Posts Tagged ‘youth apprenticeship’

New Report on The Role of Data and Accountability in Growing Youth Apprenticeship Programs

Tuesday, November 5th, 2019

Youth apprenticeship programs can give students access to valuable work-based learning experiences that provide insights into how their interest can connect to education and the workforce. Although these programs are often beneficial for participants, there is little data to show the programmatic landscape and impact. A lack of data inhibits the development and expansion of youth apprenticeship programs. 

Advance CTE’s latest report, The Role of Data and Accountability in Growing Youth Apprenticeship Programs, explores how states are collecting data on youth apprenticeship programs, and what steps can be taken to collect high-quality enrollment and outcomes data. 

There are many challenges that inhibit the ability of state and local communities to collect and use reliable data to support and improve youth apprenticeship programs. However, there are steps that state and local leaders can take to strengthen data collection and analysis, including: 

There are also qualitative methods that can be used to support findings and build a comprehensive understanding of youth apprenticeship programs. This report explores how qualitative data supports findings, and supplements gaps in data.

This report was made possible by the Partnership to Advance Youth Apprenticeship (PAYA). PAYA was created by New America and includes Advance CTE, CareerWise Colorado, Charleston Regional Youth Apprenticeships at Trident Technical College, Education Strategy Group, JFF, The National Alliance for Partnerships in Equity, the National Fund for Workforce Solutions and National Governors Association. PAYA is appreciative of the support of the Annie E. Casey Foundation, the Ballmer Group, Bloomberg Philanthropies, the Joyce Foundation, JPMorgan Chase & Co. and the Siemens Foundation.

Meredith Hills, Policy Associate

By Meredith Hills in Uncategorized
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PAYA National Meeting in Charleston, South Carolina

Monday, March 25th, 2019

Earlier this month, the Partnership to Advance Youth Apprenticeships (PAYA), of which Advance CTE is one of the partners, held a national meeting in Charleston, South Carolina. This convening included educators, employers, policymakers, community leaders and PAYA partners. Over the course of two days, PAYA featured sessions such as: panels on the perspectives from school districts, employers, students and national leaders; a keynote presentation from Barbara Humpton, CEO of Siemens USA and Chair of the Siemens Foundation; a discussion with Mayor Randall Woodfin of Birmingham, Alabama and a tour of the youth apprenticeship labs at Trident Technical College. Advance CTE also led a session, Seeing Connections in PAYA & Perkins, which walked through the major components of Perkins V and how Perkins V and PAYA’s principles align.

The conference began by highlighting the success of youth apprenticeships through personal examples of new opportunities and achievements.  Data demonstrating the impact of youth apprenticeships was also shared, for example for $1 the government puts into apprenticeships, there is a $23 return on investment.

A favorite part of the conference for attendees was the panel of five youth apprentices:

The impressive group spoke about what led them to their apprenticeships, what they are getting out of their programs and their plans for continuing education and employment. Most were prompted to explore apprenticeships by parents, school counselors or teachers who believed in the potential of these programs. All on the panel shared that it was difficult to make the decision to enroll in a youth apprenticeship program instead of the traditional educational path that their peers were on, and that they themselves had always planned on doing. However, there was unanimous agreement that the program is well worth it,  and that the ability to follow their passions by combining work and academic skills has been incredibly positive. To learn more about how youth apprenticeships work for students, check out this infographic from PAYA.

Attendees had the opportunity to tour the meeting location’s, Trident Technical College, culinary, nursing and industrial mechanics lab spaces where youth apprentices’ technical coursework is held. Each space was designed to provide students with the best and most realistic learning experience. For example, the nursing lab space includes replicas of hospital rooms, so that students can gain hands-on experiences in a setting that mirrors the workplace.The lab experience  includes high fidelity mannequins that can mock different scenarios that a participant can expect to encounter in a patient. The mannequins are able to make noise, change color and even produce fluids. Students are able to apply the knowledge and skills they learn on the mannequins, setting them up for success in the workplace.

For more information on the intersection of Career Technical Education (CTE) and youth apprenticeships read Advance CTE’s blog, Incorporating Youth Apprenticeships in CTE Pathways. To learn about best practices, as well as common challenges  linking CTE and apprenticeships, check out a report from Advance CTE in partnership with JFF, Vivayic and RTI International, Opportunities for Connecting Secondary CTE Students and Apprenticeships. This report was developed through a contract with the Office of Career, Technical, and Adult Education, at the U.S. Department of Education.

Meredith Hills, Policy Associate

By Meredith Hills in Uncategorized
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Incorporating Youth Apprenticeships in Career Technical Education Pathways

Wednesday, December 19th, 2018

This blog was originally published as part of the Partnership to Advance Youth Apprenticeship Blog Series

By integrating classroom instruction and hands-on learning, both youth apprenticeships and Career Technical Education (CTE) can enhance a learner’s educational experience and better prepare them for future career success. Putting Learner Success First: A Shared Vision for the Future of CTE underscores the significance of coordinating high-quality youth apprenticeships and CTE, empowering learners through work-based learning and strong systems alignment anchored in learner success. Rather than isolating CTE as a separate educational strategy, an integrated approach to education and training can ensure that all learners have opportunities to succeed in a career of their choosing.

Advance CTE recently expanded our commitment to youth apprenticeship programs by joining the Partnership to Advance Youth Apprenticeship Initiative (PAYA). CTE can and should have a clear role in helping to achieve all five of the PAYA principles for high quality youth apprenticeships. In particular, the “Career-Oriented” PAYA principle that “learning is structured around knowledge, skills, and competencies that lead to careers with family-supporting wages” is supported by bringing together apprenticeship and CTE programs.

High-quality youth apprenticeships share the same core elements as CTE programs of study. For example, Advance CTE’s Policy Benchmark Tool identifies rigorous course standards and progressive, sequenced courses; secondary and postsecondary alignment and early postsecondary offerings; industry involvement; labor market demand; and high-quality instruction and experiential learning as necessary for a program to be considered high quality – all of which are reflected across the PAYA principles.

What This Looks Like in Practice

The Tech Ready Apprentices for Careers in Kentucky (TRACK) program showcases the opportunities that become available to students when instructional alignment and programmatic articulation are coordinated between CTE and youth apprenticeships. TRACK is a statewide program, overseen by the Kentucky Labor Cabinet and Department of Education’s Office of Career and Technical Education, that supports secondary students participating in registered youth apprenticeships. Employers and educators work together through TRACK to create youth pre-apprenticeships that match registered apprenticeships, as well as select a four-course CTE sequence and a coordinated industry certification.

TRACK first launched with a manufacturing pilot in thirteen high schools during the 2013 – 2014 school year. Since then the program has been scaled to include other schools and additional skilled trades. The program utilizes Kentucky’s existing CTE infrastructure to create a pipeline for students that begins in high school and culminates in an industry-recognized credential, paid work experience and, in many cases, advanced standing within a full Registered Apprenticeship.

Another example is the Apprenticeship Maryland Program (AMP), created as a new CTE program of study through a partnership with the Maryland State Department of Education and Department of Labor and Licensing Regulation. AMP students are able to participate in paid work based learning, enroll in applicable academic courses and spend time with a mentor from a relevant industry. One of the intentions of AMP is for students to understand the direct connection between their educational experience and the state’s workforce demands. Participants benefit from the chance to “earn and learn” with local businesses, while also getting credit toward high school graduation and earning a credential- underscoring the importance of combining academics and workforce skills.

Over the past two years, AMP was rolled out on a trial basis in two county public school systems. These pilot programs were so successful that AMP is now scaled in additional districts across the state. To create strong AMP sites, the state works with local businesses in addition to the local school system in order to provide students with a directly applicable learning experience.

For more examples of best practices, as well as common challenges, in linking CTE and apprenticeships, check out a report from Advance CTE in partnership with JFF, Vivayic and RTI International on Opportunities for Connecting Secondary CTE Students and Apprenticeships. This report was developed through a contract with the Office of Career, Technical, and Adult Education, at the U.S. Department of Education.

Meredith Hills, Policy Associate

By Meredith Hills in Uncategorized
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