Getting the next generation switched on —pathways into trade over university

The debate between pursuing a trade and attending university isn’t new, but the conversation is becoming more important than ever.

 
While both paths offer unique advantages, there is a growing consensus that the trade industry, especially electrical contracting, has unparalleled benefits. Potential financial advantages, hands-on learning and real-world challenges are just some of the reasons that students are choosing trades over university degrees. The numbers speak for themselves with 5% drop in university enrolments according to the Australian Bureau of Statistics (2021-2022).

The career landscape is undergoing a transformative shift. While university degrees have traditionally been seen as the beacon pinnacle of success, recent trends and insights suggest that trade qualifications are emerging as equally appealing options for young people.

The allure of university is waning, with more students gravitating towards trades, motivated by the current market promise reality of impressive starting salaries without the burden of student loans. The demand for trades, such as electricians and mechanics, has surged, leading to substantial pay increments and reportedly reports of improved job satisfaction. It is quite often overlooked, that just like a tertiary qualification, trades are a progressive career pathway that offer almost unlimited opportunities to learn, diversify, and grow.

Recent figures have shown that an apprentice electrician can expect a starting trade salary of $76,000- $90,000 with a greater than 80% likelihood that they will still be employed as an electrician 12 months later, with no educational debt. Conversely, someone graduating with a generalist bachelor’s degree can expect to start on a salary of $65,000-$70,000, with only a 65% chance that they will still be employed in that field a year later, and with a HECS debt on average of around $25,000.

However, industry labour shortages and the growing demand for skilled tradespeople require more than the 10% increase in the number of people starting apprenticeships in 2022 (compared to the previous year, 2021) as the National Centre for Vocational Education Research reported. Master Electricians Australia (MEA) believes that to truly address this shift and the evident skills gap in STEM trades, a more proactive approach is needed.

Through numerous recent submissions, MEA has advocated for the prioritised investment of precious public funding into streamlined and integrated VET secondary school curriculums, with giving VET pathways equal weight status to ATAR, to help address diversity in STEM careers. MEA believes this approach is pivotal in promoting diversity within STEM professions and addressing the evident skills gap.

By introducing students to VET/ STEM pathways early on, we ensure that every student, irrespective of their background, gains exposure to options within the industry. All students, beyond academia, would have the opportunity to excel in a supportive educational environment best suited to individuals’ skills. This creates an opportunity for aptitude and competency screening thereby enhancing attraction and retention in the workplace, especially when partnered with the proven GTO employment model.

MEA advocates have made the argument that the optimal allocation of government funds for STEM initiatives should prioritise the training of a more diverse and younger generation during the later stages of secondary education. This approach not only addresses the issue of diversity in STEM fields but also tackles skills shortages effectively.

While campaigns aimed at changing established behaviours and beliefs around the status of trades in industry and society after secondary education are commendable, they should complement the core strategy of increasing recruitment, rather than being its primary focus. To support this viewpoint, it’s worth noting that the current average age at which individuals begin STEM trade careers is 24 years old. As a consequence, there exists a significant 6- to 7-year gap for an increasing number of people between completing secondary school and embarking on a well-paid STEM career, especially in areas crucial to the Australian economy, such as the electrical trade in supporting the energy transition currently underway.

The current shortage in the crucial trade industries, coupled with the tangible advantages of gaining hands on experience, has prompted more young individuals to contemplate pursuing rewarding careers in trade professions. However, there is room for further efforts to promote STEM-based careers among Australia’s diverse student population.