared to 46.7% of students who study in French. A comparison of the results of this survey with those of the 1995 survey reveals that academic aspirations are more or less the same. University studies were and still are the most popular goal. Compared to the technical DCS and a university degree, the DVS is least often mentioned as a desired objective. According to the students both in 1995 and in 2004, few parents regard the DVS as the goal for their child (4.5% and 6.8% respectively in these two years).
Desired occupation
Generally speaking, Secondary Cycle Two students have an idea of the occupation they wish to have (82.9%). More girls than boys have an idea of their future occupation (84.7% versus 80.8%), which is also the case for French-school students (83.5%) compared to Englishschool students (78.3%). As Figure 2 indicates, Secondary V students are the ones who most often have an idea of the occupation they wish to pursue (87.7%), compared to only 79.6% of Secondary III students. Students career choices are mainly in the health sector (20.0%) and in the broad sector that includes social science, education, public administration and religion (20.9%). The next most sought-after careers are in the arts, culture, sports and recreation sector (17.2%), the natural and applied science sector (15.6%) and the sales and service sector (11.0%). FIGURE 2 Estimated percentage of students who have an idea of the occupation they aspire to, shown according to grade and gender
BOYS
GIRLS
TOTAL
78.1 % 81.2 % 79.6 % 79.7 % 84.1 % 81.9 % 86.2 % 89 % 87.7 %
Secondary III Secondary IV Secondary V
In 83.1% of cases, students believe that their parents hope they have an occupation they like. Fewer students at English schools have this opinion (73.0%) than students at French schools (84.4%). However, more students studying in English believe that their parents want them to have a well-paying job (14.5% versus 8.4% of students in French schools).
The vision students have of the labour market is relatively similar, whether they are boys or girls, in a French or English school. Most of these students (over 80%) believe that the assets required to find a job are resourcefulness, followed by a diploma. In 1995, resourcefulness was also considered the best asset for finding a job. Only 20.1% of students in French schools believe that the jobs offered nowadays are related to technology; in contrast, more than half of students in English schools (59.0%) have this opinion.
The role of work

Generally speaking, young people believe that work is a means of doing what they enjoy (for example, travelling or doing sports), or of realizing their potential, developing as a person, and using their skills and personality. These two roles were mentioned most often in 1995 as well. More girls consider work to be a means of realizing their potential and giving something back to society, to the community or to the environment. On the other hand, boys are more inclined to see work as a means of doing something they like. There are several differences in the perception of the role of work based on language of instruction. Half the students in French schools (51.1%) regard work as a means of doing something they like (Figure 3), compared to only one-third (35.5%) of students in English schools. However, a relatively high proportion of students in English schools see work as a means of realizing their potential (41.3%), as opposed to less than one-third (31.0%) of students in French schools.
FIGURE 3
Estimated percentage of French- and English-speaking students according to their specific view of the role of work
FRENCH ENGLISH
51.1 %
Do what I enjoy Fulfill my potential Contribute to society Get recognition Earn a living
8.1 % 9.8 % 3.9 % 2.1 % 5.9 % 11.3 % 31 %
35.5 % 41.3 %
Academic and career guidance

Sources of information
It can be estimated that close to 55% of the students begin showing interest in their future in Secondary Cycle Two. Girls seem to show interest earlier than boys; they begin thinking about their future in the initial years of secondary school. Furthermore, 8.0% of students in English schools and 2.8% of students in French schools put off thinking about their future until after secondary school. When it comes to discussing their future plans with family members and close friends, students most often confide in their mother (64.9%) (Figure 4), followed by their father (50.9%), and less frequently their brothers, sisters and friends. This result seems to be stable because in 1995, students for the most part also confided in their parents.
FIGURE 4
Estimated percentage of students according to their level of confidence in various non-professionals when discussing their academic and career choices
5.4 % 16.6 %
50.9 %
9%
1.3 %
64.9 % 36.7 %
16.1 %
22.8 %
25.3 %
2.2 %
34.2 %
27.2 %
24.7 %
24.4 %
38.2 % FATHER MOTHER BROTHER OR SISTER FRIENDS
A great deal
Some
Not much or not at all
Does not apply
More than one-quarter of students (27.1%) place a great deal of trust in academic and vocational information and guidance professionals (Figure 5).
FIGURE 5
Estimated percentage of students according to their level of confidence in various professionals when discussing their academic and career choices
5.5 % 45.1 %
16.7 % 35.2 % 32.7 %
7.5 %
27.1 % 19.3 %
10.4 %
43.3 %
A great deal Some
30.2 % 27 % ACADEMIC AND VOCATIONAL INFORMATION AND GUIDANCE PROFESSIONALS PERSON IN THE OCCUPATION THAT INTERESTS THE STUDENT
Not much or not at all Does not apply
TEACHERS
Moreover, 16.7% of students often confide in teachers about their future academic and career plans. Close to half of students (43.3%) turn to a person in the occupation that interests them. Students who say they trust a guidance counsellor have not necessarily met with one. Close to half of the respondents (47.0%), especially girls, have met with a guidance counsellor, as well as 48.4% of students enrolled in a French school and 36.3% of students in English schools. Of the students who have never met with a guidance counsellor, 65.2% intend to do so by the end of secondary school. Similarly, half of the students surveyed in 1995 declared having met with a guidance counsellor or a teacher about their future plans.
Useful information
According to the students, the information they feel is important includes job descriptions (69.8%), employment prospects (58.1%) and working conditions, specifically hours and job security (49.3%) (Figure 6). The answers in 1995 were the same.
FIGURE 6
Estimated percentage of students who consider information about certain aspects of the occupation to be very important
Length of training Difficulty of training Description of the occupation Working conditions Pay Employment prospects Prestige of the occupation Possibility of being accepted Contact with people Working outside or inside Contribution to society Place of work
21 % 27.1 % 19.9 % 26.8 % 42 % 36.8 % 37.6 % 58.1 % 49.3 % 20 % 27.2 % 69.8 %
More girls than boys believe that it is important to know the job description (73.1% and 65.7%, respectively). The same goes for information on contact with people (53.6% versus 27.5%). Conversely, 43.9% of boys find pay important, compared to 32.4% of girls. Students in English schools are less likely than those in French schools to consider career information important. Only 13.8% of students studying in English consider the length of training an important factor in their choice of career, compared to 20.8% of students in French schools. The same can be said for the difficulty of academic programs. Job descriptions are important for 71.4% of students in French schools and for 57.1% of students in English schools, and information on work prospects is important for 61.1% of students in French schools versus only 33.5% of those in English schools. Most students (73.9%) confirm having heard at career information activities organized by the school that girls could take traditionally male jobs. More specifically, 77.6% of girls confirm having received this information, compared to 69.4% of boys.
Vocational training
Information on vocational training
It is estimated that 88.7% of students have heard of vocational training in secondary school (93.8% of students in French schools and 49.2% of students in English schools). Information about vocational training seems to be disseminated more often in public schools than in private schools, regardless of the language of instruction. Nearly half of students declared having heard very positive comments about vocational training from school staff (Figure 7). It seems that the topic is brought up less often in English schools. For example, while more than half of students in French schools confirm that teachers (51.5%) or guidance professionals (51.4%) talked about vocational training with them, nearly 51% of students in English schools say it has never been discussed.
FIGURE 7
Estimated percentage of students according to the type of information they received about vocational training and the professionals from whom they received it
51. 5 % 26.8 % 50.8 % 19.4 % 48.8 %
15.6 %
Very positive
Neutral or negative
22.4 % 32.9 % FRENCH ENGLISH 31.8 % TOTAL
Did not mention it
TEACHER
51.4 % 22.7 % 50.6 % 31.1 % 25.8 % 49.2 %
18.4 % 25.9 % FRENCH ENGLISH 25.1 % TOTAL
GUIDANCE PROFESSIONAL
Half of English-school students indicated that they have never talked about vocational training with their parents (50.7%) or their friends (61.7%) (Figure 8). The same applies to approximately one-third of students in French schools. FIGURE 8 Estimated percentage of students according to the type of information they received about vocational training and the non-professionals from whom they received it
31.3 % 34 % 50.7 % 24.2 % 35.9 % 30.6 %
Very positive
Neutral or negative
25 %
Did not mention it

34.6 % FRENCH ENGLISH 33.5 % TOTAL
FATHER OR MOTHER
32.7 % 37.5 % 61.7 %
16.5 % 40.1 %
30.9 %
21.9 %
29.9 % FRENCH ENGLISH
29 % TOTAL
FRIENDS
Information about vocational training seems to be quite accessible at school, with 74.9% of students who declared having received it. More specifically, as Figure 9 illustrates, 78.4% of students in French schools and only 47.8% of students in English schools knew about it. Television ads were mentioned by 63.1% of students; nearly twice as many students in French schools as students in English schools saw these ads (66.3% versus 37.2%). Newspaper ads were seen by 47.8% of students, or half of French-school students (49.9%) and less than one-third of English-school students (30.8%). Young people did not take much notice of radio advertising (18.1%) or ads in movie theatres (6.1%). The low score for advertising in movie theatres can be explained by the fact that vocational training ads last appeared in movie theatres the year prior to the survey in contrast to the other advertising vehicles, which were used the year of the survey. Finally, advertising on the Internet was noticed by close to half of students in French schools (47.6%), compared to only 28.0% of students in English schools. Generally speaking, the students surveyed in 2004 reported having watched the ads more often than the students surveyed in 1995.
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FIGURE 9
Estimated percentage of students who have seen advertising for vocational training according to the medium involved
FRENCH ENGLISH
School Television Radio Movie theatre Newspapers Internet Other (bus, subway, etc.)
6.5 % 3.5 % 18.5 % 15.4 % 37.2 %
78.4 % 47.8 % 66.3 %
49.9 % 30.8 % 47.6 % 28 % 57.6 % 39.1 %
Perception of vocational training

As in 1995, students in vocational training are perceived differently from students in collegelevel technical training. The respondents consider that vocational training students are more manual than intellectual (89.7%), enjoy working with tools or machines (91.5%), want to enter the labour market quickly (93.3%), hate school (73.2%), and are returning to school after having dropped out (85.4%) (Figure 10). On the other hand, students in technical training are perceived as being good in math and science (91.0%), and wanting to be upto-date on technology (91.7%).
FIGURE 10
Estimated percentage of students according to their perception of vocational training students

89.7 % 25.6 % 91.5 % 93.3 % 36.7 % 73.2 % 85.4 % 82 %
More manual than intellectual Good in math and science Like to work with tools or machines Want to enter the labour market quickly Want to be up-to-date on technology Hate school Return to school after having dropped out Know and like this occupation
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Students perceptions of the occupations that these two types of training lead to also differ, as was the case in 1995. A large majority of respondents consider the occupations that require a DVS to be physically demanding (85.7%) and messy (87.8%) (Figure 11). This perception is more widespread among students in French schools than it is in English schools. A strong majority (80.0%) of students in French schools think that occupations requiring a DVS offer interesting job prospects. Only 61.1% of students in English schools share this opinion. FIGURE 11 Estimated percentage of students according to their perception of the occupations that require a DVS
Variety of tasks Physically demanding Messy Not socially valued Quite well paying Good employment prospects Few responsibilities On the cutting edge of technology
46 % 46 % 58.4 % 53.8 % 78.7 % 71.7 % 85.7 % 87.8 %
All students believe that the occupations requiring a technical DCS involve a variety of tasks (80.5%), are quite well paying (93.3%), offer good work prospects (93.4%) and are on the cutting edge of technology (92.3%).
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Intention of enrolling in vocational training

According to the data in Figure 12, 12.4% of students intend to enroll in vocational training and 13.5% are considering it, but have not made a decision. More than half of students (59.8%) did not consider vocational training, while 14.3% did consider it, but decided not to enroll. The results of the 1995 survey are similar. The proportion of students who wish to enroll in vocational training has gone up 1.9%, rising from 10.5% in 1995 to 12.4% in 2004.
FIGURE 12
Estimated percentage of students according to their intentions with regard to vocational training
59.8 %
Considered it, will enroll
12.4 % 13.5 %
Considering it, still undecided Considered it, will not enroll Did not consider it
14.3 %
The percentage of Secondary III, IV and V students who wish to enroll in vocational training is quite similar. However, Secondary III students seem to be more undecided: 18% are considering vocational training, but have not yet made a decision. The proportion of undecided students gradually drops to just under 6% in Secondary IV and V. In French schools, 13.7% of students want to enroll in vocational training, compared to 5.4% of students in English schools. Girls are more undecided than boys, especially girls in French schools (8.7% opt for vocational training versus 18.8% of boys). The students who want to enroll in vocational training or who are still making up their minds believe that the occupation interests them (96.1%), that the work prospects seem good (92.7%), and that the training is tangible and manual (82.3%). More than half also mentioned that they want to enter the labour market as soon as possible (54.7%) and that they do not want to study for a longer time (51.9%). Fewer than half of students said that they are familiar with the occupation they want to have (46.9%), that they have trouble in general education (46.1%) and that they do not like general education subjects (43.0%).
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The students who decided not to enroll in vocational training, including those who considered doing so, believe that they are capable of pursuing more advanced studies (92.0%) and claim that the occupations that vocational programs lead to do not interest them (67.7%). More rarely, they say that they do not know about these programs and the occupations they lead to (32.2%), that they will learn an occupation through work (31.7%), that they still do not know what they want to do later on (30.1%), and that vocational training is for students who have problems at school, which is not their case (24.4%). Nearly 60% of students considering vocational training say that their parents would agree with their decision, and close to one-third say that their parents would respect their decision, given that it is their decision. If their parents tried to change their mind, they believe it would be because their parents think they are capable of studying longer. Close to 40% of students who say they do not want to pursue vocational training think that had they selected this option, their parents would have respected their decision. Nearly one-quarter of students believe their parents would try to change their mind, and another quarter thinks their parents would agree with their decision. Many students think that their parents could try to change their mind, because they believe their child would be capable of studying longer.
Factors associated with the intention of enrolling in vocational training

Characteristics associated with the students, their family and their school explain the students desire to enroll in vocational training. However, all these factors must be analyzed to identify those that influence this decision the most. This way, each factors influence can be evaluated, and the effect of all the others is kept constant. Logistic regression analysis makes it possible to determine whether each factor increases or decreases the probability of students pursuing vocational training. Table 1 summarizes the results of the analysis. The left column shows the factors, the middle column describes the influence of this factor on the students intention to enroll in vocational training, and the right column specifies the intensity of the influence (strong or moderate).
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TABLE 1
Factors that strongly or moderately influence students intention to enroll in vocational training
Factors
Influence of this factor on students intention to enroll in vocational training

Students whose parents speak positively about vocational training are more likely to want to enroll than students whose parents do not mention vocational training. To a lesser extent, when parents talk neutrally or negatively about vocational training, students are more likely to want to enroll than those whose parents do not mention vocational training at all. When parents hope their children pursue secondary- or college-level studies, the children are more likely to want to enroll in vocational training than those whose parents hope their children pursue a university education. Students who earn less than an A or B average (80% and more) in language are more likely to want to enroll in vocational training than those with an A or B average. Students who earn less than an A or B average (80% and more) in math are more likely to want to enroll in vocational training than those with an A or B average.
Intensity of the influence
Parents talking about vocational training
Academic aspiration of parents for their child
Strong influence
Average mark in language
Average mark in math
Level of education required for the occupation being considered
Students who are considering an occupation that requires university education are less likely to want to enroll in vocational training than those who want to enter an occupation requiring a lower level of education. Students who have heard positive things about vocational training from a guidance counsellor are more likely to want to enroll than those who have not had this experience. To a lesser extent, students who hear neutral or negative things about vocational training from a guidance counsellor are also more likely to want to enroll than those who did not hear anything about it. Students who believe they have manual talents are more likely to want to enroll in vocational training than those who consider themselves more intellectual. Students whose mother has a secondary-, college- or university-level education are less likely to want to enroll in vocational training than those whose mother did not finish high school or only went to elementary school.
Guidance counsellors talking about vocational training
Moderate influence
Talents
Mothers level of education
15
Conclusion
This survey reveals that students show a low propensity to want to enroll in vocational training (12.4%) and that this proportion has changed only slightly since the 1995 survey. The students who are considering vocational training have relatively low averages in language and math, wish to hold an occupation that does not require a postsecondary education, and perceive themselves as having stronger manual than intellectual talents. The highest proportion of students who are considering vocational training but have not yet made a decision is in Secondary III. In Secondary IV and V, the undecided group seems to decline, while the group that does not want to pursue vocational training grows. This raises the question as to why these students do not ultimately opt for vocational training. The current survey provides some answers in this regard. The role that parents play seems to be a major factor in students decisions about their future; young people primarily turn to their mothers and fathers for information. What parents say about vocational training therefore seems to influence their childs intention of pursuing it. This result highlights the importance of talking about vocational training with parents. Parents must have sufficient knowledge of vocational training and develop a fairly positive attitude toward it if they are to regard it as a reasonable option for their child. The academic aspirations of students and of parents for their children also seem to play a key role in the academic plans of students. The results of the study indicate that most students aspire to go to university. It can be assumed that the messages parents send to their children about the importance of postsecondary studies play an important role in the development of students academic aspirations. Vocational training would therefore probably attract more students if it provided an opportunity for higher education. Nevertheless, vocational training meets the needs of a group that wishes to enter the labour market quickly. The students most likely to pursue vocational training are those with low marks. It seems that with the diversity of educational paths available in Secondary Cycle Two under the current reformnotably the applied general education path and the workoriented training paththis category of students might tend to work toward this type of qualification.
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Two points about academic and vocational information and guidance professionals and teachers must be highlighted. These two groups of professionals seem to play a key role in students decision to pursue a vocational training program. Positive talk about this type of training seems to encourage students to pursue it. Given the expected changes in guidance practices consistent with the implementation of the guidance-oriented approach, these results could be compared with those of subsequent studies. The language of instruction does not seem to play a role that would explain a difference in intentions. In fact, if we consider several factors simultaneously, factors such as academic aspiration and the information given to students seem more likely to explain students intentions with regard to vocational training. The high academic aspirations of students in English schools and the lack of information they receive about vocational training may therefore explain why they are less inclined to opt for vocational training than students in French schools. Girls express a desire to pursue vocational training less often than boys. Their marks and higher aspirations could explain this difference. It is also possible that the image conveyed by vocational training and its related occupations attracts fewer girls than boys. Most students see these occupations as being physically demanding and messy. This image of vocational training and its related occupations seems to have evolved rather slowly since 1995, despite public information campaigns through various advertising media and the relatively positive response to these ads on the part of students. Students seem to have noticed some messages more often than others, depending on the advertising vehicle used. Given the role that parents play in guiding their childrens future, it would be helpful to inform them about vocational training by making sure the message easily reaches them and is adapted to their concerns.
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A Look: at Vocational Training

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A SURVEY OF SECONDARY CYCLE TWO STUDENTS