The Critical Role of Apprenticeship Programs

Autor/in	Wonthey, Wanda
Titel	The Critical Role of Apprenticeship Programs
Quelle	In: State Education Standard, 19 (2019) 3, S.30-46 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-8000
Schlagwörter	Apprenticeships; State Boards of Education; Vocational Education; State Legislation; Program Design; High School Students; Education Work Relationship; Workplace Learning; Youth; STEM Education; Foreign Countries; Kentucky; Maryland; Nebraska; Oregon; Rhode Island; Tennessee; Switzerland + Suchen Sie Ihr Suchwort? Apprenticeship; Lehre; Ausbildung; Berufsbildung; Landesrecht; Programme design; Programmaufbau; Programmplanung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Jugend; Jugendlicher; Jugendalter; STEM; Ausland; Schweiz
Abstract	While their authority for program approval may vary from state to state, state boards of education should ensure that the secondary school career and technical education (CTE) programs are part of a continuum that prepares students for further education, training, and the workplace. By expanding apprenticeship programs, state boards can give students opportunities to become successful adults earning family-sustaining wages. "The Atlantic" reported in 2014 that fewer than 5 percent of young people in the United States were training as apprentices, with most in construction trades, compared with 60 percent in Germany. But U.S. participation is growing. The U.S. Department of Labor reports 56 percent growth in apprenticeships since 2013, amounting to 585,000 participants in fiscal year 2018, with 23,400 registered programs. State policymakers' interest has also increased. According to the National Conference of State Legislatures, 7 states passed 11 related laws in 2016, 14 states passed 20 laws in 2017, and 19 states passed 29 laws in 2018. Most focused on the following: (1) establishing new programs or new requirements for existing programs; (2) new funding in the form of tax credits or grants to employers to incentivize hiring of apprentices or scholarship funds to students who are participating in an apprenticeship; (3) increasing awareness of available programs; (4) allowing apprenticeships to fulfill credits toward graduation and to ensure that credits transfer; and (5) expanding programs to prevent discrimination and ensure diversity. This article explains the different types of apprenticeships: (1) Registered apprenticeships; (2) Youth apprenticeships; and (3) Preapprenticeships and what state boards can do to promote them. (ERIC).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01