By Andy McHaffie
How can we enhance the success of youth apprenticeships and attract students from diverse demographics and backgrounds? In a climate where many students are reconsidering traditional college paths, integrating degrees into apprenticeships might hold the key. Yet, for this to materialize, adjustments to various facets of apprenticeship programs are necessary, accompanied by dedicated commitments from all stakeholders involved in apprenticeships.
“Apprenticeships” remains a term unfamiliar to most Americans, unless someone in their family is part of a trade or union. Often perceived as an internship or mere job training, the profound structure and impact behind apprenticeships often go unrecognized. These programs typically encompass three primary components: a sponsoring entity that oversees and documents all facets of the apprenticeship, Related Technical Instruction (RTI) involving classroom training in addition to On-The-Job Training (OJT), with a minimum requirement of 144 hours per year of classroom instruction, and OJT spanning from a minimum of 2000 hours to potentially 10,000 hours. Notably, apprenticeships are paid positions with incremental wage increases, culminating in nationally recognized credentials given by the USDOL.
The key to ensuring the success of youth apprenticeships lies in the collective comprehension and appreciation of their potential and organizational structure by students, parents, educators, administrators, and business partners. Recognizing that this blend of training, education, and practical experience lays the foundation for robust career pathways for young individuals is fundamental to nurturing successful youth apprenticeship initiatives.
The Fort Zumwalt Apprenticeship Program has successfully adopted this approach, with more than 40 active apprentices and four individuals having completed the program as of November 16, 2023. Teachers and counselors actively seek students who would excel as apprentices, while the administration, business partners and the USDOL collaborate to identify suitable apprenticeship pathways. Students engage in Career and Technical Education (CTE) courses offered by the district, covering a range of fields such as Industrial Tech, Business, Family and Consumer Sciences, Healthcare, and IT. In addition to earning high school credits, participants can earn 45 hours of college credit through St. Charles Community College by completing the program. This, however, should not mark the conclusion of our apprenticeship program; rather, it should signify the commencement of something even more significant.
Beyond comprehension, the development of a system intertwining progression and college degrees with apprenticeships is imperative. An envisioned tiered system would offer opportunities to those seeking an associate or bachelor’s degree alongside on the job training. It would also accommodate off-ramps for individuals content with their attained position and educational level.
How might this system operate? Imagine a high school student enrolled in a metalworking course discovering a passion for hands-on work. Uninterested in college, they find an apprenticeship for a machine operator role, earning while learningāa scenario representing Tier 1.
Should this student aspire for more than an operator position, Tier 2 could encompass pursuing an associate degree via a local community college or technical school, augmenting their skills and obtaining an apprenticeship certification, like CNC machinist, while continuing to work and gain experience. Integral to this is the integration of prior work experience and RTI into the associate degree curriculum. This could involve recognizing and crediting a semester for the foundational skills the student has already mastered.
In the trajectory of growth, Tier 3 might entice a student apprentice. Suppose this student, having earned an associate degree, desires a bachelor’s in engineering or business. This tier could encompass further OJT with specialized training, bridging the gap between the workplace and university education. Once more, the aim would be to credit prior OJT and RTI toward fulfilling certain degree curriculum requirements.
However, a critical question arises: why doesn’t previous OJT and RTI receive recognition from colleges and universities? For instance, a union electrician undergoes rigorous trainingā8000 hours of OJT and nearly 2000 hours of RTIāearning Journey worker status through apprenticeship. https://ibewlocal1.org/apprenticeship-training/ Why wouldn’t educational institutions leverage this model for diverse occupations like accounting, engineering, nursing, and teaching? Such opportunities could significantly attract students nearing high school graduation by offering earnings, training, and a degree path.
The prerequisites for this vision entail a twofold approach: first, reeducating the public on apprenticeships’ potential, and second, garnering support from colleges, universities, and business partners to create RTI and offer OJT in apprenticeship-compatible occupations. Additionally, a central sponsor is vital to harmonize these element
This pivotal aspect requires lots of development. While a high school apprenticeship program can initiate the process, a secondary entity might need to facilitate it. The responsibility might fall upon local governments, economic councils, businesses seeking skilled employees, or even universities aiming to boost enrollment. Ideally, collaboration among these stakeholders could establish a tiered pathway for youth apprenticeships linked to potential degreesāa pathway with vast prospects for the future workforce.