As we
struggle to find, or define workable education models that prepare people from
different generations
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with various backgrounds for today’s technical workforce,
we add to the confusion, by not defining the “terms of engagement.” The need to
find and use terms that express specific significant learning opportunities for
students may seem a low priority task for educators familiar with the various term
options, but this is not the case for people in, or just entering the technical
education process. This is specifically the case when the term refers to some sort
of work experience when educators, politicians, and manufactures use words and
phrases like apprenticeship, apprentice-like, co-operative (co-op) education;
internship; work-study; job shadowing; mentorship and work experience. Loosely
tossing these terms around has two effects. First, when we mismatch the term
and the reality of the term, it will cost them at least their time and usually
their money. When we misuse one of these terms, it usually means we really don’t
have a distinction among these terms, and then we try to generate policies and
practices, that at best, do not meet student, or industry needs.
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This
will be a long term discussion that will include the definition of the terms
above with accompanying common applications of where and how the term is currently
used in Florida (which is not unlike how they are used across the U.S.). This month, we will explore the very well
defined apprenticeship programs. Our first recommendation to our readers is to
avoid using the term apprenticeship unless it meets the characteristics
presented below. In the coming months, we will continue the conversation by
defining and discussing cooperative education, work-study, job shadowing,
mentoring and part-time work terms and concepts. You are encouraged to use the
FLATE Focus blog feature anytime during this series of discussion to share your
own thoughts.
According
to the U.S. Department of Labor (www.doleta.gov), a registered apprenticeship
program has a written plan designed to move an apprentice from a low, or no
skill, entry-level position to full occupational proficiency. These programs
must meet parameters established under the National Apprenticeship Act that are
designed to protect the welfare of the apprentice. The Department of Labor’s, Office
of Apprenticeship administers the Act and its promulgating regulations, or a
State Apprenticeship Agency approved by the Secretary of Labor for federal
purposes. Each program is sponsored by an individual business, or an employer
association, and may be partnered with a labor organization through a collective
bargaining agreement. Upon finishing the training program, an apprentice earns
a "Completion of Registered Apprenticeship" certificate, an industry
issued, nationally recognized credential that validates proficiency in the
apprentice-able occupation.
Apprentices
are paid employees of the company from the first day of their program. Typically apprentices
have a mix of classroom
training and on-the-job training, as specified by the registered program. The
training could be conducted in a company training facility, or at an
educational institution partnering with the company. Some apprentice programs
require specific college courses, or are aligned to college courses such that
the completed apprentice program is eligible for a number of college credits
that can be applied to a degree program. Who pays for the classroom-training
portion (materials, instructor, tuition, etc.) of the apprentice program
varies, but details are generally defined in in the “registration” papers. Generally,
each program defines entry requirements, and most include a high school
diploma, or GED, possibly a particular grade point average; aptitude testing, and/or
other appropriate applicant filters.
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| Image Source: Google Images |
Apprenticeship
programs have traditionally been offered in highly skilled industrial
occupations including those in construction and manufacturing. Today, large
companies in some emerging health care technologies as well as specific
occupations in information technology are starting registered apprenticeship
programs. Due to the changing profile of industrial and technical workforce, it
is now highly desirable for apprenticeship programs to include articulation
pathways into academic and/or technical degree programs (both at the Associate
and Bachelors levels). These pathways provide apprentice graduates, opportunities
to move into supervisory and leadership roles in their companies, which
generally require one, or both of these academic credentials.
Apprentice-like
education models are generally industrially focused career, or technical
education models that offer some of the characteristics above. If, an “apprentice
like” program occurs in a high school, it generally means that students in the
program have the opportunity to work in a company in their technical discipline
for some amount of time during their high school program. The work experience
may not provide any support, typically occurs in the summer of the sophomore
and junior years, and true to registered apprenticeships, they are paid
positions. They could be thought of as career focused “summer jobs,” tightly
aligned to a high school technical course of study and many are coordinated by
the educational institution and an affiliated industry partner. Of course,
students must be over the age of 16 and meet the other legal requirements to
work in the U.S.
In terms
of this issue of the FLATE Focus, summer is here and there are lots of STEM
“stuff” going on in Florida and around the country. Take advantage of student
summer programs, educator professional development opportunities and for sure a
bit of R&R. Check the events on the
FLATE home page (www.fl-ate.org) for some
suggestions on the first two and we will leave the R&R options up to you. The
latest sTEm puzzle solution is provided; please check out the collection of
“congratulatory” notes that are included in this issue.
