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Steamfitters, pipefitters and sprinkler system installers  (NOC 7252)
Vancouver Island and Coast Region
Description |  Titles |  Duties |   Related Occupations
Included Cities in Region | Service Canada Offices

Education and job requirements can vary by region. Workers in regulated occupations require a licence to work legally. Workers in non-regulated occupations do not require a licence, but employers may have other certification requirements.

Employment Requirements

Employment requirements are prerequisites generally needed to enter an occupation.

  • Completion of secondary school is usually required.
  • Completion of a four- to five-year apprenticeship program or A combination of over five years of work experience in the trade and some high school, college or industry courses in steamfitting, pipefitting or sprinkler system installation is usually required to be eligible for trade certification.
  • Steamfitter-pipefitter trade certification is compulsory in Prince Edward Island, Quebec, Ontario, Manitoba and Alberta and available, but voluntary, in all other provinces and the territories.
  • Steamfitter-pipefitter (non-construction) trade certification is compulsory in Quebec.
  • Sprinkler system installer trade certification is compulsory in Nova Scotia, New Brunswick, Quebec and Manitoba and available, but voluntary, in all other provinces and the territories.
  • Sprinkler system installer (no construction) trade certification is compulsory in Quebec.
  • Red Seal endorsement is also available to qualified steamfitters-pipefitters and sprinkler system installers upon successful completion of the interprovincial Red Seal examination.

Regulation by Province/Territory

Some provinces and territories regulate certain professions and trades while others do not. If you have a licence to work in one province, your licence may not be accepted in other provinces or territories. Consult the table below to determine in which province or territory your occupation/trade is regulated.

Table of job opportunities for your chosen occupation at the provincial or territorial level.
Location Regulation
Regulated (compulsory)
British Columbia
Regulated (compulsory)
Regulated (compulsory)
New Brunswick
Regulated (compulsory)
Newfoundland and Labrador
Regulated (voluntary)
Northwest Territories
Regulated (compulsory)
Nova Scotia
Regulated (compulsory)
Regulated (compulsory)
Regulated (compulsory)
Prince Edward Island
Regulated (compulsory)
Regulated (compulsory)
Regulated (voluntary)
Regulated (voluntary)

Education Programs

Programs in the order in which they are most likely to supply graduates to this occupation (Steamfitters, pipefitters and sprinkler system installers):

Essential Skills

How Essential Skills Profiles can help you!
The essential skills profiles can:
  • Help determine, based on skill sets, which career may best suit a particular individual.
  • Assist job seekers to write a résumé or prepare for a job interview.
  • Help employers to create a job posting.

Employers place a strong emphasis on essential skills in the workplace. Essential skills are used in nearly every occupation, and are seen as 'building blocks' because people build on them to learn all other skills.

Each profile contains a list of example tasks that illustrate how each of the 9 essential skill is generally performed by the majority of workers in an occupation. The estimated complexity levels for each task, between 1 (basic) and 5 (advanced), may vary based on the requirements of the workplace.

Steam- and Pipefitters

Steam- and pipefitters lay out, assemble, fabricate, maintain, troubleshoot and repair piping systems carrying water, steam, chemicals and fuel in heating, cooling, lubricating and other process piping systems.

  • Read instructions and warnings written on labels, signs, packaging and technical drawings, e.g. read signs to learn about steam hazards and comments on technical drawings to learn about design changes. (1)
  • Read reminders and short notes from co-workers, e.g. read notes from forepersons to learn about equipment faults. (1)
  • Read memos, e.g. read memos from forepersons to learn about upcoming meetings and changes to operating procedures. (2)
  • Read workplace safety materials, e.g. read rules to learn about personal protective equipment requirements and read Material Safety Data Sheets (MSDS) to understand the chemical composition of products and their possible hazards. (2)
  • Read equipment warranties to understand what kinds of situations and practices can invalidate the warranties. (2)
  • Read job specification books to learn about project scopes and engineering requirements. (3)
  • Read a variety of manuals and quality control guidelines, e.g. read repair and installation manuals for technical information on equipment and fittings and to learn about installation, troubleshooting and maintenance procedures. (3)
  • Read pipefitting textbooks to understand when specific systems are appropriate and to review technical procedures. (4)
  • Read codes and regulations, e.g. read codes to ensure the processes, such as the installation of high pressure boilers, meet industry and regulatory specifications. (4)
Document Use
  • Observe hazard and safety icons, e.g. scan icons affixed to products, such as flux-core solders to learn about their toxic properties. (1)
  • Enter and locate data, such as dates and identification numbers in labels and tags. (1)
  • Complete a variety of checklists and forms, e.g. complete hazard assessment forms, timesheets and purchase orders by checking boxes and entering data, such as dates, times and quantities. (2)
  • Locate data in a variety of complex tables, e.g. locate data, such as dimensions, classifications, temperatures, tolerances, coefficients, identification numbers and quantities, in specification tables. (3)
  • Scan and interpret schematic diagrams and three-dimensional drawings to understand the routing of piping through below-ground and above-ground conduits and identify possible interferences. (4)
  • Interpret and take measurements from mechanical drawings and photographs to identify how to install equipment for steam heating systems. (4)
  • Write reminders and short notes to customers and co-workers, e.g. write short notes to inform forepersons about repairs in progress and tasks to be completed. (1)
  • Write short comments in email, forms and log books, e.g. write notes to record progress being made on projects and write comments in order forms to specify delivery requirements. (1)
  • May describe project details on estimate sheets and work orders, e.g. describe piping installation tasks to be performed on job estimates. (2)
  • May write short reports, e.g. write about events leading up to workplace accidents when completing reports for workers' compensation boards. (2)
  • May receive cash, debit and credit card payments and make change. (1)
  • Take a variety of measurements using basic tools, e.g. measure the lengths and diameters of pipes using tape measures. (1)
  • Compare measurements to specifications, e.g. compare readings of particles per million in piping systems to standards. (1)
  • May approve payment for invoices submitted by suppliers, verifying the accuracy of the charges for parts ordered and received. (2)
  • May schedule the completion of complex projects by considering tasks, lead times and the availability of labour and parts. (2)
  • Use formulae, e.g. use formulae to calculate the total falls on drain lines. (2)
  • Calculate material requirements, e.g. calculate the amount of materials, such as valves, connectors and piping, needed to complete projects. (2)
  • Calculate averages from sets of readings, e.g. take a series of pH readings to make sure levels are within the parameters recommended by boiler manufacturers. (2)
  • Estimate the material requirements for projects. They consider project scope and materials needed for similar jobs in the past. (2)
  • Estimate the length of time that it will take to complete projects. They consider projects and the availability of materials and labour. (2)
  • May calculate amounts for estimates and invoices. They multiply hours worked by labour rates and add amounts for materials, supplies and applicable taxes. (3)
  • Calculate the expansions and contractions of piping materials caused by temperature changes. (3)
  • Analyze multiple pressure readings to evaluate plumbing system functions and troubleshoot faults, e.g. compare measurements of pressure to calculated and predicted values at various points in the system to identify the location of leaks. (3)
  • Calculate capacities, e.g. ascertain the capacity of system piping by calculating the volumes of each differently sized system component using a variety of formulae. (4)
  • Calculate rolling offsets when installing fittings in piping systems, e.g. use offset distances, changes in elevations, Pythagorean formula and trigonometry tables to determine the required lengths of pipe. (4)
Oral Communication
  • Speak with suppliers to learn about products, prices and delivery schedules. (1)
  • Discuss specifications, safety concerns, timelines, procedures, expectations and other work-related matters with co-workers and other tradespeople, e.g. speak with forepersons about job assignments and with other tradespeople to co-ordinate activities and schedules. (2)
  • Participate in meetings, e.g. discuss safety hazards and work practices at safety meetings. (2)
  • Talk to building inspectors and engineers, e.g. speak with Technical Standards and Safety Authority (TSSA) representatives about system certification requirements. (2)
  • May provide detailed step-by-step instructions to customers, contractors, apprentices and other tradespeople. (3)
  • Encounter delays due to equipment breakdowns and shortages of materials. They inform others about the delays and perform other work until repairs are completed and needed materials arrive. (1)
  • Miss deadlines when tasks extend beyond time estimates for completion. They consult with their supervisors and customers to reschedule work and work overtime as required. (1)
  • Decide the order of repair and maintenance jobs, e.g. give priority to small tasks that can be turned around quickly and to commercial work that must be completed to keep those businesses operational. (1)
  • Decide which tools to use, procedures to follow and tests to perform to diagnose and repair vehicles. (1)
  • Decide to replace worn parts when repairs are not feasible and economical. They consider the condition of parts and their replacement cost. (2)
  • Evaluate the safety of work sites. They consider the hazards presented by elements, such as working from heights and in confined spaces. (2)
  • Evaluate the preparedness of job sites for piping installations. They consider the adequacy of access to work areas and lighting and protection from inclement weather. (2)
  • May evaluate the performance of apprentices. They consider apprentices' abilities to diagnose and troubleshoot faults, locate information, such as specifications, and complete repairs effectively. (2)
  • Locate information needed for repairs by referring to daily planners, manuals and diagrams and by consulting with service managers, co-workers, manufacturers, suppliers and colleagues. (2)
  • Locate information about the products they use by visiting manufacturers' websites, reading labels, product descriptions and Material Safety Data Sheets (MSDS) talking to co-workers and suppliers. (2)
  • Face disruptions of work schedules, timelines and budgets when project designs are found to be faulty and when specifications are changed after projects have already started. They assist in the development of new designs and perform other work until the projects start. (3)
  • Encounter failures in a pipe. They shut off the steam, identify the reasons for the failure and consult with engineers to determine the proper course of action to rectify the situation. (3)
  • Decide the most efficient course of action to complete particular jobs, e.g. decide how to relocate piping when there are obstacles and how to order troubleshooting activities to efficiently diagnose faults by drawing upon engineering principles of force, fluid dynamics and expansion. (3)
  • Assess the quality of piping installations and repairs. They take readings and measurements, observe the appearance of joints and check for signs of leaks. (3)
  • Receive initial information regarding work that needs to be completed from the general contractors or forepersons. Once tasks are assigned, steam- and pipefitters define the steps needed for their part of the job, identify plans to accomplish the tasks and coordinate with other trades. They experience a number of planning challenges, including frequent interruptions for testing and the need to coordinate with other trades to design and fit specific or unique pipes. Getting tasks in the right order, scheduling and coordinating are very important when several trades are involved in a project. (3)
  • Draw upon information collected from Web research, CD-ROMs, operation manuals, other tradespeople, electrical engineers and manufacturers to troubleshoot and repair difficult faults. (3)
Digital Technology
  • Use calculators and personal digital assistant (PDA) devices to complete numeracy-related tasks, such as calculating material requirements. (1)
  • May use word processing software to write letters to customers and prepare job estimates and invoices. (2)
  • May use spreadsheet software to tally costs for job estimates and invoices. (2)
  • May use specialized billing and accounting software to input and track sales, produce invoices and estimates and print reports, such as income and expense statements. (2)
  • May use communication software to exchange email and attachments with customers, suppliers and co-workers. (2)
  • May use computer-assisted design (CAD) software to access, modify and print technical drawings. (2)
  • May use databases to enter and retrieve project information, such as specifications and technical drawings. (2)
  • May use the Internet to access training courses and seminars offered by apprenticeship trainers, associations, unions, suppliers and employers. (2)
  • Use Internet browsers and search engines to access drawings, technical service bulletins, codes, specifications and troubleshooting guides. (2)
  • May use CD-ROMs to access information, such as technical drawings and project specifications. (2)
  • May use project management software for complex equipment installations to schedule lead times and the completion of project milestones. (3)
Additional Information Working with Others

Steam- and pipefitters work with others most of the time. They liaise with other steam- and pipefitters to ensure that fittings and hangers are available and are put up. They work mainly with welders to assemble fittings prior to welding, but may also work with pipe insulators and electricians. They coordinate the arrival times of crane operators when necessary. They work closely with apprentices to obtain assistance and to offer both technical training and safety information. Coordination of work with others is a key part of the occupation.

Continuous Learning

Continuous learning is essential for steam- and pipefitters as they must keep up-to-date with regulatory requirements and codes that are periodically revised. Also, they must stay current on technological advances in their field to select the most appropriate equipment and materials and be able to perform proper installations.

Impact of Digital Technology

All essential skills are affected by the introduction of technology in the workplace. Steam- and pipefitters' ability to adapt to new technologies is strongly related to their skill levels across the essential skills, including reading, writing, thinking and communication skills. Technologies are transforming the ways in which workers obtain, process and communicate information, and the types of skills needed to perform in their jobs. For example, the use of technology, such as project management and computer-assisted design (CAD) software, is increasing in these occupations. In addition, self-employed workers may also require a broad range of computer skills to operate software applications that help them bill and communicate with customers, track costs and revenues and produce financial summaries.

Technology in the workplace further affects the complexity of tasks related to the essential skills required for this occupation. Not only do workers need the skills to use increasingly complex and specialized software applications, but sophisticated piping installations have also increased the complexity of schematics and other diagrams. In contrast, electronic databases, CD-ROMs and keyword search functions make it easier to find information, such as diagrams and specifications. Workers can calculate costs, material requirements, conversions, electrical resistances, volumes, rates and offsets using Web-based applications, specialized software and hand-held devices, such as personal digital assistants (PDAs).

Sprinkler System Installers

Sprinkler System Installers fabricate, install, test, maintain and repair water, foam, carbon dioxide and dry chemical sprinkler systems in buildings for fire protection purposes. Sprinkler System Installers are employed by sprinkler system contractors, or they may be self-employed.

  • Read notes and instructions on work orders, outlining projects to be completed. (1)
  • Read bulletins about health and safety issues. (2)
  • Read installation instructions and product data sheets for information about products used on the job. For example, they scan the installation instructions for a new type of sprinkler head. (2)
  • Read warnings and instructions on signs and placards within buildings and make decisions on what special precautions, tools and materials may be needed. (2)
  • Read and interpret Inspector's forms, Fire Department reports and written recommendations for correcting system problems or deficiencies. (2)
  • Read Original Equipment Manufacturers' (OEM) manuals for technical information on installation, troubleshooting, disassembly, re-assembly and maintenance of equipment and components. This includes reading paragraphs of text which help the fitter to interpret diagrams, charts and graphs. (3)
  • Read training materials for courses such as Confined Space Entry (CSE), Transportation of Dangerous Goods (TDG) and the Workplace Hazardous Materials Information System (WHMIS). (3)
  • Read the National Fire Protection Association (NFPA) code book. This code is a multi-volume set that is complex and lengthy. Some interpretation is needed to apply the code to practical work. Information from one section may be superseded by information in other sections. Text is supplemented and illustrated with tables, schedules, diagrams, charts and graphs. (4)
Document Use
  • Use telephone books and internal telephone directories. (1)
  • Prepare lists of tools and materials. (1)
  • Complete daily time sheets, expense accounts, inspection reports, non-conformity tags, job evaluation sheets, and sprinkler system inspection checklists by marking check boxes, recording numerical information or entering words, phrases and sentences. (2)
  • Look for information on manufacturers' product specification sheets. Scan product descriptions for information such as head sizes, spray angles and operating temperatures. (2)
  • Create sketches to illustrate pipe layouts; draw changes directly onto construction plans. (2)
  • Scan lists of materials/parts included with construction plans. Locate part descriptions and part numbers on invoices, plans and packing slips. (2)
  • Complete expense account records. (2)
  • Use maps to plan routes to remote job locations. (2)
  • Complete incident/accident report forms. (2)
  • Compare packing slips with order forms to verify proper quantities of materials were received, and note any items on backorder. (2)
  • Scan workplace labels, WHMIS symbols and Material Safety Data Sheets to determine if Personal Protective Equipment is required or to determine if the product can be used in a specific, hazardous environment. (3)
  • Refer to schematics to understand and test system flows during inspections, and to understand supervisory control or alarm system functions and operation. (3)
  • Refer to technical manuals to get information needed to order replacement parts. (3)
  • Refer to scale drawings for information on system layouts/elevations, physical dimensions of structures and equipment specifications in order to plan new installations or make repairs to existing systems and equipment. (3)
  • Write brief safety meeting reports consisting of single sentences. (1)
  • Write notes consisting of single sentences and phrases on inspection checklists, describing deficiencies and corrective action taken. (1)
  • Use pocket notebooks for recording general notes regarding daily activities, and detailed notes pertaining to planning and scheduling. (1)
  • Make notes on construction plans to indicate changes or material substitutions. (1)
  • May write a short memo to the site engineer or the architect about installation requirements, changes to the original plans, or installation problems. (2)
  • Write a paragraph or more of text on inspection reports and job evaluation sheets. (2)
  • Prepare progress reports for their supervisors or managers describing the status of their assigned projects, explaining such things as cost overruns, and analysing scheduling problems. (3)
  • Complete incident/accident investigation reports, writing sections of one or more paragraphs of text describing incident causal factors and detailing corrective measures to be implemented to prevent future incidents. (3)
Numeracy Money Math
  • Purchase materials and services using cash or company purchase orders. (1)
  • Total receipts and invoices for expense claims. This includes calculating mileage and meal reimbursements at the rate specified in the Collective Agreement. (2)
Scheduling, Budgeting & Accounting Math
  • Schedule daily and weekly work tasks for a small crew of two to five individuals. (2)
  • Schedule the sequence of events needed to complete retro-fitting and repair tasks in occupied buildings. Arrange shut-downs with building managers, insurance company representatives and Fire Department officials; plan for deliveries; rent auxiliary equipment; etc. (3)
Measurement and Calculation Math
  • Use an anti-freeze tester to determine the low ambient rating of liquid in the system. (1)
  • Determine the best location for a sprinkler head with a fixed spray angle by measuring the distance from floor to ceiling and the distance from wall to centreline of piping to ensure proper coverage. (2)
  • Convert length measurements from SI to imperial and vice versa for various types of applications. For example, some pipe and fittings are supplied with both SI and Imperial measurements and scale drawings can be prepared in either Imperial or SI measurements depending on their origin. (2)
  • Calculate offsets and rolling offsets when installing 45º and 90º fittings in piping systems. (3)
  • Use geometry to determine if a sprinkler head has sufficient coverage when obstructions such as a bulkhead protrude into the coverage area. For example, the coverage of the spray pattern is determined using the spray angle of the sprinkler head and the dimensions of the particular area being protected. Depending on the spray coverage criteria, an additional sprinkler head may have to be installed. (3)
  • Calculate the volume of liquid needed to charge a sprinkler system. For example, to determine total liquid capacity of the piping system, Sprinkler System Installers calculate the volume of each section of pipe according to its diameter and length, then add the volumes together and convert the result to gallons. The task is complicated by the many parts to the calculation, the unique features of each system and the stringent NFPA code requirement for accuracy. (4)
Data Analysis Math
  • Compare piping system pressures taken several hours apart to determine if it leaks. (1)
  • When testing new systems or investigating obstructions in old ones, take and analyze several pressure and flow measurements to ensure that the system achieves 'design' flow rates and sprinkler head pressures. (3)
Numerical Estimation
  • Estimate travel time between work sites based on the known distance in miles or kilometres. (1)
  • Estimate linear dimensions, volumes, pressures, angles, temperatures and voltages. (1)
  • May occasionally provide on-the-spot estimates of additional cost when forced to modify construction plans. The cost of the alteration may be one of several factors considered when making alternate plans. (2)
  • Estimate time by considering the work to be completed, the number of available or required crew members, the time to acquire materials and to deal with workplace congestion and travel time to the work site. (3)
Oral Communication
  • Assign job tasks to apprentices and other crew members. (1)
  • Lead tailgate safety meetings with crew members and participate in weekly job site safety meetings with other trades people. (2)
  • Interact with suppliers or manufacturers to get detailed product information on components such as valves and sprinkler heads and to order materials, equipment and services. (2)
  • Interact with building managers, building inspectors, insurance company representatives and Fire Department officials to answer questions and discuss details of system installation plans and regulatory or code issues. (2)
  • Discuss details of work plans and safety hazards with staff, supervisors and co-workers. Meet with members of the crew to co-ordinate activity and solve problems. (2)
  • Communicate with electricians, carpenters and mechanical contractors to resolve equipment installation conflicts that arise from drawing errors or omissions. (2)
  • Negotiate with co-workers over task assignment issues and resolve conflicts. Negotiate with other trades to gain workplace efficiencies such as sharing access to lifts, floor area and loading docks. (2)
  • Explain test procedures and the theory behind them to apprentices when testing or installing sprinkler systems. Clear communication of practice and theory is an important part of apprenticeship training and often a necessity for safe working conditions. (3)
  • Communicate with angry building managers or owners when property damage is caused by vandalism or false alarms that cause the sprinkler system to discharge unnecessarily. (3)
Thinking Problem Solving
  • May deal with problems regarding insufficient or incorrect types of piping, valves, couplings or sprinkler heads shipped to site. They must determine what is required, make arrangements to have the correct materials provided, and then reorganize job tasks to minimize lost time. (2)
  • May deal with competition from other trades for working space, scaffolding or access to certain areas of the building. They have to plan carefully and communicate their requirements effectively and with tact. (2)
  • May face difficult problems with disassembly and reassembly of heavy equipment. They must plan in advance and use hoisting aids and clamps to maintain the desired position of the equipment. (2)
  • May deal with unexpected physical obstructions or interference from other mechanical systems. This may result in the inability to install the sprinkler system as specified in the plans. The installer must re-route the piping or redesign one section. All changes must be noted and sketched onto the plan. The changes to the plan must comply with the National Fire Protection Association (NFPA) code. (3)
  • May face owners or building managers who are difficult or hostile. They have to ask questions and provide information to help the person understand the situation and avoid continued hostility and conflict. (3)
Decision Making
  • Decide if they require assistance from a co-worker or whether to use mechanical assistance to move heavy materials. (1)
  • Decide on the assignment of tasks to various crew members based on their individual skill level, qualifications, experience and suitability for the work. (2)
  • Decide whether to repair or replace equipment components, and what work tasks take priority over other tasks based on their experience and knowledge of the systems and the urgency to return the system to operation. (2)
  • Decide on the time and location to start work on a new project. If they start too early, time is wasted waiting for other trades to complete their work; too late and the job will be made more difficult because the fitter may have to work around finished construction. (2)
Critical Thinking

Critical Thinking information was not collected for this profile.

Job Task Planning and Organizing

Sprinkler System Installers may work alone, with a partner or with a small crew. In all cases, they need to plan each day's activities and organize the tools and materials needed to carry out job tasks. They must co-ordinate their work tasks with building managers, fire department officials, insurance company representatives and other trades to avoid interference with installation of the equipment and congestion of people in the work area. Job task planning has to be flexible to account for interruptions due to lack of access to the work site or needed equipment. Occasionally, work on one job has to be abandoned temporarily in favour of another job where work can be carried out more productively. Consideration must always be given to the operational requirements of the building and urgency of the work. (3)

Significant Use of Memory
  • Remember the names of other trades people, building managers and fire department officials.
  • Remember security codes and padlock numbers for many different locations.
  • Remember static and residual pressure data when testing systems.
  • Remember field measurements until they can be written down or used.
Finding Information
  • Contact suppliers and manufacturers to get information and technical data on equipment. (1)
  • Refer to manuals, catalogues, parts books and use the Internet to get information and technical data needed to order parts and materials. (2)
  • Refer to WHMIS labels, hazard symbols, Material Safety Data Sheets (MSDS), Transportation of Dangerous Goods (TDG), Occupational Health and Safety (OH&S) regulations, and general health and safety manuals to locate information on products they are using. (2)
  • Talk to co-workers to get opinions and suggestions on repair and maintenance problems. (2)
  • Refer to the National Fire Protection Association (NFPA) code for regulations on system installation and repairs. (3)
Digital Technology
  • They may prepare a brief report to the supervisor or manager describing work progress on a project. (1)
  • They enter data into maintenance logs. (1)
  • They may use the Internet to locate and download technical information on new products and read trade-related information. (2)
  • Use computer-controlled equipment. For example, they troubleshoot and test alarm/control systems regularly, and disarm and isolate zones where work is being performed. (2)
Additional Information Other Essential Skills:

Working with Others

Sprinkler System Installers are part of a team typically made up of co-workers, a supervisor, a manager, receptionist and design engineers. They interact on daily or weekly basis with nearly all team members. They participate in discussions to resolve problems and discuss work plans and schedules. Sprinkler System Installers may work alone or with a small crew. Many Sprinkler System Installers are responsible for supervising and teaching apprentices.

Continuous Learning

Sprinkler System Installers apprentices learn by watching and assisting experienced journeypersons. Formal training is provided through technical training institutes or colleges. There are some opportunities for further training in the trade. Workers may attend presentations by manufacturers' representatives or an occasional in-house training session to deal with new procedures or materials.

Apprenticeship Grants

There are two types of Apprenticeship Grants available from the Government of Canada:
  • The Apprenticeship Incentive Grant (AIG) is a taxable cash grant of $1,000 per year, up to a maximum of $2,000 per person. This grant helps registered apprentices in designated Red Seal trades get started.
  • The Apprenticeship Completion Grant (ACG) is a taxable cash grant of $2,000. This grant helps registered apprentices who have completed their training become certified journeypersons in designated Red Seal trades.
[ Source: CanLearn - HRSDC ]
Information for Newcomers

Fact Sheet for Internationally Trained Individuals

Are you an internationally trained individual looking for guidance on foreign credential recognition in your profession in Canada? This occupational fact sheet can help you by providing information on:

  • the general requirements to work in your profession
  • the steps that you can take to find the most reliable sources of information

Construction (PDF Format - Size:711 KB)

Credential Assessment

Provincial credential assessment services assess academic credentials for a fee. Contact a regulatory body or other organization to determine if you need an assessment before spending money on one that is not required or recognized.

The assessment will tell you how your education compares with educational standards in the province or territory where you are planning to settle can help you in your job search.

Please consult the Vancouver Island and Coast Region and British Columbia tabs for more useful information related to education and job requirements.
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