HVAC’s dual reality: Growing interest, 40,000 job openings 

The trades are experiencing a nationwide surge in interest. Enrollment at vocational-focused schools has grown double-digits for two consecutive years, with HVAC-specific programs seeing a 40 percent increase since 2020.

But despite the momentum, challenges remain. The HVAC industry will need to fill over 40,000 annual job openings for technicians and installers through 2033, according to the Bureau of Labor Statistics, as many workers retire or switch jobs. 

To get a birds-eye view of what’s happening and dig into the latest data, given her vantage point, I spoke with Kate Cinnamo, who runs Explore The Trades, a nonprofit focused on recruiting talent to the HVAC, plumbing, and electrical industries. Below is our conversation, lightly edited for clarity. 

What’s something worth paying attention to, at the federal level, as it relates to bringing more talent into the trades?

There’s an organization called ‘Advance CTE’ that does a lot of research on CTE funding in every state, and they recently shared that since the 1990s, Perkins funding, which funds nationwide CTE programs, has lost 45 percent of its buying power due to inflation. 

So, while schools are receiving over a billion dollars worth of CTE funding, they often can’t buy the necessary equipment, hire instructors, or invest in their curriculums, and I think that’s where the industry can come in and help fill that gap. 

Can you elaborate on that?

If I’m a contractor and know that my local school wants to continue developing its HVAC and plumbing programs, but has limited [and eroding] resources, I can come in and say, ‘Hey, we have old equipment that you can use. Our technicians can come teach a class once a week, or you can utilize our shop for training,’ and I think that benefits both parties. 

It’s fantastic marketing, and you’re extending a lot of goodwill to the community. You also have a front-row seat to the students interested in the trades — they get exposure to you and your company. 

I don’t have a data point on this, but while many do, I’d assume that not every contractor engages with local schools. Why don’t more, in your opinion? 

I think the barrier is that schools don’t always broadcast this. You have to understand what a school is doing and be okay with working with the administration to see how you can offer help. There is some diligence that goes into it, like [learning] if the school even utilizes Perkins funding for its CTE program or can offer a trades class. 

But it can also be a good way to voice some input to the school and say, ‘It’s important for our technicians to know XYZ, so consider training students on these technologies, these tools, etcetera, so they’re ready to go when they enter the workforce.’

Can you clarify what Explore The Trades’ ‘Skills Lab’ initiative is? 

It’s an equipment grant program with Ferguson as the founding donor. Middle and high schools can apply for support for a brand new trades class or, in some cases, look to upgrade equipment and tools for an existing class. It allows students to learn what HVAC and plumbing technicians do, see the equipment, touch it, and understand how it works. 

Since 2021, we’ve had 25 schools in 15 states receive equipment. And last year, we started to see more applications from middle schools, in particular. It’s not in the hundreds, but it’s a lot more than we had a few years ago. And I think that demonstrates the interest that schools are taking in trades education.

Have you noticed any recent trends around women in these programs? 

In the grant applications, we want to know how many students are taking trades classes and the makeup of those students. And what’s interesting is that we are seeing more young ladies in the classes. 

Some teachers will tell us that having anywhere from one to three girls in their classes is a huge milestone. It may not seem like a lot, but it’s a 300 percent increase from two years ago, for instance. So the awareness is there, and I think that’s a positive thing for the industry.