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More than twice as many Canadians report taking work-related training to perform more effectively in their current jobs (69%) than they do to earn more money (32%) or get a better job (31%).
Resources
Overall news release: Majority of parents can’t help their children with homework, say Canadians
Fact Sheets: Attitudes toward Work-related Learning (PDF, 377 KB)
News release for Work-related Adult Learning: Workers take training to become more effective, not for more money, survey finds
Summary of questions (PDF, 89 KB)
Complete questionnaire (PDF, 314 KB)
Canadians who had recently participated in work-related learning:
Canadians who had not recently participated in work-related training:
Did you participate in work-related education and training…
To learn something new?
73.4%
To perform more effectively in your current job?
68.8%
To earn more money?
32.5%
Because your employer required you to?
30.9%
To get a better job?
30.8%
To get or keep a certificate or license
30.7%
To complete a diploma or degree
25.1%
To get a job
17.6%
To pursue an advanced degree
16.1%
For none of these reasons
3.0%
To meet a requirement for social assistance
1.2%
Canadians were asked about a number of potential reasons for taking work-related training. Most Canadians have more than one reason for taking work-related training: on average, respondents indicate that at least three of the reasons listed above match their own reasons for participating in work-related training.
Self-improvement appears to be the most consistent factor: the top two reasons, endorsed by more than two-thirds of all those who have recently taken work-related training, are: to learn something new and to perform more effectively at work. In contrast, fewer than one-third indicate that they took training to earn more money or get a better job.
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Do any of the following match your reasons for not participating in work-related training?
Overall
(%)
Men
Women
No need at this time
55.4
61.3
49.9
Too busy with work
36.5
42.6
30.8
Too busy with your family
32.0
27.1
Course schedules conflict with other commitments
24.2
22.6
25.2
Courses are too expensive
22.1
18.2
25.7
A disability prevents you from doing so
9.5
9.1
9.8
You do not have enough basic education
8.5
9.9
7.2
The courses you are interested in are not available
7.9
7.7
8.1
You do not have access to or know how to use computers
7.5
Other reasons
7.3
5.4
You are unable to travel to classes
6.2
5.9
6.5
Courses and programs are of poor quality
3.6
4.9
2.4
You do not have help with child care
3.5
1.7
5.1
Respondents who did not take any work-related training in the past year were asked about their reasons for abstaining from training. The most frequently cited reason was a lack of need: 55% of those who have not recently participated in work-related training report that they have no need for training at this time.
Lack of need is the number one reason cited by men and women; however, men cite it more frequently than women (61% vs. 50%). For women, family responsibilities are the second-most frequently cited reason for not participating in work-related training; whereas for men, work commitments are the second-most frequently reported reason. Women are also more likely than men to report that they have not recently taken any work-related training because courses and programs are too expensive.
Wanted work-related training (%)
Did not want work-related training (%)
54.3
64.6
Too busy with family
50.4
31.4
Courses too expensive
26.7
Among non-retired Canadians who have not taken any work-related training in the past year, 22% wanted to, but were unable to do so. This group cites different reasons for not taking training than those who do not want to take any work-related training. Work commitments are the number one reason cited by those who want training but are unable to take it, while lack of need is the number one reason cited by those who do not want training.
Of those who want training, 50% blame the high cost of courses or programs for not participating in work-related training, compared to 14% of those who do not want training.
Figure 1: Influence of attitudes toward previous schooling on participation in work-related training
Canadians’ previous experiences with education are related to their tendencies to participate in work-related training. Canadians who report that their initial schooling experiences were positive are more likely to participate in work-related training.
Respondents were asked a number of questions about their experiences with initial schooling. [1] Specifically, they were asked whether:
Canadians appear to have had generally positive experiences during their initial schooling: over 70% of respondents agree or strongly agree with each of the above statements.
Respondents who strongly agree with each statement are more likely to have taken work-related training than those who do not strongly agree. In addition, among respondents who strongly agree with all five statements, 55% had work-related training in the past year, while only 39% of the remaining respondents had taken training.
Respondents were also asked about their beliefs concerning the relationship between education and success in life. Most Canadians (92%) agree or strongly agree that there is a strong relationship between education and success in life. Among those who strongly agree, 46% have taken work-related training within that last year, while only 33% of those who do not strongly agree have taken training.
Figure 2: Younger Canadians more likely to take work-related training
Figure 3:Canadians with higher education are more likely to take work-related training
Canadians were asked about their participation in work-related training in the past year—that is, whether they had taken any program toward a degree, diploma, or certificate or any courses, workshops, seminars or formal training for any reasons related to a current or future job.
Among non-retired Canadians, 40% indicate that they have taken some form of work-related training in the past year. That number is slightly higher for men (41%) than for women (39%).
The 2003 Adult Education and Training Survey (AETS) reported that 35% of Canadians aged 25–64 had taken some form of job-related training in 2002. Their definition of job-related training is more restrictive than the one used in this survey. Under AETS, the training has to lead to some form of formal recognition upon completion (i.e. diploma, certificate, degree). Also, this survey’s age range was 20 years and older and did not include retirees.
No HS diploma (%)
HS diploma (%)
College (%)
University (%)
51.2
58.2
62.3
24.8
39.3
38.6
42.9
23.0
38.1
35.4
Canadians cite the same reasons for not participating in work-related training regardless of how much education they already have. Lack of need is the number one reason cited by Canadians at all levels of educational attainment, though respondents with a post-secondary credential are more likely to cite this reason than are respondents without any post-secondary education. In addition, for respondents at all levels of education, work commitments and family commitments are the second- and third-most frequently cited reasons.
Did you participate or want to participate in work-related education and training…
Took work-related training
Wanted to but did not take work-related training
73.2%
71.6%
69.2%
46.9%
31.8%
47.7%
31.2%
8.7%
50.8%
25.5%
24.8%
20.4%
17.3%
15.7%
26.3%
10.2%
5.9%
In total, 53% of Canadians report that they wanted to participate in work-related training in the last year. Of those, 75% did take some form of work-related training. When asked about their reasons for wanting to take training, those who did take work-related training cited different reasons from those who did not.
Those who wanted to, but did not, take training are less likely to report that they wanted to improve their performance at work and are more likely to report that they wanted training in order to earn more money, to get a job, or to get a better job.
[1] Some items were presented to respondents with negative phrasing (e.g. “You did not enjoy school”). For the sake of clarity, we present all items with positive phrasing and report reverse-coded data. [Return to text]