ENVIRONMENTAL LABOUR MARKET (ELM) RESEARCH
When Supply Does Not Meet
Demand:
Labour Gaps and Issues in Canada’s
Contaminated Sites Sector
2008
ECO Canada
This project is funded by the Government
of Canada's Sector Council Program
ECO CANADA
This project was funded by the Government of Canada’s Sector Council Program. The opinions and interpretations
in this publication are the author’s and do not necessarily reflect those held by the Government of Canada.
Copyright © 2008 ECO Canada
All rights reserved. The use of any part of this publication, whether it is reproduced, stored in a retrieval system,
or transmitted in any form or means (including electronic, mechanical, photographic, photocopying or recording),
without the prior written permission of ECO Canada is an infringement of copyright law.
ECO Canada (2008). When Supply Does Not Meet Demand: Labour Gaps and Issues in Canada’s Contaminated
Sites Sector. Environmental Labour Market (ELM) Research. Environmental Careers Organization of Canada.
ECO Canada
Suite 200 - 308, 11th Avenue SE
Calgary, Alberta T2G 0Y2
Tel.: (403) 233-0748 or 1-800-890-1924
Fax: (403) 269-9544
[email protected]
www.eco.ca
TABLE OF CONTENTS
TABLE OF CONTENTS
LIST OF FIGURES
ii
LIST OF TABLES
ii
ACKNOWLEDGEMENTS
iii
NATIONAL STEERING COMMITTEE
iv
EXECUTIVE SUMMARY
v
1. Introduction
1
2. Understanding The Contaminated Sites Sector
2.1 Profile of Companies
2.2 Profile of Employees
2
2
3
3. Labour Needs
3.1 Hiring
3.2 Occupations in Demand
5
5
7
4. Labour Shortage
4.1 Difficulties in Hiring
4.2 Difficulties in Keeping Employees
4.3 Shortage Exacerbated by Low Graduation
4.4 Training and Skills Gaps
8
8
11
13
13
5. Possible Solutions
5.1 Recruitment Incentives
5.2 Retention Incentives
5.3 Targeting Non-traditional Sources of Labour
5.4 Increase Training
16
16
17
18
20
Conclusion and Recommendations
22
Appendix A: Glossary
Appendix B: Methodology
Appendix C: Course Content Areas
Appendix D: Academic Programs
23
25
29
31
TABLE OF CONTENTS
LIST OF FIGURES
Figure 1: Services Provided by Employers in the Sector
Figure 2: Types of Activity in the Sector
Figure 3: Contaminated Sites Employees by Years of Experience
Figure 4: Contaminated Sites Employees by Age
Figure 5: Contaminated Sites Employees by Type of Training
Figure 6: Contaminated Sites Employees by Career Path
Figure 7: Hiring of Contaminated Sites Employees by Region
Figure 8: Estimated Number of Full-time Vacancies in the Next 12 Months
Figure 9: Need for Contaminated Sites Employees in the Next 12 Months
Figure 10: Demand by Occupation Type
Figure 11: Difficulties in Hiring by Level of Experience
Figure 12: Difficulties in Hiring by Type of Occupation
Figure 13: Factors Affecting Recruitment
Figure 14: Level of Difficulty in Retaining Employees by Region
Figure 15: Factors Affecting Retention of Employees
Figure 16: Impact of Vacancies on Business
Figure 17: Strategies for Dealing with Service Restrictions Due to Vacancies
Figure 18: Course Content Areas Offered by Contaminated Sites-related Programs
Figure 19: Helpful Skills not Acquired through Post-secondary Training
Figure 20: Effectiveness of Recruitment Initiatives
Figure 21: Recruitment Incentives used by Employers for Recent Hires
Figure 22: Employee Job Satisfaction Level
Figure 23: Groups Targeted When Recruiting
Figure 24: Groups Targeted When Recruiting by Region
Figure 25: Top Priorities to Ensure Adequate Labour Supply
2
3
3
4
4
5
5
6
6
7
8
9
10
11
11
12
13
14
15
16
17
18
18
20
21
LIST OF TABLES
Table 1: Estimated Companies and Employees by Region
Table 2: Occupations in Demand by Region
Table 3: Difficulties in Hiring by Type of Occupation and Region
Table 4: Factors Affecting Recruitment by Region
Table 5: Skills Required by Employers
Table B1: Breakdown of Sample by Sector
Table B2: Employer Survey Margin of Error by Region
Table B3: Employee Survey Margin of Error by Region
Table B4: Breakdown of Focus Group Participants
2
7
9
10
15
27
27
28
28
ii
ACKNOWLEDGEMENTS
ACKNOWLEDGEMENTS
ECO Canada deeply appreciates the efforts of all the organizations and individuals that contributed
time and effort to the development of this project. In particular, we thank the 30 members of the
National Steering Committee (NSC) who guided this study by providing feedback at various stages.
Special thanks go to The Delphi Group and Harris/Decima Research. They collected and analyzed the
data required to produce this report.
We sincerely thank the Government of Canada’s Sector Council Program for the financial support it
provided.
This study would not have been possible without the participation of committed employers and
employees working in the industry. Their feedback during the surveys and focus groups ensured that
we captured information truly relevant to the contaminated sites sector.
We extend our gratitude to the many associations that promoted this project with their members by
inviting them to participate in the surveys and focus groups. In particular, we wish to thank:
Association of Certified Engineering Technicians and Technologists of Prince Edward Island (ACETTPEI)
Association of Engineering Technicians and Technologists of Newfoundland and Labrador (AETTN)
Association of Professional Engineers and Geoscientists of Manitoba (APEGM)
Association of Professional Engineers and Geoscientists of New Brunswick (APEGNB)
Association of Professional Engineers of Prince Edward Island (APEPEI)
The Association of Professional Engineers, Geologists, and Geophysicist of Alberta (APEGGA)
Association of Professional Engineers, Geologists, and Geophysicists of N.W.T and Nunavut (NAPEGG)
Association of Professional Geoscientist of Ontario (APGO)
Association of Professional Geoscientists of Nova Scotia (APGNS)
British Columbia Environment Industry Association (BCEIA)
Canadian Environmental Certification Approvals Board (CECAB)
Centre d’excellence de Montréal en réhabilitation de sites (CEMRS)
Centre patronal de l’environnement du Québec
Conseil des entreprises de services environnementaux (CESE)
Consulting Engineers of Manitoba
Consulting Engineers of Ontario
Enviro-Accès
EnviroCompétences - Conseil sectoriel de main-d’oeuvre en environnement (CSMOE)
Environmental Services Association of Alberta (ESAA)
Environmental Services Association of Nova Scotia (ESANS)
Government of Quebec, Ministry of Sustainable Development, Environment, and Parks
Manitoba Environmental Industry Association (MEIA)
National Brownfields Association
New Brunswick Environmental Industry Association (NBEIA)
Ordre des Géologues du Québec (OGQ)
Orphan Well Association
Professional Engineers Ontario (PEO)
Réseau Environnement
Saskatchewan Environmental Industry and Managers Association (SEIMA)
Society of Certified Engineering Technicians and Technologists of Nova Scotia (Tech Nova)
iii
NATIONAL STEERING COMMITTEE
NATIONAL STEERING COMMITTEE
Members of the National Steering Committee (NSC) guided the project by offering points of view and expertise
from all segments of the sector. Its members represented the contaminated sites industry, provincial, territorial
and federal governments, the academic community, and other stakeholder groups. They met face-to-face during
the first NSC meeting in Toronto on March 2, 2007 and at the second NSC meeting in the same city on November
30, 2007.
INDUSTRY MEMBERS
GOVERNMENT MEMBERS
Ian Robertson
Inukshuk Planning and Development Ltd.
Andrea Peters
Treasury Board Secretariat
Dermot Cain
International Union of Operating Engineers – Canada
Anne Thompson
Industry Canada
Charlie Ciranni
Geotank Environmental Group Ltd.
Jeff Fritzsche
Statistics Canada
Faramarz Bogzaran
SEACOR Environmental Ltd.
Pascal Girard
Public Works and Government Services Canada
George Gritziotis
Construction Sector Council
Rosemary Leslie and Kathy Kitagawa
Environment Canada
Jim Beechinor
AMEC
Marcia Wallace
Government of Ontario
Anjum Mullick
WorleyParsons Komex
Mark Kavanagh
Alberta Energy and Utilities Board
Tammy Lomas-Jylhä
Canadian Brownfields Network
Michel Beaulieu
Gouvernement du Québec
Kelly Lendsay
Aboriginal Human Resource Council
EDUCATORS
EX-OFFICIO
Bill Humber
Seneca College
Shannon Campbell, Barbatus Gatoto, and Kate Humpage
Human Resources and Social Development Canada
Christine Campbell and
Mano Krishnapillai
Sir Wilfred Grenfell College, Memorial University of Newfoundland
Grant Trump (chair), Kitt Chanthaboune,
and Jennifer Aragon
ECO Canada
Ken Friesen
University of Winnipeg
Cherie Westbrook
University of Saskatchewan
Marc Olivier
Cégep de Sorel-Tracy
iv
EXECUTIVE SUMMARY
EXECUTIVE SUMMARY
During the next few decades, federal, provincial, and municipal governments, as well as the private sector, are
poised to commit considerable financial resources to cleaning up contaminated sites across Canada.
ECO Canada, in partnership with Human Resources and Social Development Canada, commissioned this research
study so that stakeholders across the country could have a better understanding of the gaps between labour
demand and supply when it comes to cleanup of contaminated sites.
Building on Previous Work
In 2006, an ECO Canada study, Who Will Do The Cleanup?, began to explore the labour demand issues in Canada’s
contaminated sites sector. The report conservatively estimated that 14,300 people would be needed to clean
up 15,940 non-federal contaminated sites and 2,941 federal contaminated sites over a four-year period. With
the forecasted labour demand far outstripping supply, the report pointed to a human resources shortage in the
sector.
As a follow up to that report, this report further examines the labour shortage problem and factors affecting
demand. In addition, it looks closely at labour supply-side issues by identifying:
•
•
•
•
The competencies required in the sector,
The number of people currently possessing those competencies,
The availability of academic and training programs, and
The numbers of students enrolled in them.
A key feature of this report involves a “gap analysis,” namely the correlation of demand and supply information
to identify human resources gaps.
Sources of Information
The research team used key informant interviews, research on academic programs, national surveys with
employees and employers, regional focus groups, and a national forum to gather the data presented here.
Recommendations
Five key recommendations emerged from the research:
1. Up-to-date and accurate information on labour demand and supply, and skills gaps, must be collected on an ongoing basis as contaminated sites are identified, characterized, and scheduled for cleanup.
2. In northern and remote areas, decision-makers should be working to build communities’ capacity to increase workforce employability. Training that allows workers to acquire transferable skills is the most relevant training to support. Both employers and buyers of services, such as governments, need to
consider extending the duration of work projects in these regions so that workers there can benefit from more training and skills development.
3. All stakeholders must actively raise awareness about the sector.
4. All levels of government should support the private sector in recruiting Aboriginal people, recent immigrants, and recent graduates. One way to do this is by creating work experience and workplace integration programs that will alleviate the costs and risks associated with their hiring.
5. Employers need to develop strategies for human resources succession. This type of planning will allow managers to assess the potential of existing staff, offer leadership opportunities, encourage workplace diversity, and provide mentoring, continuing education, and training support to employees.
vi
1. INTRODUCTION
During the next few decades, federal, provincial, and municipal governments, as well as the private sector, will
commit large sums of money to clean up contaminated sites across Canada.
A combination of regulatory and economic drivers will keep the sector buoyant, resulting in a strong demand for
labour to work on contaminated sites. Between 2004 and 2019, the federal government has committed up to $4
billion to clean up properties that it owns or that fall under federal responsibility. This includes more than 4,400
federal contaminated sites as well as 28,000 non-federal properties.
Stakeholders in this sector must include human capital in their plans to clean up contaminated sites. As part of
Canada’s environmental sector, the contaminated sites sub-sector must ask itself: are we meeting future labour
demands in this sector with people who have the appropriate skills?
ECO Canada’s previous study, Who Will Do The Cleanup? Canadian Labour Requirements for Remediation and
Reclamation of Contaminated Sites, 2006-2009, conservatively estimated that 14,300 people would be needed
to clean up 15,940 non-federal contaminated sites and 2,941 federal contaminated sites during a four-year
period.
This Study’s Objectives
This current study builds on the previous one. Commissioned by ECO Canada, in partnership with Human
Resources and Social Development Canada, its goal is to provide stakeholders with a better understanding of the
gaps between labour demand and supply.
The report provides data on:
•
•
•
•
•
Labour demand and evidence of labour shortages;
Key competencies among the occupations most in demand;
Current and potential labour supply;
Current training and education programs; and,
Human resource gaps.
The results of ECO Canada’s research will help employers, educators, and government officials develop successful
plans and strategies to meet the sector’s pressing labour needs.
Study Methodology
Between January and November 2007, the research team conducted key informant interviews, a search to
identify academic programs, national surveys of employees and employers, regional focus groups, and a national
forum. Data collected was statistically significant at a 95% confidence level. A detailed description of the
research project’s methodology appears in Appendix B.
Treasury Board of Canada Secretary. Federal Contaminated Sites Inventory. http://www.tbs-sct.gc.ca/fcsi-rscf/home-accueil.aspx
ECO Canada. 2007. Who will do the Cleanup? Canadian Labour Requirement for Remediation and Reclamation of Contaminated Sites
2006-2009. Environmental Labour Market (ELM) Research. Environmental Careers Organization Canada. p. 30.
2. Understanding the Contaminated Sites Sector
2.1 Profile of Companies
In data gathered during the first phase of this study, we estimated that some 2,500 companies are currently doing
work related to the cleanup of contaminated sites in Canada. They employ about 61,000 people (Table 1).
TABLE 1: Estimated Companies and Employees by Region
Estimated
Number of
Companies
Province/
Territory
Newfoundland and
Labrador
Prince Edward Island
Nova Scotia
52
2.0%
5
0.2%
172
6.7%
Estimated Number of
Employees working on
Contaminated Sites *
Proportion of
employees
Atlantic
7,366
12%
Region
New Brunswick
62
2.4%
Quebec
485
19.0%
Quebec
11,663
19%
Ontario
722
28.3%
Ontario
17,187
28%
Alberta
593
23.2%
British Columbia
221
8.7%
British Columbia/
Alberta
19,643
32%
Manitoba
67
2.6%
Saskatchewan
84
3.3%
Yukon
22
0.9%
5,524
9%
Northwest Territories
51
2.0%
Manitoba/
Saskatchewan/
North
Canada
61,383
100%
Nunavut
TOTAL
Proportion of
companies
15
0.6%
2,551
100%
* Note: Employee estimates can only be calculated at a regional level due to low samples in certain jurisdictions.
Source: Employer Survey
Employers within this sector provide a variety of services. The top four are environmental consulting (59 percent),
remediation services (53 percent), engineering (52 percent), and site characterization (51 percent) (Figure 1).
FIGURE 1: Services Provided by Employers in the Sector
Environmental Consulting
59%
Remediation Services
53%
Engineering
52%
Site Characterization
51%
36%
Public Sector
30%
Construction
26%
Testing Laboratories
22%
Hazardous Waste Treatment and Collection
15%
Hazardous Waste Collection
0%
Source: Employer Survey
10%
20%
30%
40%
50%
60%
70%
The employers we surveyed were involved in four main types of activities. Remediation (84 percent) was the most
common, while regulation was the least prevalent activity (41 percent) (Figure 2).
FIGURE 2: Type of Activity in the Sector
84%
Remediation
75%
Site Assessment
65%
Post Remediation and Monitoring
41%
Regulation
0%
10%
20% 30%
40% 50%
60% 70%
80% 90% 100%
Source: Employer Survey
Half of the organizations we surveyed had more than 50 employees (including non-contaminated sites
employees). When only employees working on contaminated sites were counted, 61 percent of companies had
fewer than 21 full-time employees.
Companies doing cleanup of contaminated sites must often compete with other sectors for workers. The sectors
they compete with include: oil and gas, mining, construction, chemical, research, and manufacturing (steel).
2.2 Profile of Employees
About 76 percent of employees surveyed were male. The sector is composed of people with a wide range of
experience. The experience level of survey respondents ranged from less than two years (9 percent) to more than
20 years (13 percent) (Figure 3).
The largest segment in this employee profile (33 percent) has worked for between 10 and 20 years. The second
largest segment (26 percent) has between five and 10 years of experience.
FIGURE 3: Contaminated Sites Employees by Years of Experience
0+yrs
%
< yrs
%
- yrs
%
0-0 yrs
%
-0 yrs
%
Source: Employee Survey
The age of survey respondents ranged from under 25 to over 55 years (Figure 4).
FIGURE 4: Contaminated Sites Employees by Age
-
0%
-
%
<
%
+
0%
-
%
Source: Employee Survey
About half of employees surveyed said they had specific training related to the cleanup of contaminated sites
from a college or university program (Figure 5). Almost three out of 10 contaminated sites employees reported no
formal training.
FIGURE 5: Contaminated Sites Employees by Type of Training
No Tranng
%
Specfc Tranng
%
General Tranng
%
Source: Employee Survey
The contaminated sites sector seems to be attracting people from other sectors. In fact, about 41 percent of
employees surveyed said they had worked in another field and transferred their skills to work on contaminated
sites (Figure 6). In addition, 30 percent of employees surveyed said they had decided to work in the contaminated
sites sector during or after training, in other words, without enrolling specifically in a sector-related program.
FIGURE 6: Contaminated Sites Employees by Career Path
Transferred by Employer
%
Worked n other feld
& transferred sklls
%
Planned to work n feld
pror to tranng
%
Decded to work n feld
whle/after tranng
0%
Source: Employee Survey
3. Labour Needs
3.1 Hiring
During the past year, about 75 percent of employers said they have hired full-time contaminated sites workers.
The demand was highest in Western Canada where 91 percent of companies in Manitoba/ Saskatchewan/North
and 85 percent in British Columbia/Alberta hired contaminated site employees (Figure 7).
FIGURE 7: Hiring of Contaminated Sites Employees by Region
75%
Canada
Atlantic
69%
Quebec
63%
65%
Ontario
91%
MB/SK/North
85%
BC/AB
0%
20%
40%
60%
80%
100%
Source: Employer Survey
Employers expect the labour demand to be the same for the upcoming year. Of employers we surveyed,
83 percent said they planned to hire for all types of positions. The proportion was highest for Manitoba/
Saskatchewan/North (94 percent), British Columbia/Alberta (86 percent), and Ontario (82 percent).
About 11,500 full-time vacancies were projected in the next year. Most hiring will be in British Columbia/Alberta
and in Ontario. About 14 percent of employers surveyed expected to hire more than 11 people (Figure 8).
FIGURE 8: Estimated Number of Full-time Vacancies in the Next 12 Months
PROJECTED NUMBER
OF VACANCIES
Canada
%
%
Atlantic
%
Quebec
%
MB/SK/North %
%
0%
20%
NONE
40%
1 to 2
%
%
%
60%
3 to 5
900
% %
%
%
,00
%
% %
%
%
%
%
%
%
BC/AB
%
%
%
Ontario
0%
80%
%
1,500
%
3,200
%
1,000
%
4,900
100%
6 to 10
11+
Note: Vacancies are for all positions (both contaminated site-related and non-contaminated site-related).
Source: Employer Survey
Employers believe that their need for labour will continue to rise. More than 55 percent of employers surveyed
said they expect the number of employees working on contaminated sites to increase (Figure 9). Only one percent
of those surveyed expected the need for full-time contaminated site employees to decrease.
FIGURE 9: Need for Contaminated Sites Employees in the Next 12 Months
%
Full-time %
0%
%
%
0%
%
%
Part-time and Seasonal
0%
% %
%
0%
% % %
%
%
Contract Employees
0%
NONE
Source: Employer Survey
20%
Less than present number
40%
60%
Number will stay the same
80%
1 to 2 more
100%
3-10 more
11 or more
3.2 Occupations in Demand
The types of positions that employers are hoping to fill vary by firm and location. Demand
was high for all positions as illustrated in Figure 9. However, demand was highest for
project managers, site assessment technicians, and geologists/hydrogeologists (Figure 10).
“We look for hydrogeologists and geologists, although typically it is easier to find
the junior people than it is to find people
with a little more experience.”
Employer - Calgary
FIGURE 10: Demand by Occupation Type
Project managers
%
Site assessment technicians
%
%
Geologist/hydrogeologists
0%
%
Hazardous waste specialists %
%
%
%
%
%
20%
Always
%
%
%
%
%
%
%
%
%
%
0%
0%
40%
Often
60%
Sometimes
%
%
%
%
0%
0%
%
%
Environmental auditor/regulators %
%
%
%
Human/ecological health risk assessors
%
%
Remediation technology engineers %
Reclamation/rehibilitation specialists
%
%
80%
Rarely
100%
Never
Source: Employee Survey
Differences in Regional Demand
Specific occupations are in higher demand in some regions, as compared to others (Table 2). Organizations in
British Columbia/Alberta have a high demand for most occupations, especially project managers, geologists/
hydrogeologists, and remediation technology engineers. Geologists/hydrogeologists and site assessment
technicians are in high demand in Ontario. Hazardous waste specialists and environmental auditors/regulators
are sought out in Manitoba/Saskatchewan/North.
TABLE 2: Occupations in Demand by Region
CANADA
ATLANTIC
QUEBEC
ONTARIO
MB/SK/
NORTH
BC/AB
Project managers
42%
32%
22%
40%
43%
50%
Site assessment technicians
38%
28%
13%
43%
36%
42%
Geologists/hydrogeologists
36%
22%
29%
47%
10%
45%
Remediation technology engineers
28%
13%
6%
26%
27%
41%
Reclamation/rehabilitation specialists
24%
18%
24%
16%
22%
34%
Human/ecological health risk assessors
22%
25%
12%
18%
14%
28%
Environmental auditors/regulators
14%
7%
12%
18%
18%
Hazardous waste specialists
12%
9%
23%
17%
5%
Source: Employer Survey
4. Labour Shortage
The study shows that the contaminated sites sector is experiencing a labour shortage. For employers, the
shortage manifests itself as difficulty in hiring and retaining employees.
4.1 Difficulties in Hiring
Over half (56 percent) of companies said they have a hard time hiring employees, at all levels (Figure 11). More
specifically, 93 percent of companies have difficulty recruiting staff with more than 10 years’ experience, such as
senior engineers, senior project managers, or senior technologists and technicians. When it comes to junior staff,
one in three companies reported difficulty recruiting people with up to three years’ experience.
FIGURE 11: Difficulties in Hiring by Level of Experience
Any level
0%
%
%
Senior engineers
0%
Senior project managers
%
Senior technologists/technicians
%
Intermediate project managers
0%
%
%
Very difficult
%
20%
%
%
%
Junior technologists/technicians
0% %
Somewhat difficult
%
0%
%
40%
%
%
% % % %
%
Junior engineers/scientists
%
% % %
%
Intermediate
technologists/technicians
%
% %
%
%
Intermediate engineers/scientists
%
60%
Neither easy nor difficult
%
%
%
%
%
%
80%
Somewhat easy
100%
Very easy
Source: Employer Survey
The four most difficult occupations to hire were human or ecological health risk assessors (79 percent),
remediation technology engineers (79 percent), project managers (74 percent), and geologists or hydrogeologists
(73 percent) (Figure 12).
FIGURE 12: Difficulties in Hiring by Type of Occupation
Human/ecological health risk assessors
0%
Remediation technology engineers
%
Project managers
%
Geologist/hydrogeologists
Very difficult
% %
20%
Somewhat difficult
40%
% %
% %
%
%
0%
% %
%
%
% %
0% %
%
%
%
Site assessments technicians
%
%
%
Hazardous waste specialists
%
%
%
Environmental auditor/regulators
% %
%
%
Reclamation/rehabilitation specialists
%
%
60%
Neither easy nor difficult
0%
80%
%
100%
Somewhat easy
Very easy
Source: Employer Survey
Certain parts of the country have a harder time hiring people than others. Companies in British Columbia/Alberta
have more difficulty than the national average for all occupations covered in the study. On the other end of the
spectrum, companies in Quebec had fewer difficulties with all occupational groups (Table 3).
TABLE 3: Difficulties in Hiring by Type of Occupation and Region
CANADA
ATLANTIC
QUEBEC
ONTARIO
MB/SK/
NORTH
BC/AB
Human/ecological health risk assessors
80%
93%
30%
82%
62%
97%
Remediation technology engineers
79%
85%
27%
79%
75%
92%
Project managers
74%
71%
19%
78%
76%
94%
Geologists/hydrogeologists
73%
57%
31%
71%
69%
100%
Reclamation/rehabilitation specialists
68%
67%
27%
59%
83%
82%
Environmental auditors/regulators
66%
43%
14%
62%
75%
84%
Hazardous waste specialists
59%
64%
33%
49%
69%
70%
Site assessment technicians
49%
40%
18%
41%
53%
66%
Source: Employer Survey
Factors Affecting Recruitment
Employers were most likely to say hiring was more difficult due to a lack of qualified
individuals in their province, a limited number of new graduates with appropriate skills,
and inadequate remuneration (Figure 13).
“The margins of the company
are just too low to bring a lot
of people on at the salaries
that they want.”
Employer - Calgary
FIGURE 13: Factors Affecting Recruitment
Lack of qualified individuals from province
%
Lack of new graduates with appropriate skills
%
Inadequate remuneration
%
Geographically isolated locations
%
Lack of educational institutional offering training
%
Heavy workload/long hours
Requires relocation
%
%
%
%
%
%
%
%
%
%
%
%
%
%
%
%
%
%
%
0%
%
%
%
%
%
%
0%
%
%
Lack of career advancement Perception work is dangerous
%
%
%
% %
%
%
%
Work involves travel
%
%
0%
Inability to offer permament employment
%
Always
40%
60%
Often
Sometimes
%
0%
%
%
%
%
20%
%
%
80%
Rarely
100%
Never
Source: Employer Survey
At the regional level (Table 4), employers in British Columbia/Alberta were more likely to identify a lack of career
advancement opportunities (20 percent) as a factor affecting recruitment. Firms in Manitoba/Saskatchewan/
North were the most likely to identify relocation of potential employees as the biggest barrier to hiring (31
percent). Also, inadequate remuneration was more acute for firms located in these two regions of Western
Canada.
TABLE 4: Factors Affecting Recruitment by Region
CANADA
ATLANTIC
QUEBEC
ONTARIO
MB/SK/
NORTH
BC/AB
Lack of qualified individuals from province
46%
38%
44%
46%
48%
48%
Lack of new graduates with appropriate skills
32%
48%
42%
25%
34%
32%
Inadequate remuneration
31%
24%
26%
19%
41%
38%
Inability to offer permanent employment
27%
24%
53%
23%
37%
18%
Geographically isolated locations
25%
22%
31%
22%
32%
22%
Lack of educational institutions offering
training
19%
24%
6%
18%
21%
23%
Heavy workload/long hours
18%
10%
16%
15%
18%
22%
Work involves travel
17%
14%
21%
16%
17%
16%
Requires relocation
16%
11%
29%
10%
31%
13%
Lack of career advancement
14%
19%
5%
6%
17%
20%
Perception work is dangerous
7%
-
11%
4%
4%
12%
Source: Employer Survey
10
4.2 Difficulties in Keeping Employees
In our survey, 36 percent of employers said they had a hard time retaining staff. This figure rose to 50 percent for
employers in Manitoba/Saskatchewan/North (Figure 14).
FIGURE 14: Level of Difficulty in Retaining Employees by Region
Canada %
%
Atlantic %
Quebec
Ontario
%
%
%
0%
20%
Very difficult
%
%
%
BC/AB
% %
%
%
%
% %
%
%
MB/SK/North
%
40%
Somewhat difficult
%
%
%
% %
% %
60%
80%
Neither easy nor difficult
100%
Somewhat easy
Very easy
Source: Employer Survey
“We have an office in Northern Ontario.
We can’t get people to work there or to
stay. They go for a year and then they
come back down South.”
The main factors affecting retention of employees were inadequate remuneration
(32 percent), lack of career advancement (31 percent), inability to offer permanent
employment (24 percent), and heavy workload or long hours (23 percent) (Figure 15).
Employer - Toronto
FIGURE 15: Factors Affecting Retention of Employees
Inadequate remuneration
Lack of career advancement opportunities
%
Inability to offer permananent employment
%
Heavy workload/long hours
Work involves travel
0%
%
%
0%
%
0%
%
%
%
%
%
20%
Always
%
%
%
40%
Often
60%
Sometimes
%
% %
%
Perception work is dangerous %
%
0%
%
%
%
%
Geographically isolated location %
%
%
%
%
80%
Rarely
100%
Never
Source: Employer Survey
11
During the employer focus groups, participants commented that many people working in the sector leave after
they become disappointed by the cutthroat nature of the sector, where a primary concern is for “the bottom
line.”
Employers also said that the younger generation of workers operates with
“We really have a hard time meeting their
a different perspective than older generations. Generational gaps crop up
expectations. They don’t understand the
in communications styles (younger people do more using technology than
concept of sweat equity”.
in person) and job expectations in the workplace. Younger generations are
Employer - Toronto
more likely to want to rise quickly up the corporate ladder, start with a
high salary, and ask for extended time-off and vacations. Something that
affects retention rates is their tendency to lack loyalty to an organization. They do not hesitate to move from
job-to-job to advance their careers. Their goal seems to be to acquire a variety of marketable skills as quickly as
possible.
Among employers who have had or expect to have full-time vacancies, 88 percent said that these vacancies
affect their organization’s ability to provide cleanup services on contaminated sites (Figure 16). Across Canada,
15 percent of employers surveyed said that vacancies have already affected or will affect their organization “a
great deal”. Companies in British Columbia/Alberta reported the highest level of impact.
FIGURE 16: Impact of Vacancies on Business
Canada
%
Atlantic
%
Quebec
%
%
MB/SK/North
%
%
%
%
BC/AB
%
%
%
Ontario
0%
%
%
20%
No effect
%
Affect a little
60%
Affect somewhat
%
%
%
%
%
%
%
%
40%
%
%
80%
100%
Affect a great deal
Source: Employer Survey
A labour shortage affects business growth in the sector, as companies find themselves unable to take on new
projects. In fact, some employers have had to refuse contract opportunities. Among employers who have had
full-time vacancies in the past year, the most common coping strategy has been to have employees work
overtime (61 percent), while the least common method has been turning down contract opportunities (13
percent) (Figure 17).
12
FIGURE 17: Strategies for Dealing with Service Restrictions Due to Vacancies
Required employees to work overtime
%
Brought staff from other areas of organization
%
%
Provide extensive training for
existing employees
%
Contracted external help
%
%
%
0%
%
%
0%
%
Turned down contract opportunities
%
0%
Source: Employer Survey
%
20%
40%
Often
%
60%
Seldom
80%
100%
Never
4.3 Shortage Exacerbated by Low Graduation
Graduates from postsecondary institutions have been a traditional source of labour. The study examined the
graduation level in 80 post-secondary programs (diplomas, bachelors, masters, and post-graduate certificates)
that provide training related to the cleanup of contaminated sites. In 2006, 1,001 students graduated from these
programs, compared to 1,109 graduates in 2001.
Between 2001 and 2006, the number of graduates has been decreasing despite a growth in enrollment. The
number of students enrolled in these programs has remained steady at 2,500 since 2001, and continues to grow,
reaching 2,647 students in 2006. Many key informants interviewed during this study commented that students
may have problems with the mathematics and science requirements of their programs. This may be the reason
for low graduation rates.
“We go to school for training, but it’s
4.4 Training and Skills Gaps
not adapted to real work. Project
Our analysis of contaminated sites programs in post-secondary institutions showed
management, time management,
prioritizing is not taught at all”.
that most programs do not cover all of the competencies required for the cleanup
of contaminated sites, as identified by key informant interviews. Courses that are
Employee - Montreal
less likely to be offered include environmental monitoring (10 programs provide it),
business skills and/or client/stakeholder relations (14 programs), reclamation/restoration (15), and project
management (19) (Figure 18).
Based on data from 61 programs, because only 35 out of 45 institutions contacted provided graduation data.
13
FIGURE 18: Course Content Areas Offered by Contaminated Sites-related Programs
Environmental Monitoring
Business Skills and/or Client/Stakeholder Relations
Reclamation/Restoration
Project Management
Remediation Engineering
Health and Safety
Laboratory Analysis Skills
Waste Management/Hazardous Waste Management
Ecological and Human Health Risk Assessment/Toxicology
Site Remediation
Environmental Legislation and Regulations
Computer Mapping and Modeling
Geology/Hydrogeology
Communications
Biology/Ecology/Microbiology
Air Science and Pollution
Environmental Assessements
Environmental Chemistry
Field Sampling Techniques
Statistical Sampling Techniques and Mathematics
Soil Science and Pollution
Hydrology and Water Pollution
Source: Post-secondary research
0
0
Our research identified 22 key content areas relevant to the contaminated sites sector (Appendix C). Programs
offered at the following institutions cover the highest number of content areas:
• Seneca College’s B.Sc. of Applied Technology: Integrated Environmental Site Remediation (22 out of 22 course content areas);
• Lakeland College’s B.Sc. Environmental Management: Reclamation/Remediation Specialization (17 of 22 course content areas) Those missing include: Air Science and Pollution, Hydrology and Water Pollution, Laboratory Analysis Skills, Environmental Monitoring, and Remediation Engineering;
• University of Alberta’s Bachelor of Environmental Engineering (17 of 22 course content areas). Those missing include: Health and Safety, Field Sampling Techniques, Environmental Monitoring, Reclamation/
Restoration, and Project Management;
• Lethbridge Community College’s Diploma of Environmental Assessment and Restoration (17 of 22 course content areas). Those missing include: Health and Safety, Remediation Engineering, Project Management, Business Skills/Client Relations, and Waste Management.
Beyond course content, about 10 percent of employees surveyed said that hands-on training, practical
applications of knowledge, and field work would have helped them prepare for the workplace (Figure 19).
Fortunately, many programs seem to be providing work experience by offering co-op programs. About 45 percent
of programs reviewed as part of this study offered co-operative work placements to students.
14
FIGURE 19: Helpful Skills not Acquired through Post-secondary Training
Hands-on Training/Practical Applications
Field Work/Training/Skills
Management/Project Management/Administration
Site/Risk Assessment
Dealing with Politics/Regulations
Soil Courses
Writing/Technical Writing Skills
Chemistry (General)
Remediation Courses
Oral Communications Skills
Networking/Client Relations
Business Administration Skills/Techniques
Decontamination Skills/Techniques
Sample Collection
Business/Financial Management
No Skill Not Acquired Via Training
Other
0%
%
%
%
%
%
%
%
%
%
%
%
%
%
%
%
%
%
5%
10%
15%
20%
25%
30%
35%
40%
Source: Employee Survey
Table 5 shows the top five skills required and identified by employers through our survey. Health and safety skills
are ranked high by employers, but only 31 percent of programs reviewed in this study offered health and safety
training.
TABLE 5: Skills Required by Employers
TOP 5 SKILLS REQUIRED BY EMPLOYERS
Health and Safety Training
34%
Communication Skills
18%
Scientific/Technical Training/Knowledge
16%
Interpersonal/Soft Skills
7%
Project Management Skills
6%
Source: Employer Survey
There seems to be a consensus among employers surveyed that many jobs in the sector require on-the-job
training that is not currently, and simply cannot, be taught at institutions. Employees themselves agree that they
have developed their skills during jobs in other sectors and while working in the contaminated sites sector. The
employee survey showed that 60 percent of those surveyed are either very (32 percent) or somewhat likely (28
percent) to take training related to the sector in the next year. Survey results seem to show that employees take
an active role in keeping their skills and training up-to-date and highly value ongoing training.
Employers who provide training opportunities to their employees will have a greater chance of retaining them.
The most common courses employees said they received on-the-job include health and safety, first aid, and
hazardous material management training.
15
5. POSSIBLE SOLUTIONS
5.1 Recruitment Incentives
The contaminated sites sector needs to set itself apart from competing industries
in its recruitment efforts. Employers surveyed in this study said that traditional
types of recruiting methods, such as placing ads in newspapers, are not effective
and do not provide good value for money.
“The whole focus and public awareness
has changed regarding environmental
issues and that has created opportunities
as well as challenges.”
Employee – Vancouver
Based on survey data collected from employers who have hired employees in the last year, offering a competitive
salary is the most common recruitment incentive and the most effective way to attract new staff (Figure 20). Other
recruitment incentives rated as “very” or “somewhat” effective were performance bonuses (86 percent), signing
bonuses (84 percent), and enhanced benefits packages (77 percent).
FIGURE 20: Effectiveness of Recruitment Initiatives
Competitive salary
Training allowance/in-house skills training
%
%
Career coaching
%
%
0%
Very effective
40%
Somewhat effective
60%
Not very effective
%
%
%
%
0%
%
20%
%
% %
0%
%
Signing bonuses
%
%
Extended vacations
%
%
Performance bonuses
% %
%
0%
Enhanced benefits package
%
80%
%
%
%
100%
Not at all effective
Source: Employer Survey
Despite the effectiveness of many incentives, most employers do not use them. For example, signing bonuses were
used by only 30 percent of employers who hired people in the last year (Figure 21).
16
FIGURE 21: Recruitment Incentives used by Employers for Recent Hires
Competitive salary
%
Training allowance/in-house skills training
%%
Career coaching
%
Enhanced benefits package
%
Performance bonuses
%
Extended vacations
%
%
Signing bonuses
0%
20%
40%
60%
80%
100%
Source: Employer Survey. Based on 194 employers who hired employees in the last 12 months.
According to employers in our focus groups, innovative recruitment strategies not measured by the Employer Survey
include:
•
•
•
•
•
Incentives for employee referrals. This tends to be highly successful because new hires are, in fact, screened by someone they will work with and often have a similar work ethic to that staff person.
Summer and co-op placements. Offering these opportunities to high school, college, and university students gives employers the chance to screen potential employees. For their part, employees gain
much needed experience.
Teaching. Company executives and senior managers who teach at universities or community colleges are able to broaden their network of up-and-coming professionals.
Active recruiting. Companies can develop and expand links with universities and colleges by taking part in job fairs and connecting with deans of programs.
Word-of-mouth. Using networks available to them, companies may hire intermediate and senior level staff through word-of-mouth.
5.2 Retention Incentives
Some employers are attempting to resolve retention issues by offering competitive salaries
and in-house training. In our employer focus groups, employers emphasized that offering
competitive salaries is and will continue to be a challenge because companies must often
submit the lowest bid in order to get a project.
“Don’t just comment when it’s
negative, also tell me if I’m doing
something well – Recognition is
good”.
Employee - Montreal
Career planning and employee advancement are two areas that should be top priorities for human resources
professionals and managers. Our research shows that employees we surveyed were least satisfied by internal job
transfer opportunities (9 percent) and advancement opportunities (8 percent) (Figure 22).
17
FIGURE 22: Employee Job Satisfaction Level
Hours of work required
%
%
Medical coverage
%
% % Opportunity for Permanent Employment
0%
%
Compensation
% %
%
%
%
% % %
% % %
Training Allowance
%
%
Vacation Time
%
% % % %
Having to Relocate Temporarily
%
Advancement Opportunities
%
%
0%
Very satisfied
%
%
Internal Job Transfer Opportunities
0% % %
20%
Somewhat satisfied
%
40%
%
60%
Neither satisfied nor dissatisfied
0% %
% %
%
%
%
80%
100%
Somewhat dissatisfied
Very dissatisfied
Source: Employee Survey
5.3 Targeting Non-traditional Sources of Labour
In a tight labour market, employers must seek alternative sources of labour. This includes Aboriginal people,
recent immigrants, and people from other industries (Figure 23).
FIGURE 23: Groups Targeted When Recruiting
Aboriginal people
%
%
Experienced workers from
other industries
%
%
%
%
%
%
%
%
%
Immigrants with foreign credentials
%
0%
18
20%
Always
Source: Employer Survey
%
40%
Often
%
60%
Sometimes
80%
Rarely
%
100%
Never
Aboriginal People
Aboriginal people are a growing segment of the Canadian population and may help to alleviate the labour
shortage in the contaminated sites sector. In the last year, 59 percent of companies have targeted Aboriginal
people when recruiting (about 8 percent say that they always target Aboriginal people) (Figure 23).
Targeting Aboriginal people is not without challenges. Focus group participants identified the following barriers
to hiring Aboriginal people:
a. Few Aboriginal people possess the qualifications for engineering or project management positions. Instead, they are hired as general labourers.
b. Aboriginal workers often do not adopt a regular work schedule. After a few days of work, they may not report for work at all.
c. Qualified Aboriginal people tend to be overloaded with local community responsibilities.
d. Individuals who have completed training tend to leave the region and move to the city. This means that Aboriginal people with training may not be available for local work.
Recent Immigrants
Another growing segment of the Canadian population is the immigrant group. According to The Alliance of
Sector Councils, immigrants will account for 100 percent of Canada’s net population growth by 2010. The
same report suggests that recent immigrants are underemployed in the Canadian labour market. In fact, only
42 percent of immigrants currently work in their intended field. Canada loses 30 percent of these skilled recent
immigrants by failing to integrate them into the labour market.
Employers in the contaminated sites sector have started to target this group in their hiring practices. In the last
year, 48 percent of companies have targeted immigrants with foreign credentials in their recruiting. Only one
percent said that they “always” target this group.
Focus group participants identified the following challenges when it comes to hiring recent immigrants:
• Although immigrants are perceived as being qualified, many lack communication skills, both oral
and written.
• Non-recognition of foreign credential can prevent immigrants from practising in their area of expertise and they cannot then sign-off on projects.
• Lack of Canadian experience can mean that recent immigrants are not familiar with technologies used here, have lower computer literacy skills, lack knowledge of Canadian regulations, and have different report writing styles.
Individuals from Other Industries
Another strategy for filling positions is to help skilled workers from declining industries transition into the
environment sector. About 69 percent of employers surveyed are targeting this group.
The contaminated sites sector has the potential to attract people from other industries. In fact, about 41 percent
of employees surveyed said that they previously worked in another field (see Figure 6).
The Alliance of Sector Councils. 2006. Who does what in Foreign Credential Recognition.
19
Regional Differences in Targeting Groups
At the regional level, there are clear differences in the way employers target different groups in their recruiting
(Figure 24).
• Aboriginal people are targeted more actively by employers in Manitoba/Saskatchewan/North (48 percent), British Columbia/Alberta (21 percent) and in Ontario (19 percent)
• Recent immigrants are targeted more often in Manitoba/Saskatchewan/North (31 percent), British Columbia/Alberta (29 percent), and Quebec (20 percent).
• Workers from other industries are most often sought out in Ontario (11 percent), Quebec (10 percent), and British Columbia/Alberta (8 percent).
FIGURE 24: Groups Targeted When Recruiting by Region
%
BC/AB
%
%
MB/SK/North
%
%
Atlantic
%
0%
%
0%
Canada
0%
10%
%
%
%
0%
Quebec
%
%
Ontario
%
%
%
20%
Immigrants with Foreign Credentials
30%
40%
50%
Experienced Workers from Other Industries
60%
Aboriginal People
Source: Employer Survey. Employers who “always” or “often” target particular groups.
5.4 Increase Training
When asked to set priorities that would ensure an adequate supply of labour for the cleanup of contaminated
sites in Canada for the next 10 years, most employers identified the need for more training. In particular, “more
technical educational programs” and “more undergraduate educational programs” were ranked as the top two
priorities by 51 percent and 47 percent of employers, respectively (Figure 25).
20
Figure 25: Top Priorities to Ensure Adequate Labour Supply
More technical
education programs
0%
More undergraduate
education programs
%
0%
More professional training
%
More graduate programs
0%
More communication and
promotion by public sector
0%
%
%
%
More communication and
promotion by private sector %
%
Providing qualified immigrants
with certification % %
0%
%
0%
%
%
%
0%
%
%
%
%
0%
%
%
%
%
%
0%
%
%
%
0%
%
%
%
%
40%
3rd
%
%
%
%
%
%
2nd
%
0%
0%
20%
Top priority
%
60%
4th
80%
5th
6th
100%
7th
Source: Employer Survey
21
CONCLUSION AND RECOMMENDATIONS
This report provides empirical evidence of a labour shortage in the contaminated sites sector. Employers told us
that they have real problems finding and retaining workers.
The report also identifies challenges related to supply, specifically a high level of attrition among students in
contaminated sites-related programs, incomplete skill sets offered at post-secondary institutions, and high
numbers of workers with no formal training working on contaminated sites. While some employers are targeting
Aboriginal people, immigrants, and workers from other industries to address labour shortages, the study uncovers
barriers to integrating those labour groups into the workplace.
This review of employers, employees, and post-secondary institutions represents the first and most
comprehensive look at how key players in the contaminated sites sector view labour demand and supply. Yet
the information presented here is just the tip of an iceberg. In-depth and ongoing study is required to keep
stakeholders informed of the state of this unique and complex labour market. Only with proper information can
stakeholders act on the human resources opportunities and challenges they are facing.
To address the challenges identified in this report, all stakeholders must coordinate their efforts and initiatives.
Specifically, it is recommended that:
•
•
•
•
•
22
Up-to-date and accurate information on labour demand and supply, and skills gaps, must be collected on an ongoing basis as contaminated sites are identified, characterized, and scheduled for cleanup.
Other research areas crucial to the sector include: measuring the effectiveness of retention initiatives, assessing the retention/attraction characteristics of the sector at the macro-level, and understanding the causes of attrition among students in contaminated sites programs.
In northern and remote areas, decision-makers should be working to build communities’ capacity to increase workforce employability. Training that allows workers to acquire transferable skills, such as
heavy machine operating, project management, and communication skills, is the kind of training most relevant to support. Both employers and buyers of services, such as the governments, need to consider extending the duration of work projects in these regions so that workers there can benefit from more training and skills development.
All stakeholders raise awareness about the sector. This can be done by celebrating success stories, incorporating information about the sector in school curricula, creating a positive image of the sector, and tying employment in the sector to benefits for local economies. Educators can promote
programs that focus on sciences and mathematics, both of which are crucial to success in sector-
related programs. Career counselors and teachers can inform students about career choices and
educational programs related to the sector. Employers would benefit from forming new partnerships with educational institutions and providing students with positive messages about work opportunities in the sector.
All levels of government should support the private sector in recruiting Aboriginal people, recent immigrants, and recent graduates. One way to do this is by creating work experience and workplace integration programs that will alleviate the costs and risks associated with their hiring.
Employers need to develop strategies for human resources succession. This type of planning will allow managers to assess the potential of existing staff, offer leadership opportunities, encourage workplace diversity, and provide mentoring, continuing education, and training support to employees.
APPENDIX A
APPENDIX A: GLOSSARY
Brownfield Sites
Brownfield sites are land or properties that 1) may or may not be contaminated, 2) have redevelopment potential,
and 3) are underused. This study is only concerned with brownfield sites that are contaminated.
Cleanup of Contaminated Sites
The technologies and/or services that assist in the assessment, remediation, rehabilitation, decommissioning
and/or regulation of sites that contain substances likely to pose an immediate or long-term hazard to human
health or the environment. Such substances could include petroleum hydrocarbons, salts, pesticides, inorganics,
heavy metals, radioactive wastes, etc. Contaminated sites may include oil and gas operations, mines, industrial
complexes, harbours, leaking underground storage tanks, etc.
Competencies
The abilities required to perform a job or task to an established norm, including skills, knowledge and attributes.
Competencies may be acquired through and are the expected outcomes of education, work experience, and/or
job training.
Contaminated Sites
The Government of Canada’s Treasury Board Secretariat defines a contaminated site as “a site at which
substances occur at concentrations (i) above background levels and pose, or are likely to pose, an immediate or
long-term hazard to human health or the environment; or (ii) exceed levels specified in policies and regulations.”
Some examples of contaminated sites include:
• Factories, mines, smelters, power plants, and other production facilities that use toxic materials or generate toxic waste
• Military and nuclear-weapons facilities
• Production, storage, and distribution facilities for petroleum and chemicals, such as above-ground tanks and underground tanks
• Transportation pipelines for petroleum and toxic chemicals
• Gasoline stations
• Abandoned or vacant residential buildings and warehouses
• Old railway yards and waterfronts
• Landfills and other facilities that dispose of, treat, or store substances in high concentrations that pose or are likely to pose an immediate or long-term hazard to human health or the environment, such as industrial waste and/or municipal garbage
• Accidental and uncontrolled releases, such as oil spills
• Agricultural lands and feedlots, which may have high concentrations of manure and pesticides that pose or are likely to pose an immediate or long-term hazard to human health or the environment
• Dilapidated warehouses, former dry cleaners, and other commercial properties where toxic substances may have been stored or used
Treasury Board Secretariat, Federal Contaminated Sites Inventory, www.tbs-sct.gc.ca/fcsi-rscf/home-accueil.aspx
23
APPENDIX A
Environmental Employment
Environmental employment is any activity associated with:
• Environmental protection, for example air, water and land quality, waste management, restoration and reclamation, human and environmental health and safety, and environmental protection management;
• Conservation and preservation of natural resources, including the prevention and control of pollution, for example fishery, wildlife, forestry, agriculture, mining, energy, parks and natural reserves, and natural resource management;
• Environmental sustainability, for example education, research and development, policy and legislation, communications and public awareness, and sustainable development, and;
• Other environment-related activities.
Environmental Practitioner
An environmental practitioner is someone whose job responsibilities are associated with environmental
employment.
Recent graduate
A recent graduate is someone who has graduated in the past 12 months.
24
APPENDIX B
APPENDIX B: METHODOLOGY
In January 2007, ECO Canada, in partnership with Human Resources Development Canada (HRSDC),
commissioned this study and contracted Harris/Decima and The Delphi Group to perform research tasks required
for this study. The components of the study are as follows:
• Phase 1–Key informant interviews
• Phase 2–Post-secondary research
• Phase 3–National surveys
• Phase 4–Focus groups
• Phase 5–National forum
Phase 1 – Key Informant Interviews
In May 2007, key informant interviews gathered information that would help to develop other components of
the study, such as the post-secondary research and questionnaires for the national surveys.
Two types of key informants were interviewed by telephone: educators and employers.
Educators were asked to a) name post-secondary institutions offering programs and courses related to the
cleanup of contaminated sites, b) estimate the graduation and enrollment trends for these programs, c) comment
on the barriers affecting student enrollment in these programs, d) refine the definitions used in this study and e)
validate a list of competencies required in the sector. In all, 12 educators completed interviews. This represents
57 percent of the 21 administrators and senior instructors contacted by the researchers.
Employers were asked to a) identify training programs, b) validate a list of competencies required by the sector,
and c) comment on recruitment and retention issues they are facing. In all, 10 employers participated in the
interviews. This represents 22 percent of the 45 employers from companies of various sizes that were contacted
by researchers.
Phase 2 – Post-secondary Research
This phase focused on collecting information and statistics on Canadian universities and colleges that provide
training relevant to the cleanup of contaminated sites. The main objectives were:
• Estimate the number of students enrolled and graduating from these programs; and,
• Describe the competencies that students of these programs are receiving.
The researchers reviewed literature and websites, and gathered data directly from selected institutions.
Criteria for Inclusion of Programs in this Study
A set of criteria was developed to ensure that colleges and universities included in the study offered programs
with a minimum number of courses directly related to contaminated site cleanup, as follows:
•
•
•
•
Diploma (two or three years) programs were included if they offered at least two related courses.
Bachelor degree programs were included in this study if they offered at least two senior level courses related to some aspect of the cleanup of contaminated sites.
Graduate level programs were included if they offered one required course and one optional course relevant to contaminated sites.
Post-graduate certificate (one year) programs were included if they offered at least two related courses.
25
APPENDIX B
Based on those criteria, 80 programs were identified in 45 institutions (see Appendix D). All were contacted by
the researchers. From the 80 programs identified, 61 programs (77 percent) provided enrollment and graduation
information to this study between May 15 and August 31, 2007.
Enrollment data represents the number of full-time equivalent students registered in the program regardless of
their year of study. Where full-time equivalent data was not available, then the fall head count numbers were
used.
Graduate data represents the number of degrees, diplomas or certificates conferred by the program in a given
year.
Course Content Areas
The list of competencies identified by key informants during Phase 1 of the project was correlated with courses
offered in post-secondary institutions. These competencies were grouped into 22 course content areas
(see Appendix C).
Education Data Caveats
• During the study period, not all institutions were able to provide enrollment and graduate data for each academic year. Where data was not available, a regression analysis was used to estimate the
enrollment and graduate numbers for those years.
• It was not possible to determine the attrition rates for undergraduate students as they often do not declare their major until well into their studies.
• Due to the high degree of specialization in graduate level programs, some institutions do not track the specific number of graduates pursuing specializations directly related to the cleanup of contaminated sites. In these instances (approximately 165 students), the total number of students enrolled and
graduated from those programs was included in the database regardless of their specialization.
Phase 3 - National Surveys
Two quantitative surveys were conducted, one with employers and one with employees.
Creating the Sample
The sample for this study was developed from a variety of sources to ensure a proper regional and industry
breakdown. The following sources were used to develop the sample database:
• Contact with the listing broker, D&B Canada, using the following NAICS classification codes:
o 562910 Remediation Services
o 541620 Environmental Consulting Services
o 541360 Geophysical Surveying and Mapping Services
o 541380 Testing Laboratories
o 541330 Engineering Services
• The Delphi Group’s database of site remediation companies
• Canadian Brownfields Network (member database)
• Montreal Centre of Excellence in Brownfield Rehabilitation (showcase companies)
• AboutRemediation (a Canadian information source on site remediation and brownfields redevelopment)
• Canadian Environmental Solutions (online directory of export-oriented environmental companies
in Canada)
• Nova Scotia Environment Industry Database
26
APPENDIX B
Participant lists from the following workshops and training sessions:
• Legal and Institutional Barriers to Collaboration Relating to Orphaned/Abandoned Mines (OAMs)
• Innovative Remediation Solutions For Atlantic Canada Workshop
• Federal, Provincial and Territorial Framework for the Management of Contaminated Sites in Canada
• Strategy Institute, Brownfields 2007 Financing, Liability & P3 Solutions Summit
• Seneca Symposium on Essential Techniques and Skills for Remediation Projects
The sample database contained over 2,500 company names. It also included departments and agencies
representing all three levels of government (Table B1).
TABLE B1: Breakdown of Sample by Sector
TYPE OF GROUP
PERCENTAGE
Private Sector
86%
Federal government
8%
Provincial governments
3%
Municipal governments
3%
Data Collection from Employers
The employer survey was developed as an on-line survey announced by e-mail. Invitations were sent to a specific
individual at each firm. The invitation provided a URL and password that allowed the person to access the survey.
It also offered a brief overview of the study’s research objectives. The online survey was available 24 hours a day
from June 18 to July 27, 2007. To increase survey participation, researchers issued reminder emails and made
follow-up telephone calls during that time.
Survey responses were automatically stored in an electronic database using a secure host server. The online
survey software incorporated skip and logic controls that eliminated invalid responses.
A total of 251 employer surveys were completed. This represents more than 10 percent of the total sample size
of 2,500. A sample of this size has an associated margin of error of +/-5.9% at a 95% confidence interval at the
national level (Table B2).
TABLE B2: Employer Survey Margin of Error by Region
REGION
COMPLETED SURVEYS
MARGIN OF ERROR
Atlantic
32
+/-17.2%
Quebec
32
+/-17.2%
Ontario
82
+/-10.6%
MB/SK/North
32
+/-17.2%
BC/AB
TOTAL (CANADA)
73
+/-11.3%
251
+/- 5.9%
Note: Based on a 95% confidence level.
Table Note: Responses from North were combined to those from Manitoba and Saskatchewan due to a small sample size in the three
Territories (n=12).
27
APPENDIX B
Employee Survey
The employee survey was done via telephone between June 25 and July 13, 2007. Firms were called randomly
from the sample list to request an interview with an employee who worked on contaminated sites.
A total of 365 employees completed an interview. A sample of this size has an associated margin of error of +/4.7% at a 95% confidence interval, based on the survey’s total sample size. (Table B3).
TABLE B3: Employee Survey Margin of Error by Region
REGION
SAMPLE SIZE
MARGIN OF ERROR
Atlantic
64
+/-10.9%
Quebec
54
+/-12.6%
Ontario
113
+/-8.5%
MB/SK/North
45
+/-13.2%
BC/AB
89
+/-9.8%
365
+/- 4.7%
TOTAL (CANADA)
Phase 4 – Focus Groups
Focus Groups were undertaken to complement and validate primary data collected by the researchers. Focus
group participants were divided into groups of employers and employees. The goal was to gather insights from
both sides of the coin—those looking for employees and those currently employed in the contaminated sites
sector. The people chosen for focus groups came from a mix of small, medium and large companies in the
contaminated sites sector and had a wide variety of backgrounds and levels of experience.
Four focus groups were held in person and one focus group was held online.
Sessions with employers were held from 3:30 p.m. to 5:30 p.m., while employees met from 5:30 p.m. to 7:30 p.m.
In-person focus groups were held in professional focus group facilities. A total of 33 employers and 20 employees
took part in the focus groups (Table B4).
TABLE B4: Breakdown of Focus Group Participants
DATE
EMPLOYERS
EMPLOYEES
Toronto
October 16, 2007
10
6
Montreal (in French)
October 23, 2007
3
2
Calgary
October 25, 2007
8
3
Vancouver
October 26, 2007
5
3
Online (Atlantic and North)
October 30, 2007
TOTAL
7
6
33
20
Phase 5 - National Forum on Contaminated Sites
A National Forum on Contaminated Sites, attended by some members of the National Steering Committee
and other interested stakeholders, was held in Toronto on November 29, 2007. The goals of the forum were to
engage stakeholders, to create greater industry awareness of labour issues in the contaminated sites sector, to
ensure coordination of efforts to address the gaps between supply and demand, to discuss preliminary research
findings, and to provide recommendations on next steps.
28
APPENDIX C
APPENDIX C: COURSE CONTENT AREAS
Competencies required for the cleanup of contaminated sites were identified during key informant interviews.
They were grouped into 22 course content areas as part of the post-secondary research
COURSE CONTENT AREAS
COMPETENCIES
Air Science and Pollution
Air sampling & investigations
Biology / Microbiology / Ecology
Characterize the population, distribution, structures, habitat needs, and behaviour of flora
and fauna
Business Skills and/or Client / Stakeholder Relations
Stakeholder consultations
Client relations
Business management
Communications
Communications skills
Computer Mapping and Modeling
Cartography, digital remote sensing, and computer mapping programs (GIS, AutoCAD etc.)
Surveying
Subsurface surveying, computer modeling, sampling, and investigations
Ecological and Human Health Risk Assessment /
Toxicology
Analyze ecological and human health risk for site assessment
Environmental Assessments
Undertake preliminary site investigation
Make recommendations on allowable levels of toxic substances based on risk to ecological
and human health for remediation plan
Prepare environmental site assessments
Environmental Chemistry
Apply understanding of chemistry, organic chemistry and microbiology to prepare risk
assessment and remediation plans
Understand nature and cleanup requirements for many chemicals and specifically
petroleum hydrocarbon, metals and salts
Environmental Monitoring
Design a monitoring plan
Prepare summary reports on monitoring
Environmental Regulation and Legislation
Apply for appropriate Federal and Provincial/Territorial and Municipal regulations and/or
permits
Field Sampling Techniques
Perform sampling and investigations for water, soil and air
Geology/Hydrogeology
Able to synthesize information on geological characteristics
Able to characterize surface and subsurface water hydrology
Characterize geomorphology (or land forms) and relevant geomorphology processes
Health And Safety
Able to prepare site health and safety plan
Handling of hazardous materials - protective equipment use, WHMIS, Certification in
Transportation of Dangerous Goods
Hydrology and Water Pollution
Water (surface and subsurface) sampling & investigations
Laboratory Analysis Skills
Process soil, water and air samples, and perform lab tests
Analyze results of soils, water, and air samples
Project Management
Project management including coordination and budgeting
Human resources management and sub contracting
Reclamation/Restoration
Reclamation and/or restoration of disturbed ecosystems
Remediation Engineering
Develop site remediation and characterization technologies
Evaluate the scope, costs, and risks of remediation technologies and solutions
Research and/ or design the appropriate application of current and emerging remediation
techniques including in-situ and ex-situ options
Operate remediation technology systems
29
APPENDIX C
Site Remediation
Able to apply environmental best management practices for site remediation techniques
Prepare remediation plan including budget, system feasibility analysis, timelines, and
resources required
Soil Science and Pollution
Soil and sedimentation sampling, and investigations
Statistical Techniques and Mathematics
Design and apply appropriate statistically accurate sampling methodologies, program, and
protocols
Statistical data analysis and calculus
Waste Management/Harzardous Waste Management
Handling hazardous materials
General Competencies Not Included
in Study
Drill and maintain sampling wells
Ambient noise sampling and investigations
Understand and obtain liability insurance
Legal skills
Design and supervise the development of necessary buildings, apparatus on site.
Manage regulatory and reporting requirements for preparing site for future uses
Create a closure and land use transfer plan
Operate heavy trucks
Operate heavy machines and tractors
General labour tasks
30
Diploma
(3 years)
Diploma (3
years)
Cégep de StFélicien
College of the
North Atlantic
Corner Brook
Masters
Diploma (3
years)
Diploma (2
years)
Diploma (2
years)
École Polytechnique de Montreal
Fanshawe College
Fleming College
Fleming College
Environmental
Technician
Earth Resources
Technicians
Environmental
Technology
Geological
Engineering
- Specialization in
Environment
Lindsay
Lindsay
London
Montreal
Montreal
Bachelor
École Polytechnique de Montreal
Civil Engineering
- Specialization in
Environment
Kitchener
Environmental
Kitchener
- Civil Engineering
Technology
(Optional Co-op)
Environmental
Technology
(Co-op)
St. Félicien
Vancouver
Vancouver
North Bay
City
Conestoga College Post Graduate Environmental
Certificate
Engineering
Applications
Conestoga College Bachelor
Post Graduate Environmental
Certificate
Assessment
Capilano College
Techniques for
the Natural
Environment:
Environmental
Protection
Post Graduate Applied
Certificate
Environmental
Science
Capilano College
Environmental
Technician:
Protection and
Compliance
Program Title
Diploma (2
years)
Type of
Program
Canadore College
Institution
ON
ON
ON
QC
QC
ON
ON
NL
QC
BC
BC
ON
Province
This program builds on the applied skills learned in the Applied Environmental Science certificate program, to address problems and projects
in context with regulations and public needs. Students gain skills related to environmental impact assessment, systems and sustainability,
environmental law, environmental management and environmental management systems, environmental values, ethics and decision
making, policy, negotiation, and public participation and facilitation.
This program is delivered through a combination of academic studies, field assignments, and project work. Problem solving, systems
thinking, decision making, critical thinking, and communications are central themes throughout the program. Areas of emphasis include
applied ecology, eco-toxicology, statistical analysis and simulation, mapping and spatial data analysis, negotiation, public participation and
facilitation, and professional development.
This program is designed to create well trained and diversely skilled graduates who wish to pursue a career in the environmental industry.
The job opportunities for a graduate of this program are plentiful on the provincial, national and global scale. A graduate from this program
could choose to work in the field, in a laboratory or in an office setting.
Description of Program
Increased concern regarding the protection and management of the environment has resulted in the environmental field becoming one of
the leading growth industries in Canada and abroad. This program meets the demand for trained technologists and environmental scientists
in the areas of “Brownfields” redevelopment, environmental monitoring, regulatory compliance and enforcement.
This three-year program provides the student with career opportunities in the field of civil/environmental engineering at the engineering
technologist level. Classroom instruction will be complemented by participation at an in-house training session in a local civil/
environmental engineering consulting firm, environmental monitoring training in the field, visits to solid waste management facilities and
to sites undergoing environmental remediation.
Students of this Environmental Technology Program will receive a multidisciplinary training in chemical, biological, and engineering science
focused on dealing with environmental pollution and sustainable development. The College offers a three-year co-operative education
diploma program in environmental technology. The co-operative education component affords graduates the opportunity to combine
practical work experience with academic learning.
This program offers a unique mix of integrated courses in minerals, geophysics, geotechnical and environmental assessment that gives
students a well-rounded and comprehensive skill set to meet the challenges of this field.
This three year program provides students with a general knowledge of the concepts of air, water, and waste management. In particular, the
program emphasizes in-depth training in the principles and procedures of measurement techniques for air, water, and waste.
The purpose of this program is to train the student to become a geological engineer, providing the student with methodologies and
knowledge related to engineering and its relationship to earth sciences in order to resolve problems in the areas of: the mining industry,
the construction of large projects and protection of the environment. The geological engineer will research and evaluate the mineral
and energy sources as well as underground water. His/her job will also involve the study of soils and the rock content of a site before the
construction of large projects. He/she will also be trained to evaluate and remediate contaminated sites.
http://www.flemingc.on.ca/Full-time/
Through a wide range of activities and courses provided in this program, students will be well-prepared to monitor and improve the natural
ProgramDisplay.cfm?ProgramCode=ETN environment. With access to outstanding environmental training facilities and a biological water treatment system, students receive handson training.
http://www.flemingc.on.ca/Full-time/
ProgramDisplay.cfm?ProgramCode=GL
http://www.fanshawec.ca/programs/
current/ENT1.asp
http://www.polymtl.ca/etudes/bc/
cheminement/geologique.php
http://www.polymtl.ca/cgm/programme/ This program, with a specialization in “Urban systems and the environment,” trains the students to work on projects related to the
bacc/index.php
environment in the urban sphere (including looking at the quality of clean used waters, and working on contaminated sites) including
transportation (infrastructure and planning).
http://www.conestogac.on.ca/fulltime/
programoverview.jsp?SchoolID=2&Prog
ramCode=0870
http://www.conestogac.on.ca/
fulltime/degreecompletion.
jsp?ProgramCode=1021
http://www.cna.nl.ca/ProgramsCourses/
program-details.asp?cProgCode=683
http://www.cstfelicien.qc.ca/Protection_ The purpose of this program is to train technicians to assist in environmental protection through development of environmental impact
environnement.htm#
assessments, characterization of site, waste management, clean up of contaminated sites, and implementation of site remediation.
http://www.capcollege.bc.ca/programs/
environmental-science/environmentalassessment.html
http://www.capcollege.bc.ca/future/
calendar/current/post-graduate/
envirosc/ensc-applied.html
http://www.canadorec.
on.ca/ProgramInfo/FullTime/
HealthSciences/030114.cfm
Program website
Below is the list of post-secondary programs relevant to the cleanup of contaminated sites in Canada. The list was compiled through web-based research and
interviews with key informants. The program descriptions were obtained from the information available on the web.
APPENDIX D: ACADEMIC PROGRAMS
APPENDIX D
31
32
Diploma (3
years)
Diploma (3
years)
Diploma (2
years)
Diploma (2
years)
Bachelor
Diploma (2
years)
Diploma (2
years)
Diploma (2
years)
Diploma (3
years)
Bachelor
Diploma (3
years)
Diploma (2
years)
Diploma (2
years)
Georgian College
Holland College
Kwantlen
University College
Lakeland College
Lakeland College
Lethbridge Community College
Loyalist College
Loyalist College
Mount Royal
College
Mohawk College
New Brunswick
Community
College
Niagara College
Type of
Program
Fleming College
Institution
Environmental
Technician - Field
and Laboratory
Environmental
Technology
Chemical
Engineering
Technology
- Environment
Specialization
Applied Science
- Environmental
Science
Environmental
Technology
Environmental
Technician
Environmental
Assessment and
Restoration
Environmental
Conservation and
Reclamation
Environmental
Management
Environmental
Protection
Technology
Environmental
Applied Science
Technology
Environmental
Technology
Environmental
Technology
Program Title
Welland
Miramichi
Hamilton
Calgary
Bellville
Bellville
Lethbridge
Vermillion
Vermillion
Richmond
Charlottetown
Barrie
Lindsay
City
ON
NB
ON
AB
ON
ON
AB
AB
AB
BC
PE
ON
ON
Province
This diploma program provides students with the technical skills required to research, plan, inspect, co-ordinate and implement resource
conservation and reclamation projects. Program studies focus on field oriented skills that contribute to an ecosystem management approach. Practical training is provided through the use of specialized field and lab equipment, and working field trips to oil and gas facilities,
agricultural lands, forests, grasslands, and water bodies that are impacted by resource development.
The Bachelor of Applied Science (Environmental Management) is a post-diploma applied degree program, focusing on the monitoring,
reclamation and remediation areas of the environmental protection sector. The curriculum has been designed to satisfy industry demand for
technical and scientific personnel who are skilled in the area of remediation and reclamation or environmental monitoring and protection.
All students receive cross training in communications, business management, and project management.
This program’s graduates have developed the skills needed to offer professional advice on a wide range of subjects, including: environmental
impact assessment; hazardous and non-hazardous waste management; waste reduction and reuse strategies; air, soil and water pollution
prevention and monitoring; compliance auditing; and contaminated site investigation and remediation. This skill set is based on an
integrated, hands-on training program that gives graduates a good working knowledge of physical and life sciences, including general
biology, ecology, toxicology, chemistry, physics and statistics.
The Environmental Applied Science Technology Program educates and trains Environmental Technicians to have the skills and knowledge
required for the performance of employment activities that seek to manage the use of, impact on, and enhance the sustainability of the
environment. These activities may include environmental monitoring, or the use of sampling and analysis techniques in any of the following
sectors:1) environmental protection; 2) conservation and preservation of natural resources; and, 3) environmental sustainability.
This program provides students with a broad based education that emphasizes both engineering and Environmental Science principles
and practices, particularly in the areas of water/wastewater treatment, waste management, and air, water and soil pollution. The program
stresses the need to consider environmental consequences in engineering projects and to minimize environmental impacts.
This Technology program builds on the skills developed in the Technician program, and provides opportunities to learn about advanced
environmental principles and applications. The program involves a work placement where students gain valuable work experience and
employment contacts. In addition, high level skills in field ecology and specialized wetland evaluation training are delivered.
Description of Program
N/A
The three year technology diploma includes all of the features of the two year diploma plus applied skills in surveying, data analysis and
CAD and a one-month job placement.
This program includes extensive field work, hands-on instruction with the technologies of the future in our environmental lab, techniques
to sample and analyze environmental contaminants and examine the underlying social systems that contribute to pollutants in water, soil
and air. It involves hands-on experience and work placements.
http://www.niagaracollege.ca/studying/
programs/fulltime/et_0736/
http://www.nbcc.ca/viewProgram.
asp?id=1748&year=2007&mid=1
This program allows students to master the field and lab skills that will help them protect our water, air and land.
The first year covers the basics of environmental technology giving the student the basics for not only the second year of the program, but
the skills to gain employment in the environmental field between years. Some courses are common and may be used as credit courses for
other technology options. In the second year, students specialize in courses that develop the knowledge and skills to operate laboratory,
field and monitoring equipment and to apply scientific techniques in the assessment of land, water and air quality.
http://www.mohawkcollege.ca/calendar/ This program involves studies in the areas of traditional Chemical Engineering Technology along with pollution monitoring & abatement. In
chemicalEngTechno.html
addition theoretical and practical laboratory skills are also developed in the areas of analytical, organic, chemical engineering and process
automation.
http://www.mtroyal.ab.ca/scitech/
enviro/BAIElist.shtml
http://www.loyalistc.on.ca/Loyalist/index_e.aspx?DetailID=216
http://www.loyalistc.on.ca/Loyalist/
index_e.aspx?DetailID=216
http://www.lethbridgecollege.ab.ca/pro- This two-year diploma in Environmental Assessment and Restoration offers a unique mix of law, technical skills and science to prepare
grams/envi_assessment.shtml
you for a successful career in this fast-growing sector. The students learn how to collect, understand, interpret and manage environmental
information and study a range of courses including Environmental Chemistry and Hydrogeology to Environmental Law and Contaminant
Management. Hands-on lab and field experience show the students how resource management works in the real world.
http://www.lakelandc.ab.ca/
EnvironmentalSciences/EnviroFS/
ECREmployerFactsheet2003-04.pdf
http://www.lakelandc.ab.ca/
EnvironmentalSciences/baem.html
http://kwantlen.ca/calendar/programs/
enprot.html
http://www.hollandc.pe.ca/FactSheets/
EnvironmentalTechnology.htm
http://www.georgianc.on.ca/academics/programs/program_info.
php?moremajor=ENVR
http://www.flemingc.on.ca/Full-time/
ProgramDisplay.cfm?ProgramCode=ETY
Program website
APPENDIX D
Integrated
Environmental
Technology
Planning
Diploma (2
years)
Bachelor
Diploma (2
years)
Diploma (3
years)
Selkirk College
Seneca College
Seneca College
Seneca College
Castlegar
Moose Jaw
Welland
Welland
City
Environmental
Technology
Diploma (2
years)
Bachelor
Bachelor
Doctorate
Southern Alberta
Institute of
Technology
Cape Breton
University
Concordia
University
Concordia
University
Civil Engineering
and Environment
Civil Engineering
and Environment
Engineering
Technology:
Environmental
Studies
Environmental
Science
Sir Wilfred Grenfell Bachelor
College, Memorial
University
Environmental
Technology
Environmental
Technician
Montreal
Montreal
Sydney
Calgary
Corner Brook
Toronto
Toronto
Applied
Toronto
Technology:
Integrated
Environmental Site
Remediation
Environmental
Engineering
Technology
Saskatchewan
Diploma (3
Institute of Applied years)
Science and
Technology
Post Graduate Ecosystem
Certificate
Restoration
Graduate
Certificate
Niagara College
Program Title
Post Graduate Environmental
Certificate
Management and
Assessment
Type of
Program
Niagara College
Institution
QC
QC
NS
AB
NL
ON
ON
ON
BC
SK
ON
ON
Province
This groundbreaking program, celebrated as the leading example of integrated restorative development, covers in a fully comprehensive
manner all aspects of knowledge and skills required for employment in the Brownfield and contaminated land industries. Topics include
scientific site analysis, risk assessment and project management, alternate remediation strategies, and sustainable re-use.
This program prepares students to meet growing needs for technologists capable of assisting in all areas of environmental assessment and
monitoring. Program graduates are familiar with planning processes and their respective environmental information needs. Graduates
of this program are trained in GIS data entry and spatial analysis using Arc GIS and other software, environmental chemistry, ecology,
hydrology, communication, economics, and planning to name a few. Graduates possess the practical field and laboratory skills and technical
competencies not only to acquire, compile, analyze, evaluate and present environmental information, but also to integrate it effectively into
formal planning and review processes.
This program provides knowledge and skill development in applying the principles of science and engineering to traditional engineering
practices so the adverse effects of human activity on the environment are minimized.
N/A
Some of the content areas of this program that are relevant to the cleanup of contaminated sites include environmental research and site
assessment and pollution prevention and control.
Description of Program
Environmental Technology provides students with a unique and focused combination of environmental technology and chemistry
knowledge and skills. The program combines a laboratory orientation with a broad theoretical background to provide students with the skills
needed to work in the lab or in the field as an environmental technologist.
The environmental science program is interdisciplinary, combining aspects of all of the natural sciences. With its two streams-- chemistry
and biology, the program also provides focused in-depth knowledge in a single discipline as it relates to the environment and includes
courses designed to enhance students’ appreciation of the scientific, social, cultural and political issues that impinge on the environment.
The areas of study for Seneca’s Environmental Technology Program are based on providing the students with the skills, understanding
and ability to work within the environmental sector with strengths in environmental technology, water resources and applied sciences,
engineering and problem solving abilities, and public and communications skills. Our three year diploma program offers students advanced
computer modeling, water management and analytical courses in their final two semesters.
http://www.bcee.concordia.ca/index.
php/Ph.D._Programs
http://www.bcee.concordia.ca/index.
php/B.Eng_%28Civil%29
N/A
This program is concerned with the environment (the surrounding water, land, and air), and with developing and constructing systems,
facilities, and technologies that provide a healthy and clean environment for our population. It is concerned with cleaning up already
contaminated water and soils, managing water resources, environmental auditing, modeling of environmental systems, and managing
hazardous wastes.
http://faculty.cbu.ca/engineering/
This is an environmental program based on creating engineering solutions to real world problems. The program encompasses all the classical
Environmental_studies/Environmental_ areas of study pertaining to environmental engineering technology, followed in the final year with courses that deal with issues such as
studies.htm
energy, and geopolitical and social problems. The program is built on having a thorough understanding of the local problems caused by
industrialization, preparing solutions to cleanups, improving environmental health ultimately with an eye to understanding and applying
new techniques to build for a cleaner future.
http://www.sait.ca/pages/cometosait/
academic/diplomas/aevt.shtml
http://www.swgc.mun.ca/envs/index.
html
http://www.senecac.on.ca/fulltime/EMT.
html
http://www.senecac.on.ca/fulltime/ETM. The areas of study for Seneca’s Environmental Technician Program are based on providing the students with the skills, understanding
html
and ability to work within the environmental sector with strengths in environmental technology, water resources and applied sciences,
engineering and problem solving abilities, and public and communications skills. Students will learn hands-on in this program, using our
up-to-date geological equipment and computer technology.
http://www.senecac.on.ca/fulltime/IER.
html
http://selkirk.ca/rr/programs/iep/
http://www.siast.sk.ca/siast/
educationtraining/oncampusprograms/7261/5677/5851/index.shtml
http://niagarac.on.ca/studying/
programs/fulltime/eco_2000/
http://niagarac.on.ca/studying/
programs/fulltime/ema_0234/
Program website
APPENDIX D
33
34
Environmental
Engineering
Bachelor
Masters
Masters
Masters
Doctorate
Bachelor
Bachelor
Dalhousie
University
Dalhousie
University
Memorial
University
Ottawa Carleton
Institute for
Environmental
Engineering
Ottawa Carleton
Institute for
Environmental
Engineering
Queens University
Royal Roads
University
Ottawa
Ottawa
St John’s
Halifax
Halifax
Ottawa
Environmental
Science
Victoria
Geological
Kingston
Engineering - Geoenvironmental
Option
Environmental
Engineering
Environmental
Engineering
Environmental
Science
Engineering
- Environmental
Engineering
Environmental
Engineering
Carleton University Bachelor
Post Graduate Environmental
Montreal
Certificate
Impact Assessment
Concordia
University
Montreal
Post Graduate Environmental
Certificate
Engineering
Montreal
City
Concordia
University
Civil Engineering
and Environment
Program Title
Masters
Type of
Program
Concordia
University
Institution
BC
ON
ON
ON
NL
NS
NS
ON
QC
QC
QC
Province
http://www.royalroads.ca/programs/faculties-schools-centres/faculty-socialapplied-sciences/environment-sustainability/envscnc-bsc/default.htm
http://www.uwindsor.ca/
units/eng-civil/CivEng.nsf/
inToc/45B146692F22586985256CC50049F388
http://www.ociene.ca/index.shtml
http://www.ociene.ca/index.shtml
http://www.engr.mun.ca/graduate/
masc_esem.php
http://environmental.engineering.dal.
ca/MEng/
http://biologicalengineering.dal.
ca/Undergraduate%20Studies/
Environmental_Engine1.php
http://gpe.concordia.ca/programs/deia/
http://www.bcee.concordia.
ca/index.php/Grad._Certificate_
%28Environmental%29
http://www.bcee.concordia.ca/index.
php/Master’s_programs_in_Civil_
Engineering
Program website
Learners in the BSc-ES program complement their knowledge of environmental science with courses in environmental management,
economics, law, community relations, communications skills and sustainable development to gain the problem solving skills necessary to
assume leadership positions in business and government. All learners are involved with a major project team that spends nine months
working to solve a current environmental issue for a business, government or community group.
In this program students specialize in the application of engineering and geological principles to environmental problems. This includes the
detection, prevention, and remediation of groundwater, soil and rock contamination from a wide range of sources (e.g. mining waste, oil
spills), and includes engineering issues related to site selection and preparation for waste management facilities. Graduates pursue careers
in a wide range of industries and institutions including resource companies, governmental bodies, remediation teams and consulting groups.
See above
This requirement serves the objectives of educating graduate professionals who are not only specialized in one area but who are sufficiently
familiar with problems and different approaches in the other areas to enable them to interact readily at a technical level with colleagues
working in those areas. In addition to the courses associated with the individual areas, students will be encouraged to select courses from
fundamental areas such as chemistry, numerical modeling, and applied statistics.
In keeping with the objective of ensuring a breadth of knowledge for graduates of the program, students in the Master’s program are
expected to take at least one graduate level course from each of at least three of the following areas of study: Air Pollution; Water
Resources Management, Groundwater Management and Contaminant Transport; Management of Solid, Hazardous, and Radioactive Waste,
and Pollution Prevention; Water and Wastewater Treatment; and Environmental Impact Assessment.
This program will cover a wide range of related topics such as environmental law and management, human health and ecological risk
assessment, remediation technology, treatment processes of drinking water and wastewater, contaminant transport and environmental
modeling, environmental sampling, and pollution control engineering. To apply the concepts learned in the classroom and laboratory
environments, students will work in teams on an engineering project for two terms. In order to acquire broad-based knowledge in the field,
students will be encouraged to take courses from other disciplines in the university.
The MEng Program is oriented towards professional engineers and recent engineering graduates who wish to upgrade their skills and who
have no intention of pursuing advanced research at the PhD level. Students can select from a wide range of classes and research topics
including energy, soil and water quality, waste management, pollution control, treatment, remediation, reclamation and environmental
assessment. Students can also conduct field-based research on soil erosion, biochemical transport, engineered wetlands, composting, and
bioremediation at the Bio-Engineering Centre.
The Environmental Engineering program covers a wide range of topics including: surface and groundwater pollution, air pollution, water
and wastewater treatment, solid and hazardous waste management, bioremediation, and environmental assessment.
A wide range of topics is covered in the program—from life cycle analysis and environmental impact assessment, to the design of industrial
wastewater treatment processes and waste containment systems for solid and hazardous waste management. Courses specific to Carleton’s
Environmental Engineering program include the following four broad areas: air pollution control; groundwater flow and contaminant
transport; solid and hazardous waste management; and water and wastewater treatment.
This is a one-year diploma program in Environmental Impact Assessment (EIA) which integrates both the human and biogeophysical aspects
of EIA in a transdisciplinary context and combines academic excellence with an effective policy-focused approach to the use of scientific
knowledge and methods.
N/A
N/A
Description of Program
APPENDIX D
Environmental
and Conservation
Sciences: Land
Reclamation
Bachelor
Masters
Doctorate
Bachelor
Masters
Doctorate
Masters
Doctorate
University of
Alberta
University of
Alberta
University of
Alberta
University of
Alberta
University of
Alberta
University of
Alberta
University of
British Columbia
University of Brit-
ish Columbia
Environmental
Applied Science
and Management
Ryerson University Masters
Environmental
Engineering - Geo
- environmental
option
Environmental
Engineering - Geo
- environmental
option
Environmental
Engineering
Environmental
Engineering
Environmental
Engineering
Geoenvironmental
Engineering
Geoenvironmental
Engineering
Environment and
Management
Masters
Royal Roads
University
Environmental
Management
Program Title
Bachelor
Type of
Program
Royal Roads
University
Institution
Vancouver
Vancouver
Edmonton
Edmonton
Edmonton
Edmonton
Edmonton
Edmonton
Toronto
Victoria
Victoria
City
BC
BC
AB
AB
AB
AB
AB
AB
ON
BC
BC
Province
Geo-environmental Engineering is an evolving field of study, dealing with contamination of the soil as a result of human development. It
involves knowledge from such diverse fields as geotechnical, environmental and chemical engineering, geology, hydrogeology, chemistry,
microbiology and soil sciences. Geo-environmental Engineering/ Environmental Engineering research at UBC covers a broad range of
problems, from fundamental studies and project-based applications to commercial exploitation and development.
N/A
This degree specialization focuses on the fundamental chemical, physical, and biological processes that can be adapted to water, soil, and
air systems. The emphasis is on public health and environmental protection technology with electives in environmental management and
impact assessment. Topic areas include water and waste treatment; solid and hazardous waste treatment; industrial waste treatment; water
quality modeling; and municipal collection and distribution systems. This degree permits the study of applied environmental science in
areas such as environmental health, chemistry, micro
This program provides a unique opportunity for students to gain knowledge in the profession of environmental engineering, while receiving
a strong background in the traditional areas of civil engineering at the same time.
N/A
With a focus on resources engineering, this program allows for investigations in environmental geotechnics, soil liquefaction, permafrost/
cold regions engineering, stress and deformational analysis of earth structures, natural attenuation and geochemical processes, risk
assessments for geohazards, geological storage of greenhouse gases, improved tailing technology and enhanced reclamation of soft soil
terrains.
Graduates of this program are innovative and resourceful with a strong understanding of the biological, physical, social and economic
aspects of the environment and are agents for positive, responsible environmental stewardship and change.
This program involves graduate study in environmental science, technology, environmental management systems and decision making.
This is a multidisciplinary program for full-time and part-time graduate students who are seeking advanced study in a professionally-based
environmental program that provides opportunities for research in a variety of environmental fields and that leads to management roles in
an expanding environment industry.
The mission of the Master of Arts/Master of Science in Environment and Management (MEM) program is to produce graduates who are
knowledgeable and effective professionals, and leaders in environmental sustainability. Graduates will be able to: assess the environmental,
social, cultural, political, legal, and economic elements of sustaining and enhancing environmental health and ecosystem well-being;
develop and evaluate goals, objectives and strategies, taking a range of perspectives into consideration; and prepare, communicate and
implement action plans.
In their first year, learners will focus on acquiring the necessary skills, knowledge and tools to assist them in identifying and assessing the
quantitative scientific and technical components of environmental issues. Learners will gain and integrate skills and knowledge in the
fields of environmental chemistry, atmospheric and ocean sciences, and water and wastewater management. The learner will also begin an
exploration of sustainability from theory into practice that will continue as an underlying theme throughout the balance of the program.
Learners in their second year will acquire integrated skills and knowledge in the field of environmental ecology, geomorphology, soil
sciences, environmental hydrology and remediation. The learner will also begin to integrate these skills in addressing environmental issues
from an interdisciplinary perspective. The program finishes up in the third residency by examining regional global issues through land use
planning, global processes, tools for management and decision-making, and the integration of skills for addressing environmental issues
from a sustainability perspective.
Description of Program
http://www.civil.ubc.ca/proSee above
grams/EnvironmentalGeo_files/
Program%20Guide_Geo-Environmental.
pdf
http://www.civil.ubc.ca/programs/EnvironmentalGeo_files/
Program%20Guide_Geo-Environmental.
pdf
http://www.engineering.ualberta.
ca/environmental/
http://www.engineering.ualberta.
ca/environmental/
http://www.engineering.ualberta.
ca/environmental/
http://www.engineering.ualberta.
ca/geotechnical/graduate.cfm
http://www.engineering.ualberta.
ca/geotechnical/graduate.cfm
http://www.afhe.ualberta.
ca/Student%20Information/
Academic%20Programs/Encs/
http://www.ryerson.ca/ensciman/
http://www.royalroads.ca/programs/
faculties-schools-centres/facultysocial-applied-sciences/environmentsustainability/envmgmt/
http://www.royalroads.ca/programs/faculties-schools-centres/faculty-socialapplied-sciences/environment-sustainability/envmgmt-bsc/
Program website
APPENDIX D
35
36
Bachelor
Bachelor
Masters
Bachelor
Masters
Bachelor
Bachelor
Bachelor
Bachelor
Masters
Bachelor
University of
Manitoba
University of
Manitoba
University of
Montreal
University of
Northern BC and
University of British Columbia
University of
Saskatchewan
University of
Saskatchewan
University of
Saskatchewan
Université de
Sherbrooke
Université de
Sherbrooke
Université de
Sherbrooke
Université du
Québec à
Trois-Rivières
Bachelor
Type of
Program
University of
Calgary
Institution
Chemical
Engineering
Environment
Engineering
Civil Engineering
Chemical
Engineering
Environmental
Earth Science
Land Use and
Environmental
Studies
Civil and
Environmental
Engineering
Environmental
Engineering
Masters in Environmental Health
and Health in the
Workplace
Environmental
Science
Biosystem
Engineering
- Environmental
Option
BSc. Applied and
Environmental
Geology
Program Title
QC
MB
MB
AB
Province
QC
QC
QC
SK
SK
SK
Trois-Rivières QC
Sherbrooke
Sherbrooke
Sherbrooke
Saskatoon
Saskatoon
Saskatoon
Prince George BC
Montreal
Winnipeg
Winnipeg
Calgary
City
http://www.usherbrooke.ca/programmes/maitrise/environ.html
http://www.usherbrooke.ca/programmes/bacc/gcivil.html
http://www.usherbrooke.ca/genie/bac/
programmes/bac_gchimique.html
http://explore.usask.ca/programs/ar/environmentalearthscience
http://explore.usask.ca/programs/ar/
landuse
http://www.engr.usask.ca/index.
php?cmd=tree_nodeID856&ext=tree_
nodeID856
http://www.unbc.ca/ensc/index.html
http://www.etudes.umontreal.ca/index_fiche_prog/248810_struc.html
http://www.umanitoba.ca/student/admissions/programs/environment/
http://webapps.cc.umanitoba.ca/calendar07/faculties/engineering/biosystems/index.asp
http://www.geo.ucalgary.ca/docs/explicit_cond_apeg_jan02.pdf
Program website
This program prepares student to become chemical engineers and prepares them so that they can adapt to current needs in this area.
Professors provide a combination of expertise in the areas of environment, recycling, biotechnology, etc.
This program allows students to gain the qualifications necessary to put into practice solutions to complex situations at work, in the
environmental field. It offers courses on prevention and treatment of pollution (including contaminated sites); problems related to environmental health (health risks of contaminated sites); and analysis of ecotoxicology risks (including soil and water).
This program is intended for students to plan, implement, manage and operate complex public systems.
Environmental engineers are trained to address problems in the areas of air and waste pollution, contamination of sites resulting from
industry and company activities. They also develop preventative systems. They are aware of all governmental laws and policy regarding
pollution and environment, and develop economic and efficient procedures aimed at reducing or eliminating pollution.
Students in this program study the landscapes and climates in which we live and work, the soils we cultivate and the effects of natural and
human-induced change upon them, and the rocks we mine and how they are used. Students will also explore issues related to the transport
and fate of toxic materials, waste treatment and disposal, and other aspects of environmental management.
Land Use & Environmental Studies combines courses in biology, geography and economics. It focuses on the use of the Earth’s natural
resources and consequent, ongoing and emerging environmental issues. Students learn to think critically about issues such as the disposal
of toxic chemicals, ground water contamination, ozone depletion, production of greenhouse gases, production of genetically-engineered
organisms, and the preservation of wetlands and other natural habitats. Land Use & Environmental Studies gives students a solid academic
background in environmental management combined with field research skills.
N/A
In their first two years in this program, students develop a foundation in mathematics, biology, chemistry, and environmental science,
through study within the College of Science and Management at UNBC. In their third and fourth years, students transfer to UBC where they
gain a thorough, hands-on understanding of engineering fundamentals, analysis and design, primarily through courses in Civil Engineering
and Chemical and Biological Engineering. Students complete their degree with a final term at UNBC where they focus on practical environmental engineering design problems.
The purpose of this program is to attain the practical and basic knowledge in the area of environmental health and health in the workplace.
The program uses scientific methodologies in its approach and allows the student to specialize in one or more research activities in health
and environment. The program will allow students to develop careers in the public and private sectors.
Through an interdisciplinary approach, environmental issues relating to human population, sustainable resource development, pollution and
conservation, environmental health, and endangerment and preservation of species are explored in conjunction with alternative conditions
that have the potential to reverse current trends and contribute to ecological sustainability.
Students selecting the environmental option within the Biosystems Engineering department will have the knowledge to solve problems
associated with the natural environment (groundwater contamination, soil degradation, pollution of rivers and lakes, air pollution,
environmental impact assessment) as well as the built environment (building air quality, temperature and humidity control). Biosystems
Engineering students will gain a thorough understanding of the fundamental concepts and interactions between biology, engineering
science and engineering design to prepare them well for a career in environmental engineering.
Environmental and engineering geology, and hydrogeology, the study of groundwater and the contaminants borne in it, have assumed
much greater importance in the last few decades, and this program specifically addresses these disciplines. More emphasis is placed on
near-surface and engineering applications of geology and on groundwater and applied geochemistry, than in the conventional geology
program. You specialize in applied and environmental geology by taking a mix of 17 half courses in geology and geophysics, plus nine
required courses in math, chemistry, physics and statistics.
Description of Program
APPENDIX D
Diploma (2
years)
Bachelor
Masters
Masters
Bachelor
Diploma (2
years)
Masters
Doctorate
Bachelor
University of
Waterloo
University of
Waterloo
University of
Waterloo
University of
Waterloo
University of
Waterloo
University of
Waterloo
University of
Western Ontario
University of
Western Ontario
University of
Windsor
Type of
Program
Institution
Environmental
Engineering
Civil and
Environmental
Engineering
Civil and
Environmental
Engineering
Environmental
Assessment
Earth Sciences
Earth Sciences
Civil Engineering
- Environmental
Engineering
- Water and Soil
Quality
Civil Engineering
- Environmental
Engineering
- Water and Soil
Quality
logical Restoration
and Rehabilitation
Excellence in Eco-
Program Title
Windsor
London
London
Waterloo
Waterloo
Waterloo
Waterloo
Waterloo
Waterloo
City
ON
ON
ON
ON
ON
ON
ON
ON
ON
Province
http://www.uwindsor.ca/units/
eng-civil/CivEng.nsf/inToc/
45B146692F22586985256C
C50049F388
http://www.eng.uwo.ca/civil/graduate_
program/environmental_program.htm
http://www.eng.uwo.ca/civil/
graduate_program/environmental_
program.htm
http://www.fes.uwaterloo.ca/faculty/handbook/eadiploma.pdf and
http://www.ucalendar.uwaterloo.
ca/ENV/envprog.html#EA
http://www.science.uwaterloo.ca/programs/earth_sciences.html
http://www.grad.uwaterloo.ca/acms/
default.aspx?sectionID=5336&page
ID=9261
ca/ENV/envprog.html#ecological
http://www.ucalendar.uwaterloo.
Program website
All University of Windsor engineering programs begin with a general first year providing students’ flexibility in program choice. Courses in
second year include environmental engineering option courses. Third and fourth year involve core environmental courses in air and water
pollution control, water resources, groundwater, hydrology, risk management and site assessment, hazardous and solid waste management,
industrial hygiene, and environmental regulations (Canada and U.S.), as well as a number of option courses. A fourth year capstone design
project emphasizes teamwork and international competition. Co-op is available after first year.
N/A
N/A
This diploma program prepares students to identify, analyze, manage, and monitor the complex effects that human activities have on
natural and social environments.
Our world-renowned Earth Sciences program combines traditional geology with contemporary studies in surface and groundwater, and
the engineering properties of rocks and soils. Our professors are actively engaged in dynamic soil and water contamination research, which
means you’ll have up-to-the-minute information in your courses. You’ll acquire hands-on experience in interesting labs, outdoor projects,
and field trips. Our graduates have gone on to distinguished careers as exploration geologists, groundwater specialists, environmental
geochemists, consultants, and teachers.
Our major areas are in hydrogeology, groundwater modeling and remediation, aqueous, organic and isotope geochemistry, isotope hydrology, atmospheric science, economic geology, mineralogy, petrology, structural geology, engineering geology, geophysics, sedimentology and
quaternary geology.
N/A
This program integrates the sustainable development philosophy into the principles of water management and treatment, solid waste
management, remediation of surface water and groundwater systems, biotechnology, and contaminant transport.
activities. Courses are taught by professors who are active in research and in practical restoration projects throughout Ontario, including
industrial Brownfield projects, power line right-of-way management, gravel pit restoration, garden design, and wilderness parks.
This diploma is designed to give students both technical skills in restoration and an understanding of the context in which to place your
Description of Program
APPENDIX D
37