Several interviewees spoke of the emphasis on academic education streams in secondary school, often at the expense of investing in pre-trades training. Students and educators spoke of the increasing demand for skilled workers for resource extraction industries and for local services, from construction to equipment maintenance.

There is a workshop space in our school, but we’re told we can’t afford to provide equipment in it, or teachers to provide classes. It’s a waste, given that most youth want to work in the trades and we need trades people.

The Nunavut Adult Learning Strategy recommends nine specific actions, many of which would address identified barriers to youth employment. One action particularly resonates with what key informants had to say about increasing employment opportunities for youth:

Provide practical, hands-on opportunities for learners to engage in pre-trades or access year programming at the community level and develop a program to allow interested individuals to be exposed to possible employment opportunities in trades through job mentoring and job shadowing ^{Footnote 14}.

To date, this has not generally been the experience, however, a number of school-based pilot programs are now taking place.

A research paper identifies the increasing correlation in Canada and internationally between educational attainment and employment opportunities. The paper has specific advice about out-of-school youth ^{Footnote 15} and recommends interventions as soon as possible after school leaving. The interventions need to mitigate against the spiral that comes with little education and little employment opportunity, exacerbated by the lack of employment experience over time. Training programs must overcome the disadvantages of less schooling, connect out-of-school youth with employers and provide on-the-job training that combines formal learning with employment experience ^{Footnote 16}.

Nunavut youth may not have access to the training and licensing required for many of the jobs currently going vacant or being filled by people from outside Nunavut. Community learning centres may not offer basic education and pre-trades training in sequence. People may not have access to a certified journeyman to acquire sufficient hours to get through an apprenticeship to certification, except perhaps in the mining industry.

Adult role models have an influence on employment choices. We asked youth in focus groups what they would like to do if they could get the training. They almost all picked occupations they see in their own immediate environment: welders, plumbers, mechanics, government administrators and perhaps nurses.

The cash economy is expanding and Nunavut has a high need for skilled and professional people to meet the needs of self-government and resource development. Nunavut is making a concerted effort to train Nunavummiut for the new economy and government. Right now government continues to import workers from the south and Inuit youth may see few local role models in their communities filling these positions.

Focus group participants described the difficulty in finding entry-level positions, even for qualified youth. Many employees in entry-level positions are either unable or unwilling to advance to higher-level positions and create a barrier to those entering the labour force for the first time. This was especially true in employment with the Government of Nunavut and, to a lesser extent, in health and social services.

As time passes, youth may see more and more adults leave the community for education or to work at mine sites or for other employment. Youth will have more role models as the number of Inuit legislators, lawyers, teachers, nurses, doctors, trades people and others in their community increases. With more role models we can expect youth aspirations and expectations to rise, and for them to recognize that education is useful and that they need to complete high school.

Some communities are reaching out to youth who are not likely to return to formal education. They work with them to build more traditional skills that they can use to support their families and communities. These programs can be very effective in re-engaging marginalized youth in an effort to reduce social and economic barriers and decrease youth isolation and societal alienation. See Appendix D for examples of these programs.

Some youth fare better in activities with a traditional focus. Social and economic impact agreements pay attention to traditional economic activities and often include benefits to those who continue to rely on land-based economic activity. Some non-formal community-based programs support traditional activities, although funding for these kinds of programs is often difficult to find.

Learning disabilities

The rates of Fetal Alcohol Syndrome (FAS) and Fetal Alcohol Effects (FAE) in some First Nations and Inuit communities are much higher than the national average. FAS and FAE exist in the context of the effects of oppression and loss of culture caused by racism and colonialism.

FAS and FAE include a range of learning disabilities that make it hard for people to acquire skills. People with FAS or FAE may find reading, writing, using documents and other essential skills almost impossible.

I come to class every day, and I get a lot of help from the instructor and other students, but I just can’t seem to learn, no matter how hard I try.

Public education aims to encourage young women to not drink during pregnancy. It aims to prevent this learning disability from continuing in future generations.

As well as FAS and FAE, people in Nunavut communities experience other learning disabilities as much as Canadians in general. All these disabilities are less likely to be diagnosed or treated in the north due to things such as isolated communities, high costs and high turnover or lack of teachers and other professionals.

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