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Improving Transition Outcomes of Youth with Disabilities by Increasing Access to Apprenticeship Opportunities ODEP Issue Papers Project Contract Number DOLJ061A20380 Task Order 6 Prepared for The U.S. Department of Labor Office of Disability Employment Policy Prepared by Irene Lynn Institute for Educational Leadership and Dominique Mack HeiTech Services Inc. December 2008 The findings and conclusions in this report are those of the authors and do not necessarily represent the views official opinion or policy of the U.S. Department of Labor. This document was developed jointly by the Institute for Educational Leadership and HeiTech Services Inc. Institute for Educational Leadership 4455 Connecticut Ave. NW Ste. 310 Washington DC 20008 HeiTech Services Inc. 8201 Corporate Dr. Ste. 600 Landover MD 20785 Individuals may reproduce any part of this document. Please credit the source. Suggested citation for this publication Lynn Irene Mack Dominique. 2008 . Multiple Strategies for Improving Transition Outcomes of Youth with Disabilities Issue Paper on Increasing Access to Apprenticeship Opportunities Washington D.C. Institute for Educational Leadership and HeiTech Services Inc. Issue Paper on Increasing Access to Apprenticeship Opportunities Table of Contents Executive Summary........................................................................ ................................... iv I. Introduction........................................................................ ......................................... 1 II. Background........................................................................ ........................................ 3 A History and Legal Framework........................................................................ .. 3 B Definitions of Apprenticeship and the Requirements for Registering an Apprenticeship Program........................................................................ ..................... 4 C On-the-Job Training........................................................................ .................. 6 D Related Instruction........................................................................ .................... 7 E Administration of Apprenticeship Programs.................................................... 8 F Status of Apprenticeship........................................................................ ......... 10 III. Apprenticeship Initiatives........................................................................ ................ 14 A Interim Certification........................................................................ ................ 15 B High-growth Industry Initiative in Apprenticeship......................................... 16 C Other Discretionary Grants with Connections to Apprenticeship.................. 16 D Integration with the Workforce System.......................................................... 17 E Revision of the Apprenticeship Regulations................................................... 18 IV. Youth in Apprenticeship........................................................................ .................. 19 A Participation of Youth in Apprenticeship....................................................... 19 B Youth Feeder Programs for Apprenticeship................................................... 22 V. Occupational and Industry Trends Looking to the Future.................................... 32 VI. Obstacles to Increasing the Participation of Youth with Disabilities in Apprenticeship Programs and Possible Strategies to Overcome Them............................ 36 VII. Final Thoughts and Suggestions........................................................................ ...... 43 VIII. References and Sources of Information................................................................... 45 i Issue Paper on Increasing Access to Apprenticeship Opportunities Appendices Appendix A Complete list of Apprenticeable Occupations in the U.S. 48 Appendix B Apprenticeship Final Rule Fact Sheet 59 Appendix C List of Youth Feeder Programs in the U.S. including School-to Apprenticeship Pre-Apprenticeship and Youth Apprenticeship 63 Appendix D High Wage High-Growth Occupations 76 Appendix E American Culinary Federation Foundation Apprenticeship Fact Sheet 82 Appendix F Apprenticeship Beyond Boundaries Funding Opportunities for Registered Apprenticeship Programs 83 ii Issue Paper on Increasing Access to Apprenticeship Opportunities List of Figures Figure 1 Apprentices by Industry 11 Figure 2 Top 25 Apprenticeship Occupations Ranked by Total 11 Figure 3 Apprentices by State 13 Figure 4 Youth Apprentices by Industry 20 Figure 5 Youth Apprentices by Occupation 21 Figure 6 Home Builders Institute 23 Figure 7 YouthBuild Providence and ProvPlan 31 Figure 8 Projected Job Growth in Top Apprenticeship Occupations 33 Figure 9 Mean Annual Wages for Selected Occupations May 2006 33 iii Issue Paper on Increasing Access to Apprenticeship Opportunities Executive Summary I. Introduction The transition from adolescence to adulthood is an uneven path and often a rocky road for youth ages 14 25. Many youth make the transition successfully completing their education and moving towards a career path. Unfortunately for young people with disabilities the challenges are greater and the outcomes sometimes less positive. Youth with disabilities are half as likely as their peers to participate in post- secondary education. By the time they reach adulthood their prospects for employment are much worse than their non-disabled peers. According to the American Community Survey for 2007 the employment rate of working aged people with disabilities was 36.9 percent compared to 79.7 percent for people without disabilities a gap of almost 42 percentage points. The Americans with Disabilities Act ADA enacted over 15 years ago was intended to address the inequities that people with disabilities face in their daily lives and in the workplace. Yet employers continue to express concern about the need to provide employees with reasonable accommodations and myths abound about the cost of accommodations and the unsuitability of people with disabilities in the workplace. In fact studies have shown that the average cost of workplace accommodations in 2006 was 600 or less and the vast majority of workers with disabilities do not require accommodations. In recognition of the difficulties individuals with disabilities face in finding employment the Office of Disability Employment Policy ODEP was established within the U.S. Department of Labor DOL in 2000. ODEP is charged with advising the Secretary of Labor and assisting Federal agencies in the development of policies and practices that increase employment opportunities and the recruitment retention and promotion of people with disabilities. In keeping with this mission ODEP has commissioned this issue paper to explore apprenticeship opportunities for young people with disabilities. This paper provides an overview of the apprenticeship system in the United States explores current trends in apprenticeship examines opportunities specifically for youth particularly youth with disabilities. In addition it identifies obstacles to expanding iv Issue Paper on Increasing Access to Apprenticeship Opportunities participation of youth with disabilities and provides strategies for addressing these obstacles. The methodology used to develop this paper involved 1 extensive literature research 2 consultation and interviews with Federal and state apprenticeship representatives and 3 interviews with others who are familiar with apprenticeship operate apprenticeship programs or represent youth programs that potentially feed into registered apprenticeship. Apprenticeship has a long and rich history of preparing workers for skilled jobs to support the economy. The Fitzgerald Act of 1937 also referred to as the National Apprenticeship Act officially authorized and formalized a national apprenticeship system. This concise piece of legislation has remained unchanged for over 80 years. Over time the specifications and administration of apprenticeship have been shaped through regulations issued by DOL. Regulations governing apprenticeship programs are found at title 29 part 29.5 of the Code of Federal Regulations CFR . The current regulations were published in October of 2008 with an effective date of December 29 2008. The Federal regulations contain the definitions for apprenticeship and apprenticeable occupations and the standards for establishing and registering apprenticeship programs. Apprenticeship recognition is limited to skilled occupations and trades that meet the basic criteria as laid out in the regulations. It is important to note that apprenticeship is first and foremost a job. It allows the participant to obtain job skills while earning an income involves wage progression over time and provides a widely recognized certificate of completion and proficiency. These core characteristics make apprenticeship a highly desirable form of training for many entry-level workers. There are currently 950 apprenticeable occupations and new occupations are continually added. Training programs must meet basic standards to be registered by a Federal or state apprenticeship agency. Currently there are 23 different standards for recognition of apprenticeship programs that relate to Types of occupations and terms of training e.g. duration Methods of training and the contents of the training agreement between the apprentice and program sponsor v Issue Paper on Increasing Access to Apprenticeship Opportunities Employment and supervision of apprentices including requirements for wage progression Registration record maintenance reporting and certification and Compliance with equal employment opportunity requirements. A training program must include 1 supervised structured on-the-job training by a qualified journey-level worker and 2 outside related instruction which is generally classroom based. Federal regulations recommend at least 144 hours of related instruction per year. Apprenticeship programs typically range from one year to up to 6 years in length. A training program may be completed based on time e.g. 2000 hours of work experience based on demonstrating specific competencies or through a combination of time and demonstrated competencies. DOL s Office of Apprenticeship Services OA administers the national apprenticeship system with staff located at the national regional and state levels. The OA promotes apprenticeship recognizes occupations registers programs oversees compliance with Federal regulations and maintains an apprenticeship database system. While the Fitzgerald Act gave the Secretary of Labor authority over apprenticeship programs the regulations governing apprenticeship provide for recognition of state agencies to register and administer apprenticeship programs. Twenty-five states plus the District of Columbia and Puerto Rico are recognized by DOL for purposes of registering apprenticeship programs and apprentices. II. Status of Apprenticeship All programs and apprentices regardless of whether the registration is completed by the state or by the Federal agency are recorded and tracked in the national apprenticeship system the Registered Apprenticeship Partners Information Data System RAPIDS . This database is maintained by the OA and is the source of all of the numeric information contained in this report. RAPIDS records the information for registered apprenticeship programs and apprentices for all states including the states and territories that are recognized for apprenticeship purposes. According to the OA as of September 30 2007 there were 458 108 active apprentices. While registered apprenticeships appear in nearly all industries most are in the construction trades the vi Issue Paper on Increasing Access to Apprenticeship Opportunities historical basis of apprenticeship. Figure 1 shows the top 25 occupations with the most registered apprentices along with the number of active programs as of September 30 2007. The one notable exception outside the building and construction trades is the number two occupation Heavy Truck Driver which cuts across several industries including construction. This occupation was not among the top 25 occupations until 2006 when two large national employers created apprenticeship programs and registered sizable numbers of apprentices. These employers are United Parcel Service UPS and Werner Trucking. Figure 1 Top 25 Apprenticeship Occupations Ranked by Total As of September 30 2007 Rank Occupation Total Active Enrolled Number of Active Programs Average Enrollment Program 1 Electrician 45 609 3 209 14.2 2 Heavy Truck Driver 37 805 39 969.4 3 Carpenter 33 027 446 74.1 4 Plumber 18 578 2 644 7.0 5 Construction Craft Laborers 9 836 94 104.6 6 Pipe Fitter construction 9 542 722 13.2 7 Sheet Metal Worker 8 754 518 16.9 8 Structural Steel Worker 8 659 131 66.1 9 Roofer 5 943 139 42.8 10 Elevator Constructor 5 746 62 92.7 11 Drywall Installers 5 541 44 125.9 12 Sprinkler Fitter 5 433 124 43.8 13 Operating Engineer 4 837 131 36.9 14 Painter construction 4 795 248 19.3 15 Boilermaker 4 089 32 127.8 16 Bricklayer construction 3 729 194 19.2 17 Millwright 3 185 381 8.4 18 Heating Air Conditioner- Installer 3 099 601 5.2 vii Issue Paper on Increasing Access to Apprenticeship Opportunities Rank Occupation Total Active Enrolled Number of Active Programs Average Enrollment Program 19 Powerline Maintainer 3 087 297 10.4 20 Powerline Installer Repairer 2 886 92 31.4 21 Insulation Worker 2 328 101 23.0 22 Correction Officer 2 290 58 39.5 23 Child Care Development Specialists 2 282 971 2.4 24 Cook hospitality cruise ship 2 259 1 2 259.0 25 Cement Mason 2 240 127 17.6 Source RAPIDS Note that a related occupation Cook restaurant and hotel also has 1 107 apprentices in 316 active programs. History and tradition are not the sole reasons why apprenticeship remains strongest in the building and construction trades. Federal laws provide incentives for hiring and training apprentices in the building and construction trades. The most well- known is the Davis-Bacon Act of 1931 which requires any Federal contract over 2 000 for the construction alteration or repair of public buildings or public works pay workers the prevailing wage in the local area. One of the exceptions to the Davis-Bacon Act pertains to apprentices and trainees. They may be paid less than the prevailing wage if they are in a program approved by DOL. Instead they would receive the wages that are set out in the apprenticeship training plan and agreement. It should be noted that to date DOL s OA recognizes only apprentices for the prevailing wage exception not trainees. Over the years the prevailing wage provisions have been added to about 60 other statutes related to construction. In addition over half of the states have their own prevailing wage laws that apply to state-funded construction projects although the dollar thresholds are generally larger than the Federal statute. III. Youth in Apprenticeship Apprenticeship is predominantly a program for training adult workers. The average age for an apprentice is 27 years old. However there are significant numbers of viii Issue Paper on Increasing Access to Apprenticeship Opportunities older youth who participate in apprenticeship programs. Age data for youth is broken down into two ranges 16-18 and 19-23 years old. Relatively few youth age 18 and under participate in apprenticeship programs. One reason for this is that most apprenticeship programs require applicants to possess a high school diploma. Additionally many apprenticeship programs are in occupations that are considered hazardous under Federal and state child labor laws and even though there are exceptions for apprenticeship employers in these occupations tend not to hire anyone under the age of 18. Figure 2 shows participation of youth ages 16 to 23 in apprenticeship programs across 12 industry clusters. The data is broken down by age ranges and includes new registrants active apprenticeships and completions for Fiscal Year FY 2006. It should be noted that these figures represent activity during FY 2006. Thus the columns Active Youth New Registrants and Completed should not be compared to one another. Apprenticeship programs are generally longer than one year so the Active Youth and New Registrants would not be expected to complete their training within the same year. Figure 2 Youth Apprentices by Industry Industry Cluster Active Youth 16 -18 Active Youth 19 - 23 New registrants 16 -18 New registrants 19 - 23 Completed 16-18 Completed 19-23 Advanced Manufacturing 933 3 235 197 939 48 198 Automotive 161 230 41 72 15 40 Biotechnology 5 32 2 12 0 3 Construction 9 120 53 350 3 692 21 638 877 6 271 Energy 75 1 227 35 594 6 153 Financial Services 19 37 8 29 1 2 Geospatial Technology 48 145 23 90 2 6 Healthcare 69 141 38 95 4 4 Hospitality 197 701 73 228 17 50 Information Technology 56 56 1 26 0 4 Retail Trade 216 53 33 15 9 1 ix Issue Paper on Increasing Access to Apprenticeship Opportunities Industry Cluster Active Youth 16 -18 Active Youth 19 - 23 New registrants 16 -18 New registrants 19 - 23 Completed 16-18 Completed 19-23 Transportation 49 1 035 8 747 2 14 Total 11 099 62 224 4 231 25 600 997 7.191 Source RAPIDS The percentage of youth that participate in apprenticeship programs varies by occupation. Figure 3 contains data on the participation of youth ages 16 to 23 in apprenticeships by occupation in FY 2007. Figure 3 Youth Apprentices by Occupation Occupational Title Number of Youth 16 -23 Percent of all apprentices Electrician 22 714 50 Bricklayer construction 1 751 47 Sheet Metal Worker 4 083 47 Carpenter 15 602 47 Pipe Fitter construction 4 395 46 Pipe Fitter sprinkler systems 2 514 46 Painter construction 2 091 44 Plumber 8 191 44 Structural Steel Worker 3 679 42 Operating Engineer 1 963 41 Construction Craft Laborer 3 991 41 Dry Wall Applicator 2 205 40 Millwright 1 265 40 Line Maintainer 1 219 39 Roofer 2 325 39 Line Erector 1 111 38 Boilermaker 1 533 37 Heating Air Conditioning 1 154 37 x Issue Paper on Increasing Access to Apprenticeship Opportunities Occupational Title Number of Youth 16 -23 Percent of all apprentices Elevator Constructor 1 382 24 Truck Driver Heavy 1 194 3 Source RAPIDS School and non-school-based youth programs can serve as feeder programs for youth to enter registered apprenticeship programs. Some of these programs have formal linkages with apprenticeship programs while others provide training in the major apprenticeable occupations though they may not have formal ties to apprenticeship. Youth apprenticeship and school-to-apprenticeship programs tend to be secondary-school based while pre-apprenticeship programs tend to operate outside the public secondary school system. School-to-apprenticeship and youth apprenticeship programs are as their names suggest oriented to youth generally under the age of 21. Pre-apprenticeship programs may have both youth and adult participants. Youth apprenticeship programs largely seem to be clustered in two states Georgia and Wisconsin. Wisconsin in particular has a long history with apprenticeship. Pre-apprenticeship programs are spread among a number of states but there is a noticeable concentration of these programs in the states of Washington California Ohio and Oregon. The largest concentration of school-to-apprenticeship programs is found in Ohio which is also one of the states with the largest number of active apprentices. Two programs that provide education and training in the top apprenticeship occupations are the Job Corps and YouthBuild. Both have the potential to serve as feeder programs into registered apprenticeship. While YouthBuild focuses on the building and construction trades Job Corps provides more variety in course offerings ranging from culinary arts to automotive technology. Job Corps and YouthBuild are highlighted as feeder programs for youth because they are nationally available programs provide education and training to significant numbers of youth and focus on occupations that have the most registered apprentices. xi Issue Paper on Increasing Access to Apprenticeship Opportunities IV. Apprenticeship Initiatives ETA has launched multiple initiatives in its attempts to expand apprenticeship and to better integrate apprenticeship within the workforce development system. In August of 2004 the OA Administrator formally approved the first Certificate of Training interim credential. This credential is defined as a credential issued by the registration agency e.g. Federal or state upon request of the appropriate sponsor as certification of competency attainment by an apprentice. Career lattice apprenticeship occupations offer individuals an opportunity to move laterally or upward within an industry. The first approved career lattice apprenticeship occupation was in the healthcare industry but more have been added. To promote integration with the workforce system ETA awards a significant amount of funds under its discretionary grant programs. A few of these programs have direct connections to apprenticeship while for others apprenticeship may be incorporated into the grant project. Since early FY 2007 ETA has been promoting the integration of apprenticeship within the workforce system including the One-Stop Career Centers. ETA has also hosted webinars on the subject as a way to educate and promote the integration of apprenticeship within the workforce system. Each year the OA provides its staff with written program guidance establishing goals and objectives for the fiscal year. For FY 2008 the first priority task listed was the integration of apprenticeship within the public workforce investment system. For the first time in 30 years DOL issued revisions to the apprenticeship regulations on October 29 2008. The changes are intended to update the apprenticeship system so that it is in tune with the economy and is responsive to workforce challenges. Many of the changes formalize trends that have been incorporated into the apprenticeship system in the last decade. xii Issue Paper on Increasing Access to Apprenticeship Opportunities V. Obstacles and Opportunities There are a number of obstacles to expanding opportunities for youth with disabilities in apprenticeship. Among the obstacles are Apprenticeship is mostly an adult program limiting opportunities for all youth to enter registered apprenticeship programs. While most opportunities are in the construction trades little effort is directed to encouraging youth with disabilities to consider careers in construction or to overcome the perception on the part of construction employers that youth with disabilities are not able to perform the job. Apprenticeship is not widely understood. Organizations that typically work with individuals with disabilities are likely unaware of the potential that exists for creating apprenticeship programs with employers and supporting individuals in apprenticeship programs. Apprenticeship programs can be costly to operate and outside of the building and construction trades the financial incentives for employers to develop and operate apprenticeship programs are limited or nonexistent. While the Federal and state agencies are the registrant for apprenticeship programs individual employers make the decisions around hiring. Apprenticeships outside the construction trades do offer new opportunities for all youth including youth with disabilities however the numbers of such programs and apprentices are fairly small when compared to the building and construction trades. There is no identifiable system of professional development for the on-the-job instructors. Thus there are no apparent avenues for providing training in working with youth and particularly youth with disabilities. For each of these obstacles there are opportunities to address the issues. ODEP in collaboration with other Federal agencies particularly the OA Job Corps ETA s Youth Office and the Department of Education s Vocational Rehabilitative Services can pursue a strategic agenda to promote apprenticeship for youth with disabilities. ODEP can provide substantive technical assistance and support to other agencies. Carefully xiii Issue Paper on Increasing Access to Apprenticeship Opportunities constructed and targeted strategies could produce substantive results. Following are some thoughts on strategies. Any efforts around registered apprenticeship will need to be jointly developed and closely coordinated with OA. For example OA maintains a list of all current program sponsors that ODEP might tap into for outreach to employers. ODEP should consider working with OA to identify a few of the emerging in demand occupations such as the culinary arts pharmacy and medical fields that offer career lattice opportunities for both youth and adults with disabilities. ODEP s relationships with CVS Caremark and the American Culinary Federation are two examples of existing connections with numerous expansion opportunities. In addition by working with OA it might be possible to partner with a large multi-state healthcare employer or association that is interested in establishing apprenticeship programs in high demand occupations with a shortage of workers. This does not mean that the traditional apprenticeship occupations should be ignored. There are opportunities among pre-apprenticeship school-to-apprenticeship and youth apprenticeship programs that may include youth with disabilities. Again the approach should be strategic and targeted to specific states with a large number of programs or to organizations that operate in a number of different states such as the Home Builders Institute HBI . Expanding opportunities in apprenticeship will require that all stakeholders involved come together and work collaboratively. This should be a comfortable role for ODEP as it is within its mission and methods of operation. Service providers that target individuals with disabilities such as Vocational Rehabilitation and that focus on youth and youth with disabilities such as YouthBuild and Job Corps are potentially strong feeder programs into apprenticeship. However YouthBuild and Job Corps will need to strengthen their linkages with registered apprenticeship to make these programs more viable options for youth to directly enter registered apprenticeship. ODEP should also work with the Federal staff in DOL to secure better data on outcomes for youth with disabilities that participate in YouthBuild and Job Corps programs. Such data is essential for ODEP in developing policies and strategies. xiv Issue Paper on Increasing Access to Apprenticeship Opportunities Moreover registered apprenticeship is not widely understood by many service providers particularly those that work with individuals with disabilities. A toolkit of materials concerning registered apprenticeship could very useful for this audience. ODEP should consider working with appropriate Federal agencies to disseminate the toolkit. Finally there needs to be an educational campaign that promotes understanding of apprenticeship among youth parents and service providers as well as understanding among apprenticeship employers around individuals with disabilities. Targeted mailings presentations and the development of materials appropriate to the audience are recommended. Pilot efforts that involve states and local service providers specific to youth or disability can yield data and examples that can inform continuing initiatives around apprenticeship and individuals with disabilities. These pilot programs need not be large-scale or expensive they should merely demonstrate the viability of apprenticeship for individuals with disabilities. xv Issue Paper on Increasing Access to Apprenticeship Opportunities Issue Paper on Increasing Access to Apprenticeship Opportunities I. Introduction The transition from adolescence to adulthood is an uneven path and often rocky road for youth ages 14 25. Many youth make the transition successfully by completing their education and moving towards a career path. Unfortunately for young people with disabilities the challenges are greater and the outcomes less positive. Youth with disabilities are half as likely as their peers to participate in post-secondary education. By the time they reach adulthood their prospects for employment are much worse than their non-disabled peers. The unemployment rate for people with disabilities is more than double the national unemployment rate and a significant percentage of individuals with disabilities are underemployed. According to the 2007 American Community Survey ACS 12.8 percent of the civilian non-institutionalized population ages 21 to 64 years in the United States reported a disability more than 22 million people. There is a wide range of disabilities represented among this population but individuals with learning disabilities are most prevalent. Data on the school age population is illustrative. According to a National Longitudinal Transition study funded by the National Center on Education Statistics almost two-thirds of students receiving special education are classified as having a learning disability 62 percent . Other common disabilities include emotional disturbance health impairments physical and speech impairments and mental retardation. The Americans with Disabilities Act ADA enacted over 15 years ago was intended to address the inequities that people with disabilities face throughout their daily lives and within the workplace. However continued reluctance by employers to provide employees with reasonable accommodations is fueled by myths surrounding the cost of accommodations and the unsuitability of people with disabilities to enter the workplace. In truth studies have revealed that the average cost of workplace accommodations in 2006 was under 600 for an individual with a disability and the vast majority of workers with disabilities do not require any accommodations. 1 Issue Paper on Increasing Access to Apprenticeship Opportunities In recognition of the difficulties individuals with disabilities face in finding employment the Office of Disability Employment Policy ODEP was established within the U.S. Department of Labor DOL in 2000. ODEP is charged with advising the Secretary of Labor and assisting Federal agencies in the development of policies and practices that increase employment opportunities and recruitment retention and promotion of people with disabilities. To promote its mission ODEP has commissioned this issue paper to explore apprenticeship opportunities for young people with disabilities. The purpose of this work is to 1 introduce the apprenticeship system as it exists today 2 explore trends in apprenticeship 3 examine opportunities for youth particularly youth with disabilities 4 identify obstacles to expanding participation of youth with disabilities and 5 provide strategies for addressing these obstacles. Because formal apprenticeship is not generally well understood a considerable portion of the paper will be devoted to providing basic information on the formal U.S. apprenticeship system. It is important to understand the apprenticeship system before exploring opportunities and challenges to enhancing participation in the system. The methodology used to develop this paper involved 1 extensive research of existing literature 2 consultation and interviews with Federal and state apprenticeship representatives and 3 interviews with others who are familiar with apprenticeship operate apprenticeship programs or represent youth programs that potentially feed into registered apprenticeship. We would particularly like to acknowledge the substantial assistance we received from the leadership and staff of the Office of Apprenticeship OA in the DOL s Employment and Training Administration ETA . They provided us with background information for the paper and suggested interviewees and individuals for an expert panel that we convened to review this paper. In developing this paper we have elected to focus on formal registered apprenticeship programs and those programs that we believe feed most directly into registered apprenticeship. The apprenticeship model combines on-the-job learning with classroom instruction and may be utilized by a variety of occupations. This model is an effective education and training tool for both youth and adults. While there is certainly value in looking at broader apprenticeship-like programs we believe that it would detract 2 Issue Paper on Increasing Access to Apprenticeship Opportunities from our focus on how to increase opportunities for youth in formal apprenticeship programs. II. Background A History and Legal Framework Apprenticeship has a long and rich history of preparing workers for skilled jobs in the economy. Apprenticeship legislation in the United States dates back to 1911 when Wisconsin passed a law placing authority for apprenticeship under the jurisdiction of an industrial commission. It was the first state to do so. Previously Wisconsin had passed legislation requiring apprentices to attend classroom instruction five hours a week thus creating an early model combining on-the-job learning work experience and classroom instruction that would become the basis for formal apprenticeship in the U.S. The Fitzgerald Act of 1937 also referred to as the National Apprenticeship Act officially authorized and formalized a national apprenticeship system. It was the result of a concerted effort of national employer and labor organizations educators and government officials. Construction industry leaders were in the forefront of this effort thereby establishing a strong apprenticeship base within the construction industry. The law authorizes the Secretary of Labor to Formulate and promote the furtherance of labor standards necessary to safeguard the welfare of apprentices to extend the application of such standards by encouraging the inclusion thereof in contracts of apprenticeship to bring together employers and labor for the formulation of programs of apprenticeship to cooperate with State agencies engaged in the formulation and promotion of standards of apprenticeship and to cooperate with the National Youth Administration and with the Office of Education of the Department of Interior... This straightforward piece of legislation less than a page in length has remained unchanged for over 80 years. The specifications and administration of apprenticeship have been shaped through regulations issued by DOL. One major stipulation in 1937 was the formation of an office within DOL charged with the administration of the Federal- state apprenticeship system. The OA formerly Bureau of Apprenticeship and Training is located within ETA and its staff works at the national regional and state levels to 3 Issue Paper on Increasing Access to Apprenticeship Opportunities promote and regulate apprenticeship within the U.S. In addition certain states are directly involved in apprenticeship. The Fitzgerald Act also authorized the formation of a national advisory committee for apprenticeship including representatives of employers labor educators and other executive agencies. This national advisory group now called the Advisory Committee on Apprenticeship has operated continuously since the 1930s. The current Committee has 30 members representing employers labor and the public and all have been appointed by the Secretary of Labor for one or two year terms. Regulations governing registration of apprenticeship programs are found at Title 29 Code of Federal Regulations CFR part 29. A final rule amending the regulations was published on October 29 2008 with an effective date of December 29 2008. As outlined b The purpose of this part is to set forth labor standards to safeguard the welfare of apprentices promote apprenticeship opportunities and to extend the application of such standards by prescribing policies and procedures concerning the registration for certain Federal purposes of acceptable apprenticeship programs with the U.S. Department of Labor Employment and Training Administration Office of Apprenticeship. These labor standards policies and procedures cover the registration cancellation and deregistration of apprenticeship programs and of apprenticeship agreements the recognition of a State agency as an authorized agency for registering apprenticeship programs for certain Federal purposes and matters relating thereto. B Definitions of Apprenticeship and the Requirements for Registering an Apprenticeship Program The Federal regulations contain the definitions for apprenticeship and apprenticeable occupations and the standards for establishing and registering apprenticeship programs. Apprenticeship recognition is limited to skilled occupations and trades that meet the following basic criteria as laid out in section 29.4 of the regulations a Involved skills that are customarily learned in a practical way through a structured systematic program of the on-the-job supervised learning. b Be clearly identified and commonly recognized throughout an industry. 4 Issue Paper on Increasing Access to Apprenticeship Opportunities c Involved the progressive attainment of manual mechanical or technical skills and knowledge which in accordance with the industry standard for the occupation would require completion of at 2 000 hours of on-the-job learning to attain and d Require related instruction to supplement the on-the-job training. It is important to note that apprenticeship is first and foremost a job. It allows for 1 learning job skills while earning an income 2 wage progression and 3 a widely recognized certificate of completion and proficiency. These core characteristics make apprenticeship a highly desirable form of training for many entry-level workers. There are currently 950 occupations that are recognized by OA as apprenticeable and new occupations are continually added. States may also approve occupations not formally recognized by OA. A complete list of apprenticeable occupations recognized by OA organized by industry can be found in Appendix A. Training programs must meet basic standards to be registered by a Federal or state apprenticeship agency. There are currently 23 different standards for recognition of apprenticeship programs as outlined in Section 29.5. These standards relate to Type of occupations and terms of training e.g. duration The methods of training and the contents of the training agreement between the apprentice and program sponsor Employment and supervision of apprentices including requirements for wage progression Registration record maintenance reporting and certification and Compliance with equal employment opportunity requirements. A training program must include supervised structured on-the-job training by a qualified journey level worker and related instruction outside of the training that is generally classroom-based. Federal regulations recommend at least 144 hours of related instruction per year. The training plan outlines the work processes that the apprentices will receive instruction in along with an estimation of the amount of time to be spent in each major process. Once a program is recognized individual apprentices are also registered by the Federal or state agency. Completions and terminations of apprentices are tracked for purposes of issuing certifications of completion. The minimum age to become an apprentice is 16 years old. 5 Issue Paper on Increasing Access to Apprenticeship Opportunities The term of apprenticeship is established as part of the registration process for a new program. While there are some programs that require only 2 000 hours of on-the-job learning apprenticeship programs are generally within the 4 000 to 8 000 hours range two to four years . Some trades such as metal patternmaker require five years of work experience and training along with the related instruction. Federal rules permit the term of apprenticeship to be met through demonstration of skill acquisition or competencies rather than through completing a set number of on-the-job learning hours. Alternatively an apprenticeship program can be a hybrid which is a combination of the time-based and competency-based requirements. A common misconception is that apprenticeship programs are union programs. In fact employers and employee representatives sponsor apprenticeship programs jointly. Often the employee representative is represented by organized labor and labor agreements typically provide for contributions to the training fund that support the apprenticeship program. This is likely the reason that apprenticeship programs have remained strong in occupations represented by organized labor as the labor agreement is an effective vehicle to cover the costs of the apprenticeship program. However there are many registered programs in which there is no union involvement. Many of these programs are in the more recent occupations to receive apprenticeship recognition such as child care and healthcare. The military also sponsors apprenticeship programs in a number of different occupations. The U.S. Military Apprenticeship Program is a formal apprenticeship training program for active duty Coast Guard Marine Corps and Navy service members. Apprenticeships are offered in over 100 occupations providing opportunities for service members to complete an apprenticeship program in an occupation related to their military trade. C On-the-Job Training Formal on-the-job training defines apprenticeship as both a job and a training program. The apprenticeship program as well as the individual apprentice agreement details the elements of the work that must be mastered for the individual to have satisfactorily completed an apprenticeship program. The work schedule along with a progressive wage schedule is included in all registered programs. Additionally most 6 Issue Paper on Increasing Access to Apprenticeship Opportunities apprenticeship program registrations include an estimation of the number of hours of work experience that are needed to master the major categories of work processes. A few programs are entirely competency-based which means that there are no established work experience hours and apprentices complete work processes based on demonstrated competency rather than having completed an established number of work hours. Most programs that are time-based also provide credit based on prior work experience. A hybrid training approach which is gradually becoming more prevalent is a synthesis of the competency- and time-based approaches. A journey level worker administers training on-the-job. In the major apprenticeship trades of the construction and manufacturing industries the journey level worker is typically an individual who has completed an apprenticeship program and has a certificate of journey level status. Federal regulations mandate a specific ratio of apprentices to journey level workers within a program to insure proper safety training and supervision of the worker. The rule Section 29.5 b 7 stipulates The ratio language shall be specific and clear as to application in terms of job site work force department or plant. Typically for potentially hazardous occupations like those in construction and manufacturing ratios of apprentices to journey level workers are low - no more than one apprentices for each journey level worker. While the journey level worker is integral to the success of an apprentice there are no formal qualifications required for the job. Moreover there are no specific training requirements for journey level workers in providing instruction to apprentices on-the-job. D Related Instruction Federal rules require that all apprentices participate in related instruction. The rules suggest that apprentices take at least 144 hours of related instruction per year which many apprenticeship programs choose to require. The rule does not specify who may provide related instruction or that the instruction be provided by an accredited body. Typically and traditionally related instruction has been classroom training. The new Federal rules support the use of technology-based and distance learning for the related instruction. Often community colleges play a large role in providing related classroom training for apprenticeship programs. Most if not all community colleges offer training 7 Issue Paper on Increasing Access to Apprenticeship Opportunities that meets the requirements for the related training of an apprenticeship program. These courses are typically offered through the colleges continuing education departments and may be taken as credit courses in an individual s pursuit of an associate s degree. Related training may also be provided by the program sponsor or by a group of program sponsors who operate a training center. This type of training is most typically offered in the construction trades. One notable example of related training is the St. Louis Carpenters Joint Apprenticeship Program the nation s largest apprenticeship program with almost 1 500 registered apprentices. It has been in operation since the mid- 1950s and covers 44 eastern counties in Missouri including St. Louis and 33 counties in Southern Illinois. Three full-time training centers are located in Missouri and Illinois with the largest center located in St. Louis. Apprentices typically attend two full weeks of training per year. In addition articulation agreements are in place with six area community colleges that provide opportunities for apprentices to earn an associate s degree. There is also an agreement with the National Labor College at the George Meany Center an accredited four-year institute at which apprentices can earn a Bachelor s Degree. The instruction provided by the St. Louis program includes not only technical training but also basic safety training. Safety training is a crucial part of the instruction for hazardous occupations. The St. Louis program also teaches apprentices labor history and construction supervision. The program director believes that providing this background to apprentices promotes strong labor and management relationships. E Administration of Apprenticeship Programs While the Fitzgerald Act gave the Secretary of Labor authority over apprenticeship programs the regulations governing apprenticeship provide for recognition of state agencies to register and administer apprenticeship programs. Twenty-five states plus the District of Columbia and Puerto Rico are recognized by DOL for purposes of registering apprenticeship programs and apprentices. This formal designation of a state is particularly important as it relates to the Federal prevailing wage laws which are discussed on page 11 below. Recognition conveys upon the state the same authority as DOL in terms of the exceptions for apprentices from the prevailing wage requirements. 8 Issue Paper on Increasing Access to Apprenticeship Opportunities States must meet certain basic requirements outlined in Section 29.13 in order to be recognized. A State Agency SAA must be designated to oversee apprenticeship and is the officially recognized apprenticeship registration agency. Another requirement is the maintenance of a State Apprenticeship Council SAC that includes individuals familiar with apprenticeship and has an equal number of employer and employee representatives. Other members may be appointed to the SAC so long as the number does not exceed the number of either employer or employee representatives. Other requirements include 1 insuring equal employment opportunity 2 registering programs only in occupations that are apprenticeable according to the Federal regulations and 3 providing reciprocity for multi-state programs in trades other than building and construction. Once a state is recognized it must reapply to DOL for recognition every five years. States that have elected to participate in the apprenticeship program are known as SAA states and all duties related to registering apprenticeship programs and apprentices are performed at the state level. The job of registering programs is generally assigned to the state s labor agency and designated members of the staff perform the registration and administration functions. However the level of staffing varies greatly and a few states have very limited staff assigned to apprenticeship programs. This is an issue that the DOL has addressed in its rule changes discussed later in this paper. The National Association of State and Territorial Apprenticeship Directors NASTAD was originally established according to their Web site to promote and achieve an effective national apprenticeship system. This organization which has been in existence for more than 50 years represents the interests of the SAA and provides a forum for the exchange of ideas and technical support for its members. In addition the National Association of Government Labor Officials NAGLO is involved in the apprenticeship system since the administration of state activities is housed within the labor agency. Both of these associations are represented on the Advisory Committee on Apprenticeship. In the 25 states without a recognized SAA Federal staff have the responsibility and function of registering programs and apprentices. Federal and state apprenticeship staff register programs provide assistance to those interested in establishing an 9 Issue Paper on Increasing Access to Apprenticeship Opportunities apprenticeship program and oversee compliance with Federal and state rules including compliance with equal employment opportunity provisions. In terms of assistance a unique function performed at the Federal level is the approval of pattern standards. These are apprenticeship program standards that apply to an industry segment group of employers or large multi-state employers. While not binding these national standards for apprenticeship provide a prototype for individual programs and facilitate the establishment of individual programs. In the case of pattern standards for large multi- state employers local programs often closely reflect the national standards. Once national standards are approved they are disseminated widely by OA in the form of bulletins that go out to both state and Federal apprenticeship staff and are posted on the agency s web site under What s New. F Status of Apprenticeship OA maintains the Registered Apprenticeship Partners Information Data System RAPIDS a national database of registered apprenticeship programs and apprentices in 25 DOL-managed states and 8 SAAs. RAPIDS is the source of all of the numeric information contained in this report. According to OA as of September 30 2007 there were 458 108 active apprentices. While registered apprenticeships appear in nearly all industries most are in the building and construction trades the historical basis of apprenticeship. Figure 1 is an industry breakdown of active apprentices for the top ten industries with registered apprentices. 10 Issue Paper on Increasing Access to Apprenticeship Opportunities Figure 1 Apprentices by Industry Industry Number of Active Apprentices Percent of Total Construction 200 945 69 Transportation Communication 47 934 16 Manufacturing 16 290 6 Public Administration 14 611 5 Service 7 730 1 Trade 3 168 1 Agriculture 1 009 1 Mining 227 1 Finance and Related 150 1 Total 292 065 100 Source RAPIDS The majority of occupations with the most apprentices are those within the building and construction trades. Figure 2 shows the top 25 occupations with the most registered apprentices along with the number of active programs as of September 30 2007. The one notable exception outside the building and construction trades is the number two occupation Heavy Truck Driver which cuts across several industries including construction. This occupation was not among the top 25 occupations until 2006 when two large national employers created apprenticeship programs and registered sizable numbers of apprentices. These employers are United Parcel Service UPS and Werner Trucking. Figure 2 Top 25 Apprenticeship Occupations Ranked by Total As of September 30 2007 Rank Occupation Total Active Enrolled Number of Active Programs Average Enrollment Program 1 Electrician 45 609 3 209 14.2 2 Heavy Truck Driver 37 805 39 969.4 3 Carpenter 33 027 446 74.1 11 Issue Paper on Increasing Access to Apprenticeship Opportunities Rank Occupation Total Active Enrolled Number of Active Programs Average Enrollment Program 4 Plumber 18 578 2 644 7.0 5 Construction Craft Laborers 9 836 94 104.6 6 Pipe Fitter construction 9 542 722 13.2 7 Sheet Metal Worker 8 754 518 16.9 8 Structural Steel Worker 8 659 131 66.1 9 Roofer 5 943 139 42.8 10 Elevator Constructor 5 746 62 92.7 11 Drywall Installers 5 541 44 125.9 12 Sprinkler Fitter 5 433 124 43.8 13 Operating Engineer 4 837 131 36.9 14 Painter construction 4 795 248 19.3 15 Boilermaker 4 089 32 127.8 16 Bricklayer construction 3 729 194 19.2 17 Millwright 3 185 381 8.4 18 Heating Air Conditioner- Installer 3 099 601 5.2 19 Powerline Maintainer 3 087 297 10.4 20 Powerline Installer Repairer 2 886 92 31.4 21 Insulation Worker 2 328 101 23.0 22 Correction Officer 2 290 58 39.5 23 Child Care Development Specialists 2 282 971 2.4 24 Cook hospitality cruise ship 2 259 1 2 259.0 25 Cement Mason 2 240 127 17.6 Source RAPIDS Note that the related occupation Cook restaurant and hotel also has 1 107 apprentices in 316 active programs. History and tradition are not the sole reasons why apprenticeship remains strongest in the building and construction trades. Federal laws provide incentives for hiring and training apprentices in the building and construction trades. The most well- 12 Issue Paper on Increasing Access to Apprenticeship Opportunities known is the Davis-Bacon Act of 1931 which requires any Federal contract over 2 000 for the construction alteration or repair of public buildings or public works pay workers the prevailing wage in the local area. One of the exceptions to the prevailing wage requirements in the Davis-Bacon Act pertains to apprentices and trainees. Apprentices and trainees that are in a program approved by DOL may be paid less than the prevailing wage. Instead they would receive the wages that are set out in the apprenticeship training plan and agreement. It should be noted that to date DOL s OA recognizes only apprentices for the prevailing wage exception it does not recognize trainees. Over the years the prevailing wage provisions have been added to about 60 other statutes related to construction. In addition over half of the states have their own prevailing wage laws that apply to state-funded construction projects although the dollar thresholds are generally larger than the Federal statute. As of September 30 2007 ten states accounted for over 25 percent of active apprentices in the U.S. California has the most apprentices more than double the next leading state. Figure 3 shows the top ten states and the corresponding number of apprentices. Figure 3 Apprentices by State State Active Apprentices California 40 779 Illinois 19 661 Ohio 17 069 Pennsylvania 16 228 Florida 14 932 Missouri 14 662 Indiana 13 176 Texas 10 838 Nevada 10 750 Michigan 9 477 Source RAPIDS 13 Issue Paper on Increasing Access to Apprenticeship Opportunities The number of active apprentices has increased modestly over the last two decades from nearly 300 000 in the late 1980s to more than 400 000 today. Over the past five years the number of new apprentices registered increased by almost 30 percent from 134 340 in 2003 to 212 017 in 2007. As noted earlier one occupation Heavy Truck Drivers accounted for a significant portion of the increases in 2006 and 2007 when over 15 000 new apprentices were registered in each of the two years. III. Apprenticeship Initiatives If apprenticeship is so great why hasn t it grown more This question is asked periodically by policy makers in ETA. Apprenticeship has always thrived in the traditional building and construction trades and to some extent in manufacturing as evidenced by the construction trades hold on 69 percent of registered apprentices in FY 2007. However its popularity outside of the traditional trades has always been somewhat limited. To address this issue and to determine opportunities to expand registered apprenticeship ETA has launched multiple initiatives. Some efforts have been industry focused like the attempt to encourage the growth of apprenticeship in the child care industry through the child care development specialist occupation in the late 1990s. Grants helped to defer the costs of implementing programs in the child care field and the initiative displayed moderate results. For FY 2001 registered child care development specialists were not listed among the top 25 apprenticeship occupations. In 2003 the occupation was listed at 25 with 2 390 active enrolled apprentices and in 2007 it was listed as at 23 with slightly fewer apprentices - 2 282. According to the Bureau of Labor Statistics BLS data as of May 2006 there were 572 950 child care workers in the U.S. an occupation that is known for having a high turnover of staff. Most recently in July 2001 ETA felt that the National Apprenticeship System was being underutilized particularly in high-growth industries. This led to the Advancing Apprenticeship Initiative. Five teams were formed to develop and implement the initiative which was jointly led by OA and NASTAD representatives. The planned three-phased effort included data gathering implementation and evaluation. As part of this effort staff training on outreach was undertaken and materials developed to inform and recruit potential new apprenticeship program sponsors. A directory of 14 Issue Paper on Increasing Access to Apprenticeship Opportunities sponsors for registered apprenticeship programs was developed for eight high-growth industries healthcare information technology IT social services security transportation energy geospatial and aerospace. The results of this initiative were never fully evaluated however this initiative did launch the series of actions described below. A Interim Certification In August 2004 the OA Administrator formally approved the first Certificate of Training interim credential. This credential is defined as a credential issued by the registration agency i.e. Federal or state upon request of the appropriate sponsor as certification of competency attainment by an apprentice. Career lattice apprenticeship occupations offer individuals an opportunity to move laterally or upward within an industry. The first approved career lattice apprenticeship occupation was in the healthcare industry. Since then others have been added. One example established in 2007 was for the security officer occupation. For this career lattice certifications were established in six related fields including healthcare higher education and commercial real estate. These occupations were established as Level 1 certifications with each specific occupation requiring between 3 000 and 6 000 hours of on-the-job learning. All six of these lead to a Level 2 certification which is a Security Officer Manager and requires an additional 2 000 hours of on-the-job learning. Two other targeted career lattice certifications are illustrative of how the interim certifications work. In August of 2005 OA approved new national guideline standards specifically for CVS pharmacy operations. These guideline standards established a leveled training pathway in apprenticeship for pharmacy support staff. Three levels of training with interim certifications are outlined Level I Pharmacy Service Associate requires between 200 and 300 hours of learning on-the-job Level II Pharmacy Support Technician requires between 800 and 1 200 on-the-job hours and Level III Lead Pharmacy Technician requires between 1 000 and 1 200 hours. In August of 2006 OA approved the revision of the occupation of Chief Cook water transportation for the maritime industry. The Paul Hill Center for Maritime Training and Education submitted the request for modification of the apprenticeship occupation to establish three interim certificates of training levels any of which could lead to a certificate of completion for the chief cook occupation. These three related 15 Issue Paper on Increasing Access to Apprenticeship Opportunities occupations provide for interim certification based on 1 000 hours of on-the-job learning. The OA tracks these interim certification programs through its national apprenticeship data system. However no data is available on the extent to which it is being used or the number of these certificates that have been issued. It is our understanding that such data will be made available in the near future. The recently revised Federal rules officially provide registration agencies both Federal and state with the option to issue official interim credentials. However these interim credentials may only be issued within a recognized apprenticeship occupation. B High-growth Industry Initiative in Apprenticeship In 2003 ETA awarded a grant of nearly 3.8 million to the Computer Technology Association CompTIA to implement apprenticeship programs within the technology industry. This five-year grant was provided to develop the standards and institute marketing strategies that would lead to large-scale adoption of apprenticeship by IT workers and employers. The goal was set for nearly 384 000 IT workers to become registered apprentices through the involvement of 6 700 employers. In March 2007 national standards were approved and issued for four separate occupations for CompTIA E-Commerce Specialist Information Assurance Specialist Information Technology Generalist and Information Technology. The four occupations provide a career pathway within the IT field. As of March 2008 there have been no registered apprentices. C Other Discretionary Grants with Connections to Apprenticeship ETA awards a significant amount of funds under its discretionary grant programs. A few of these programs have direct connections to apprenticeship while for others apprenticeship may be incorporated into the grant project. In 2007 20 million was awarded to improve education and employment outcomes for youth offenders and four of the grants specifically focused on apprenticeship. The four projects which total 3 771 502 are located in California Ohio Kansas and Minnesota. These are two-year grants the outcomes of which will be watched to determine how successful they have been in placing young people in apprenticeship programs. Also in 2007 900 000 was awarded to three organizations to support the promotion and placement of more women in apprenticeship programs. ETA has traditionally supported organizations that focus on 16 Issue Paper on Increasing Access to Apprenticeship Opportunities women in apprenticeship. Over the past several years ETA has awarded Community- Based Job Training Grants to community colleges and their partners in local communities to provide training in local high-growth high demand industries. Over a three year period approximately 180 entities have received 375 million in grants. These grants focus on specific industry sectors including the construction industry. Several specifically reference pre-apprenticeship training and apprenticeship in the fact sheets describing their projects. ETA s Workforce Innovation in Regional Economic Development WIRED project has provided over 300 million in grants to 39 areas. The goal of the WIRED program is to bring together key regional stakeholders in order to develop a strategic plan that integrates economic and workforce development activities with the broad goal of aligning programs and resources to support the region s economic strategy. At least one and likely more of the grantees have specifically addressed apprenticeship in project proposal plans. In Wisconsin the South Central Southwest region plans to link apprenticeship with the state s Career One-Stop system. The initiative is still in the planning and implementation phases thus no measurable outcomes are available. D Integration with the Workforce System Since early FY 2007 ETA has been promoting the integration of apprenticeship within the workforce system including the One-Stop Career Centers. Two directives have been issued to workforce development system agencies and partners. The first Training And Employment Notice No. 17-06 issued in November 2006 went to state workforce agencies SWAs SAAs and Office of Apprenticeship staff . This notice communicated the new vision for apprenticeship and promoted its expansion outside the traditional trades its use as a postsecondary option for training workers and its connections to the One-Stop delivery system. More detailed guidance was issued in the Training and Employment Guidance Letter 02-07 dated July 12 2007. This notice provided 1 extensive background information on apprenticeship 2 guidance on using Workforce Investment Act WIA funding for apprenticeship 3 the relationship between apprenticeship and the WIA performance measures and 4 examples of collaboration between apprenticeship and workforce agencies at the state and local levels. ETA has 17 Issue Paper on Increasing Access to Apprenticeship Opportunities also hosted webinars on the subject as a way to educate and promote the integration of apprenticeship within the work force system. Each year OA provides its staff with written program guidance establishing goals and objectives for the FY. For FY 2008 the first priority task listed was the integration of apprenticeship with the public workforce investment system. Regional apprenticeship offices must submit annual plans on the strategies they will use to meet the goals. For goals surrounding integration with the public workforce system specific guidance is provided around how to meet the goal. Although the effort to integrate apprenticeship with the public workforce system is too new to be able to assess its impact it does have potential for expanding apprenticeship particularly if state and local workforce agencies decide to use WIA funds to support the training i.e. related instruction that is a part of apprenticeship. E Revision of the Apprenticeship Regulations For the first time in 30 years DOL has issued revisions to the apprenticeship regulations. The final rules were published in the Federal Register on October 29 2008 and took effect on December 29 2008. The changes update the apprenticeship system so that it is in tune with the economy and is responsive to workforce challenges. Many of the changes formalized trends that have been incorporated into the apprenticeship system in the last decade. The regulations acknowledge and establish the interim credentials that have been established by OA over the past several years. Establishing interim credentials in apprenticeship s regulatory framework should promote their use in apprenticeship programs throughout various industries and occupations. Competency-based instruction which is permitted but not common in apprenticeship programs has been formalized in the regulations. Apprenticeship programs may be established based on the traditional time-based approach a competency-based approach that does not require specific hours of either on-the-job training or related instruction or a hybrid approach which combines the two. Significant changes were made regarding the relationship between Federal and state apprenticeship agencies. SACs are not eligible for official recognition although states seeking recognition are still required to have such Councils. Instead recognition is 18 Issue Paper on Increasing Access to Apprenticeship Opportunities limited to state agencies and there are requirements that the state provide sufficient resources so that the state agency is equipped to carry out its functions. Further state agencies are required to integrate registered apprenticeship into the state s economic development strategies and workforce investment system. Under the regulations states will have to reapply every five years to be recognized as an SAA. Appendix B contains the Apprenticeship Final Rule Fact Sheet issued by ETA outlining the proposed rule changes. IV. Youth in Apprenticeship A Participation of Youth in Apprenticeship OA records limited data on the characteristics of registered apprentices beyond gender age and minority status. There is no data available on an individual s disability status and accordingly there is no way of knowing to what extent individuals with disabilities participate in apprenticeship programs. Our interviews with those associated with apprenticeship uncovered little information that would provide a basis for estimating the extent to which individuals with disabilities are represented in apprenticeship programs. John Gaal Director of the Joint Carpenters Apprenticeship program in St. Louis indicated that in the recent past there were several students with hearing impairments and likely a larger number with learning disabilities - an estimated 10 percent. A Wisconsin study of post high school outcomes of youth with disabilities found that four percent of the youth with disabilities participating in the first year s study group went on to apprenticeship programs. In the second year s group of youth included in the study six percent of the youth with disabilities went on to apprenticeship programs. This suggests that a few young people with disabilities move into apprenticeship post high school. Furthermore we were able to identify a program designed specifically for individuals with disabilities. This program is in Washington State and trains individuals with disabilities for Federally-funded diesel mechanic jobs. National Industries for the Severely Handicapped NISH is a partner and supports the program administration costs. It is a small program with 16 apprentices most of whom are adults. Only one of the participants is under the age of 25. 19 Issue Paper on Increasing Access to Apprenticeship Opportunities Apprenticeship is predominantly a program for training adult workers. The average age of apprentices is 27. However there are significant numbers of older youth who participate in apprenticeship programs. Age data for youth is broken down into two ranges 16-18 and 19-23 years old. Relatively few youth age 18 and under participate in apprenticeship programs. One reason for this is that most apprenticeship programs require applicants to possess a high school diploma. Additionally many apprenticeship programs are in occupations that are considered hazardous under Federal and state child labor laws and even though there are exceptions for apprenticeship employers in these occupations tend not to hire anyone under the age of 18. Figure 4 shows participation of youth ages 16 to 23 in apprenticeship programs across 12 industry clusters. The data is broken down by age ranges and includes new registrants active apprenticeships and completions for FY 2006. It should be noted that these figures represent activity during FY 2006. Thus the columns Active Youth New Registrants and Completed should not be compared to one another. Apprenticeship programs are generally longer than one year. Thus Active Youth and New Registrants would not be expected to complete their programs within the same year. Figure 4 Youth Apprentices by Industry Industry Cluster Active Youth 16 -18 Active Youth 19 - 23 New registrants 16 -18 New registrants 19 - 23 Completed 16-18 Completed 19-23 Advanced Manufacturing 933 3 235 197 939 48 198 Automotive 161 230 41 72 15 40 Biotechnology 5 32 2 12 0 3 Construction 9 120 53 350 3 692 21 638 877 6 271 Energy 75 1 227 35 594 6 153 Financial Services 19 37 8 29 1 2 Geospatial Technology 48 145 23 90 2 6 Healthcare 69 141 38 95 4 4 Hospitality 197 701 73 228 17 50 20 Issue Paper on Increasing Access to Apprenticeship Opportunities Industry Cluster Active Youth 16 -18 Active Youth 19 - 23 New registrants 16 -18 New registrants 19 - 23 Completed 16-18 Completed 19-23 Information Technology 56 56 1 26 0 4 Retail Trade 216 53 33 15 9 1 Transportation 49 1 035 8 747 2 14 Total 11 099 62 224 4 231 25 600 997 7.191 Source RAPIDS The percentage of youth that participate in apprenticeship programs varies by occupation. Figure 5 contains data on the participation of youth ages 16 to 23 in apprenticeships by occupation in FY 2007. Figure 5 Youth Apprentices by Occupation Occupational Title Number of Youth 16 -23 Percent of all apprentices Electrician 22 714 50 Bricklayer construction 1 751 47 Sheet Metal Worker 4 083 47 Carpenter 15 602 47 Pipe Fitter construction 4 395 46 Pipe Fitter sprinkler systems 2 514 46 Painter construction 2 091 44 Plumber 8 191 44 Structural Steel Worker 3 679 42 Operating Engineer 1 963 41 Construction Craft Laborer 3 991 41 Dry Wall Applicator 2 205 40 Millwright 1 265 40 Line Maintainer 1 219 39 Roofer 2 325 39 Line Erector 1 111 38 21 Issue Paper on Increasing Access to Apprenticeship Opportunities Occupational Title Number of Youth 16 -23 Percent of all apprentices Boilermaker 1 533 37 Heating Air Conditioning 1 154 37 Elevator Constructor 1 382 24 Truck Driver Heavy 1 194 3 Source RAPIDS Not surprisingly the largest numbers of youth apprentices are in the construction trades where their numbers approach 100 000. However the percentage of youth participation is a mere 45 percent in construction compared to 72 percent in the retail industry even though there are only 316 apprentices in the retail trade. In fact in terms of numbers youth participation in all of the other major industry groups represents less than one-third of the number of youth in the building and construction trades. This suggests when considering apprenticeship for youth with disabilities it would be wise to take a hard look at the opportunities in the building and construction trades and to include strategies that address the construction industry as part of an overall plan to increase participation from youth and youth with disabilities in apprenticeship programs. Programs that act as feeder programs into apprenticeship either formally or by providing training in the apprenticeable occupations via the apprenticeship model are especially worthwhile for youth consideration. B Youth Feeder Programs for Apprenticeship This section will discuss two types of feeder programs for apprenticeship 1 those that have formal linkages with apprenticeship programs and 2 those national programs that provide training in the major apprenticeable occupations though they may not have formal ties to apprenticeship. The first category includes pre-apprenticeship youth apprenticeship and school-to-apprenticeship programs. These are three similarly structured programs and in many cases the differences among them are in name rather than structure. Generally however both youth apprenticeship and school-to- apprenticeship programs tend to be secondary-school based while pre-apprenticeship programs tend to operate outside the public secondary school system. School-to- apprenticeship and youth apprenticeship programs are as their names suggest oriented to 22 Issue Paper on Increasing Access to Apprenticeship Opportunities youth generally under the age of 21. Pre-apprenticeship programs may have both youth and adult participants. The results of an internet-based search on existing pre-apprenticeship youth apprenticeship and school-to-apprenticeship programs that operate in the states may be found in Appendix C of this report. Although it provides a picture of the extent to which these programs operate it is not an exhaustive list particularly for pre-apprenticeship programs. The Home Builder s Institute featured in Figure 6 offers pre-apprenticeship programs along with training and job placement opportunities for both youth and adults. Figure 6 Home Builders Institute The Home Builders Institute HBI was established in 1983 as the workforce development arm of the National Association of Home Builders NAHB and is committed to advancing the education and training programs of the residential construction industry. It is an example of an industry-led training and employment program that produces skilled workers provides job placement services and promotes the residential construction industry as a career. Its ties to industry are integral to HBI s success in placing individuals into jobs and its programs serve as feeder programs to apprenticeship for youth adults and individuals with disabilities. In addition to sponsoring its own programs HBI has partnered with Job Corps for nearly 30 years and has developed a curriculum used by many of the nation s YouthBuild organizations. The Job Corps trades affiliated with HBI include brick masonry carpentry electrical wiring facilities maintenance landscaping painting and plumbing and are offered on 67 Job Corps campuses across the country. Project CRAFT and Project HOPE are two examples of HBI-sponsored programs that emphasize pre-apprenticeships and apprenticeships. Project CRAFT Project CRAFT Community Restitution Apprenticeship-Focused Training geared toward low- income at-risk or adjudicated youth combines academic remediation with vocational training and provides job placement assistance following completion of the program. Project CRAFT seeks to reduce the youth recidivism rate through training and placing young people in jobs in the residential construction industry. Many of the youth participants 60-70 have an accompanying disability such as substance abuse or mental health issues. Youth that participate in Project CRAFT are prepared for careers in the carpentry landscaping bricklayer electrician or facilities maintenance fields. While enrolled in the apprenticeship training program participants must complete their PACT Pre-Apprenticeship Certificate Training. This certification is performance and competency based and once completed provides the youth with a certificate conveying his or her qualifications that is recognized throughout the industry. Project CRAFT operates in several locations between Mississippi Tennessee and Florida. Florida with eight Project CRAFT sites has the largest state participation which is both institutional and community based. In the past funding has come from both state and national level sources however currently the programs are predominantly funded by states. Outcomes Currently about 80 of enrolled students complete the program and receive their certification but few Project CRAFT participants transition into a full registered apprenticeship. Many of the youth who enter have not earned their high school diploma and unlike Job Corps or YouthBuild obtaining a GED over the course of the program is not a requirement HBI greatly supports GED and all participants are required to be enrolled in an academic component . Since apprenticeship programs generally require a high school diploma or GED this is likely a factor in why so few program completers enter apprenticeship. Project HOPE Project HOPE Homebuilding Opportunities for Positive Employment was designed exclusively for people with disabilities. Like Project CRAFT Project HOPE offers trades training and job placement 23 Issue Paper on Increasing Access to Apprenticeship Opportunities services to students that are over 18 years of age and have a documented disability. It is a 12-week pre- apprenticeship training program where classroom instruction comprises 20 percent of the period and on- the-job training is 80 percent. Project HOPE works with local Home Building Associations HBAs to connect the needs of rehabilitation clients with the workforce needs of the local housing industry. Students train for a range of jobs from administrative office support to framers and carpenters. Project HOPE was originally funded through the Projects with Industry PWI initiative under the Department of Education. PWI engages the participation of private partners in business and industry that provide advice on appropriate skills and training in order to create and expand job and career opportunities in the labor market. The program supports all aspects of employment including job development and placement career advancement and training services. This program was created to assist individuals with disabilities. Since 1997 Project HOPE has succeeded in placing over 500 people in full-time jobs. It now operates only in the Columbia area of South Carolina. Youth apprenticeship programs largely seem to be clustered in two states Georgia and Wisconsin. Wisconsin in particular has a long history with apprenticeship. Pre-apprenticeship programs are spread among a number of states but there seems to be a concentration of these programs in the states of Washington California Ohio and Oregon. The largest concentration of school-to-apprenticeship programs is found in Ohio which is also one of the states with the largest number of active apprentices. No information was found on the extent to which these programs serve youth with disabilities. A study conducted of students with disabilities in youth apprenticeship programs in Wisconsin does however provide some information. This three-year research study looked at the experiences of students with disabilities who participated in the Wisconsin Youth Apprenticeship programs between 1996 and 2000. The study found that 10 percent of those who graduated from the Wisconsin programs had disabilities mostly learning disabilities and that youth with disabilities had a higher rate of non- completion than other youth. One reason for this may be a lack of accommodations and support. As part of the study a number of youth with disabilities were interviewed. Few formal accommodations were provided to youth at the worksite. Students were more likely to receive accommodations at their schools particularly if there were attending their regular high school as opposed to an area vocational or technical school. Two national programs that provide education and training in the top apprenticeship occupations are Job Corps and YouthBuild. Both have the potential to serve as feeder programs into registered apprenticeship. While YouthBuild focuses on the building and construction trades Job Corps provides more variety in course offerings ranging from culinary arts to automotive technology. Job Corps and YouthBuild are 24 Issue Paper on Increasing Access to Apprenticeship Opportunities highlighted as feeder programs for youth because they are national in nature provide education and training to significant numbers of youth and focus on occupations that have the most registered apprentices. Job Corps DOL s no-cost education and vocational training program recruits young applicants who are in need of job and employability skills. There are currently 122 Job Corps centers in 48 states the District of Columbia and Puerto Rico links to all organizational web sites mentioned in this paper are provided in the References section . Since its founding in 1964 Job Corps has served over 2 million young people nationwide and provides training and education to about 62 000 students each year. Job Corps is largely a residential program although most centers also accept day students. To participate in Job Corps youth must meet the following requirements Be 16 to 24 years old Have U.S. citizenship or legal resident status Meet income requirements Agree to adhere to the zero-tolerance policy against substance use and violence and Be ready willing and able to fully participate in an educational environment. Job Corps is authorized under Title I-C of the WIA and is a publicly funded entity within DOL. The 122 Job Corps centers have capacities ranging from 50 to 1 900 students. Of this total 98 centers are operated by private contractors and 28 centers are operated by Federal agencies such as the Forest Service Bureau of Reclamation and the National Park Service . Dedicated Federal staff members at both the national and regional levels provide policy and program direction technical assistance and oversight of center operators. On average centers spend about 25 000 per participant source Job Corps assessment . All Job Corps centers regardless of the trades offered maintain standard eligibility criteria and teach a core set of competencies in academic career technical information technology employability and independent living skills. These fundamentals are essential for students to benefit from technical training earn a high school diploma or General Education Development Diploma GED and secure employment following graduation. Additionally DOL requires and maintains a system 25 Issue Paper on Increasing Access to Apprenticeship Opportunities of data collection and reporting that is consistent across centers. Job Corps is a very much a data-driven program that stresses performance outcomes. A significant feature in Job Corps is the focus on students obtaining a high school diploma or GED while receiving training for a specific career path. Within its policy handbook Job Corps maintains Centers shall make every possible effort to assist students in obtaining their high school diplomas where attainment is feasible for a student during his or her enrollment and Centers shall implement a program to support student attainment of high school diplomas. 3.11-1 A high school diploma program must be accredited by that state s Department of Education or a recognized accrediting boy and the center cannot extend any of the necessary fees for obtaining a high school diploma to its students. Some centers such as those that are degree-conferring high schools Local Education Agencies or those that receive funds from the U.S. Department of Education must ensure that the diploma program is in compliance with Section 504 of the Rehabilitation Act and the Individuals with Disabilities Education Act IDEA . Furthermore Centers shall implement a program to support student attainment of GED certificates. 3.11-1 Students seeking a GED certificate are required to enroll in GED preparation courses and take official GED practice tests. In addition to the career technical related instruction students enrolled in a GED program receive instruction in writing skills reading social studies science and advanced mathematics. The centers have linkages with local GED test sites to provide regularly scheduled testing dates and pay all fees associated with the students GED testing. Job Corps emphasizes that these stipulations are minimum requirements and that centers are encouraged to invest further resources into diploma and GED attainment for example by developing concurrent high school diploma or GED opportunities through the local or public education agencies . Information on GED and diploma attainment is recorded in the center s Information System and copies of documents or official GED scores are included in students permanent files. In 2006 57 percent of Job Corps students obtained a high school diploma or GED while enrolled in the program Source Job Corps assessment . 26 Issue Paper on Increasing Access to Apprenticeship Opportunities Job Corps uses the Career Development Services System CDSS a four phase plan that describes the steps a Job Corps student must complete in order to succeed in his or her career goals. The Career Preparation Period CPP of the CDSS lasts for a student s first 60 days in a Job Corps center. At this time the center staff communicates the expectations Job Corps has for the student. Additionally students receive assistance in creating their Personal Career Development Plans PCDP which outline the goals a student hopes to accomplish during his or her enrollment in the center. Placing the CPP immediately following enrollment serves two purposes 1 it helps students determine their career interests for training and 2 should the student not complete the entire program he or she will leave the center with some basic work-readiness skills that are useful in finding a job. The next phase the Career Development Period CDP occupies the majority of a student s time on site. Students are 1 taught a trade 2 acquire technical and academic skills 3 improve their communication abilities and 4 learn the techniques for success in life after Job Corps such as job searching and independent living skills. After graduation the students will enter the Career Transition Period CTP where they continue to interact with Job Corps staff or other service providers. During the CTP students receive assistance in obtaining their first job living arrangements family support transportation and the additional resources necessary to help them continue working. Job Corps enrolls youth with disabilities and has a Web site dedicated to disability issues Job Corps disABILITY. The site provides resources to educate center staff about how to best support the needs of students with disabilities. Subject matter includes Disability legislation and Job Corps programming Preparing graduates with disabilities to enter the workforce Educating employers about youth with disabilities Identifying common inclusion strategies Interacting appropriately and comfortable with people with different types of disabilities Understanding Job Corps reasonable accommodation process and Addressing accessibility issues at the center. 27 Issue Paper on Increasing Access to Apprenticeship Opportunities Additionally every Job Corps region has a designated disability coordinator that an individual center s disability coordinator may contact for one-on-one assistance. Many but not all centers have separate disability coordinator positions. Job Corps provides training in all of the leading apprenticeship occupations especially those in the construction industry. Construction programs are offered by center operators directly or through subcontracts with trainers from the construction industry called National Training Contractors NTC . In 2005 the Administrators of Job Corps and OA entered into an intra-agency collaboration to explore ways of increasing the number of Job Corps graduates into registered apprenticeship programs. Since that time approximately 3 300 Job Corps graduates have been placed in registered apprenticeship programs mostly through the NTCs. Five of the eight NTCs have registered their respective training standards with OA for graduates to receive their Certificate of Training as an interim credential which will help Job Corps graduates transition into registered apprenticeship. These include training programs offered by the HBI the International Masonry Institute the International Union of Operating Engineers the International Union of Painters and Allied Trades and the United Brotherhood of Carpenters. Job Corps has also included language in its current Memorandum of Understanding MOU with each of the NTCs that specifies among other training outcomes the NTCs responsibility of placing students into a registered apprenticeship training program. On January 25 2008 DOL through the Job Corps program awarded a sole source grant to the AFL-CIO Appalachian Council Inc. for the purpose o f significantly increasing the number of Job Corps graduate placements in registered apprenticeship programs throughout the following 11 Appalachian states Alabama Georgia Kentucky Maryland Mississippi North Carolina Pennsylvania South Carolina Tennessee Virginia and West Virginia. The grantee s primary goals are to place a minimum of 350 graduates annually in Registered Apprenticeship Programs with 50 percent of them placed in Registered Apprenticeship Programs sponsored by member organizations of the AFL-CIO. YouthBuild USA is a network of local YouthBuild programs that serves vulnerable youth from the community and provides benefits to the community through 28 Issue Paper on Increasing Access to Apprenticeship Opportunities rehabbing or constructing new homes for deserving families. Participating youth are introduced to the education and skills necessary to gain employment while they revitalize or construct housing for low-income and homeless individuals. Since the program began in Harlem in 1978 it has been replicated in cities across the country. In 1990 YouthBuild USA was formed as an umbrella organization that provides technical assistance and support to all YouthBuild programs however YouthBuild organizations receive funds through annual competitions with a Federal agency. The U.S. Department of Housing and Urban Development HUD first awarded grants to YouthBuild programs in 1994 but this responsibility transitioned to ETA in 2006. The switch in agencies helps to consolidate youth training programs in one department as DOL already operates Jobs Corps and WIA youth funded programs. It also indicates a shift in YouthBuild s primary goal of constructing affordable housing to teaching and preparing young people for employment. YouthBuild provides full-time programs 6 to 24 months in duration that allow youth between 16 and 24 years of age to work toward their GED or high school diploma and learn marketable job skills while performing a community service. All youth are low-income and many have experienced welfare homelessness foster care or adjudication. On average students are at a seventh grade reading level and 90 percent have not graduated from high school. Most of the nation s YouthBuild programs are sponsored by non-profit community- or faith- based organizations though some are sponsored by public agencies. YouthBuild programs operate as charter schools alternative schools or GED programs that students attend full-time on alternate weeks while working on-site the remainder of the time. Often the classes are small to emphasize one-on-one attention between students and instructors source YouthBuild USA web site . Approximately half of all YouthBuild centers use a curriculum developed by either the National Center for Construction Education and Research NCCER or HBI. NCCER is an educational foundation that focuses on the development of construction curricula and teaching materials while HBI operates its own construction training programs in addition to providing a curriculum. Each offers the advantage of conferring industry credentials through their curricula. In addition to acquiring construction skills 29 Issue Paper on Increasing Access to Apprenticeship Opportunities and their GED or diplomas YouthBuild participants receive personal counseling and peer support to help them address their past issues and set and attain goals for the future. The acquisition of leadership skills is also a mark of success in the YouthBuild participant. YouthBuild maintains an alumni association for graduates to develop and continue positive relationships after leaving the program. Despite the training YouthBuild programs provide in the building and construction trades few direct linkages appear to exist between these programs and registered apprenticeship. YouthBuild Providence featured in Figure 7 has made a conscious effort toward transitioning its students to apprenticeship. The skills gained through a YouthBuild program may give successful graduates an advantage in the application process should they decide to pursue a registered apprenticeship. Because all YouthBuild programs must re-compete for grants each year planning long-term initiatives can be a challenge for program administrators. ETA has therefore moved YouthBuild grants to two-year grants to alleviate some of the apprehension surrounding year-to-year funding. Additional funding to support individual centers comes from private and public sources predominantly at the local level. According to YouthBuild USA there are approximately 230 YouthBuild programs operating in 44 states including the District of Columbia Puerto Rico and the U.S. Virgin Islands. In 2007 96 YouthBuild programs received funding awards from ETA totaling 46 998 938 source YouthBuild ETA web site . In 2008 11 new YouthBuild programs were added. ETA s objectives since acquiring YouthBuild include Strengthening the connections between YouthBuild and community colleges particularly in GED obtainment Creating a consistent relationship between YouthBuild and One-Stop Centers across the country Developing an online collaborative workspace that links individuals from YouthBuild together and Ensuring that program and grant management operates smoothly in the initial years that YouthBuild is within ETA. 30 Issue Paper on Increasing Access to Apprenticeship Opportunities Figure 7 YouthBuild Providence and ProvPlan The YouthBuild program of Providence Rhode Island has strong ties to area construction employers and has been successful in placing its graduates in apprenticeship programs within the construction industry. Providence Plan ProvPlan a non-profit community organization to improve the economic and social well-being of Providence its residents and its neighborhoods serves as the host organization for YouthBuild in the city of Providence. ProvPlan was founded in 1992 and aims to 1 Put people to work. 2 Retain the middle class of the city of Providence. 3 Make Providence s neighborhoods safe and livable. 4 Prepare today s children for tomorrow s jobs. 5 Provide decent affordable housing. 6 Increase jobs and tax base in downtown Providence. ProvPlan actively maintains partnerships among Federal and local agencies interest groups community organizations and residents to ensure that these goals are realized. YouthBuild Providence which began in ProvPlan in 1996 is a 10-month program that provides rigorous academic and job- preparedness curricula GEDs and life skills for succeeding in the workforce. Participants are unemployed or underserved young adults between the ages of 16 and 24 who are poor academically deficient or are adjudicated youth. Additionally ProvPlan utilizes its own version of IEPs within its programs as many of its youth participants had them in high school. A baseline educational level is established for each student before their acceptance into the program and an educational assessment indicates if an individual will require accommodations. YouthBuild Providence implemented its focus on connecting to registered apprenticeship opportunities following its careful consideration of apprenticeship s advantages. The construction industry in Rhode Island is highly unionized and YouthBuild Providence has taken advantage of this reality by forging partnerships with the Carpenters Union Local 94 and the Electricians Union Local 99. Representatives from these unions and the Service Employees International Union Local Union 1199 sit on ProvPlan s Advisory Committee. YouthBuild Providence disseminates knowledge to its students about registered apprenticeship so that individuals have the tools to decide if apprenticeship is an appropriate career choice. The partnerships forged between the center and apprenticeship sponsors and unions augments the formation of knowledge through career panels guest instructors apprenticeship coordinators and board leadership. Student success in the transition is based on communication addressing potential barriers and striving for retention in apprenticeships. Because apprenticeship programs in Rhode Island are predominantly within commercial construction trades and YouthBuild s focus is residential construction some modifications of the YouthBuild Providence program were necessary to meet the needs of the local industry. Program changes included 1 improving the construction curriculum 2 providing more exposure to commercial construction and 3 working on new construction instead of renovation projects. For YouthBuild Providence students performance expectations were amended to more closely match those of the apprenticeship industry additional graduate resources and support systems were put in place and the program is working toward direct entry agreements. Following the initiation of the apprenticeship partnership one-third of YouthBuild graduates entered an apprenticeship program with average starting wages of 14.00 per hour. ETA considers youth with disabilities an important issue for YouthBuild to address now that the program is within its agency. ETA provides technical assistance to local YouthBuild grantees and is currently developing plans for providing assistance to build the capacity of YouthBuild programs to better serve youth with disabilities. 31 Issue Paper on Increasing Access to Apprenticeship Opportunities Data on YouthBuild s outcomes was limited and none was available regarding youth with disabilities. Between 2002 and 2006 14 386 students entered a YouthBuild program of which 59 percent eventually graduated. Seventy-six percent of those who participated were placed in jobs or enrolled in further education and 33 percent of those without high school diplomas or GEDs when they entered were able to earn them while in YouthBuild source YouthBuild USA web site . ETA has established a reporting system for YouthBuild grantees that does include data on youth with disabilities. This is a fairly recent effort on the part of ETA and data is not yet available although it will be in the near future V. Occupational and Industry Trends Looking to the Future Though registered apprenticeship has made progress in expanding beyond the traditional building and construction trades most of the top 25 occupations for apprenticeship continue to be in these trades. This trend is likely to continue and construction trade occupations are projected to remain in fairly high demand. Two major factors dictate the future of occupational demand 1 growth in the industry or occupation and 2 the number of replacement workers needed as current workers leave the workforce due to retirement or disability. Job growth statistics give only a partial picture of the likely future demand for workers in many occupations. In the skilled craft trades particularly replacement is a significant factor as long-time baby boomer journey level workers leave the labor force. BLS publishes data on employment projections by occupation that includes projected job openings due to growth and net replacements. Review of this data suggests that demand for workers in the top apprenticeship occupations will remain strong. The latest data compares the number of jobs in 2006 with the projections for 2016. Figure 8 reveals the projected job growth for selected occupations in the building and construction trades that are among the top apprenticeship occupations. The occupations are listed in the order that they are found on Figure 1. 32 Issue Paper on Increasing Access to Apprenticeship Opportunities Figure 8 Projected Job Growth in Top Apprenticeship Occupations Numbers in thousands Employment Numbers Change Occupation 2006 2016 Number Percent Total Job Openings due to growth and net replacements 2006-16 Electrician 705 757 52 7.44 234 Carpenter 1 462 1 612 150 10.26 348 Construction Craft Laborers 1 232 1 366 134 10.92 227 Sheet Metal Worker 189 201 13 6.75 59 Roofer 156 179 22 14.34 58 Operating Engineers 424 460 35 8.37 118 Painters construction 463 517 54 11.77 137 Boilermakers 18 20 2 14.01 9 Bricklayer construction 158 174 15 9.65 48 Cement Mason 222 247 25 11.40 89 Source Appendix to November 2007 Monthly Labor Review BLS Of the ten occupations listed in Figure 8 six are well above the projected national average increase in job openings for all occupations i.e. 10.36 percent and several others are only a small percentage below that level. All of these jobs offer opportunities for employment in occupations that have traditionally had the largest numbers of apprentices. Furthermore these are high-wage jobs. Most pay above the average mean wages for all occupations as shown in Figure 9. Figure 9 Mean Annual Wages for Selected Occupations May 2006 Occupation Mean Wages May 2006 All 39 100 Electrician 46 620 Carpenter 44 780 Construction Craft Labors 29 930 Sheet Metal Workers 40 780 33 Issue Paper on Increasing Access to Apprenticeship Opportunities Occupation Mean Wages May 2006 Roofers 35 340 Operating Engineers 40 560 Painters construction 34 220 Boilermakers 48 600 Bricklayers 44 370 Cement Masons 35 630 Source BLS National employment and wage data from the Occupational Employment Statistics survey by occupation May 2006 Even with the ongoing efforts to expand the use of apprenticeship across industries we believe a high percentage of apprenticeships in construction trades will persist in dominating the list of the top 25 apprenticeship occupations. Because these are high-wage careers a focus is needed on how to increase participation of youth with disabilities in these occupations as well as emerging ones. As noted earlier apprenticeship occupations are skilled occupations by definition. They are occupations that require postsecondary education and training though not usually a four-year degree. In apprenticeship the focus is on a wide variety of occupations as evidenced by the 950 apprenticeship occupations that in the past were considered for the non-college bound youth. This is no longer the case given the complexities of the work place and the advances in technology. Many of the apprenticeship occupations today lend themselves to associate s degree programs and most if not all community colleges that provide related apprenticeship training also provide a program of studies that leads to an associate s degree. Thus participating in an apprenticeship program offers a young person multiple benefits entry-level employment an industry-recognized certification and opportunity to earn a college degree. There are many occupations that have already been recognized as apprenticeable that are also in demand throughout industry. This helps mitigate at least one of the hurdles to creating more apprenticeship opportunities for youth with disabilities. Since so many already exist there is no need to create new apprenticeable occupations. It would be more beneficial to compare some of the in demand occupations with apprenticeship occupations to identify opportunities for apprenticeship growth. BLS 34 Issue Paper on Increasing Access to Apprenticeship Opportunities regularly publishes data and commentary on the occupational outlook across the U.S. The BLS publication Occupational Outlook Handbook is published every two years the most recent edition is for 2008-2009. An article in the Handbook Tomorrow s Jobs provides a good snapshot of both the industries and the jobs that are expected to grow. With respect to industries the top growth industries projected for 2006 to 2016 are education and health services professional and business services leisure and hospitality and trade transportation and utilities. Each of these industry clusters contains many apprenticeship occupations that have also been identified as high-growth. Tomorrow s Jobs looks at occupational growth thorough several lenses. The article identifies growth occupations in terms of numbers percent and education and training. Many apprenticeable occupations outside of the building trades are among those that have been identified as high-growth. A few are on the list of top 25 occupations for apprenticeship. Others are ones for which the OA has established national standards with large employers and associations and or provide career lattice opportunities through apprenticeship. The apprenticeship occupations projected to grow by the largest percentages includes personal and home care aides home health aides veterinary technologists and technicians medical assistants physical therapy assistants and pharmacy technicians. None of these are among the top apprenticeship occupations. However several offer career lattice opportunity. Consider the occupation of home health aide which is a 2 000 hour competency-based apprenticeship program. Within that occupation there are five specialties that require only 675 to 700 hours of competency-based training and provide interim certifications. Pharmacy assistant is another occupation that offers multiple pathways through apprenticeship. The occupation is a time-based program requiring 2 000 hours of work experience and training. However there are other related pharmacy support occupations that provide certifications based on fewer hours or that are competency-based. It should be noted however that these occupations do not offer the highest wages. The 2006 mean annual wages for pharmacy technicians was 26 510 per year and for home healthcare aids 20 100 per year. This compares with the mean annual income for all occupations of 39 160. 35 Issue Paper on Increasing Access to Apprenticeship Opportunities Another occupation that is on the top 25 apprenticeship occupations and is expected to increase by large numbers is child care workers. Child care development is an apprenticeable occupation and requires 4 000 hours of work experience and training for certification making it the equivalent of a two-year apprenticeship program. Child care workers in 2006 had a mean salary of 18 820. There are a number of other occupations that are projected to be in demand and that are apprenticeship occupations. These include cooks automotive service technicians and mechanics legal secretaries and licensed practical nurses. Within the medical service field one of the high-growth industries there are multiple pathways to certification through apprenticeship. A certified nursing assistant apprenticeship is a 6 000 hour or three-year program but there are four interim certification levels each of which requires only 1 000 hours of training and experience. Nursing assistants not certified can receive their apprenticeship credential after 2 000 hours of training and experience and may receive two other interim levels of certification based on 600 hours or less of training and experience. In May 2006 medical assistants including nursing assistants earned 26 980 in mean annual wages. A more complete list of high-growth jobs is located in Appendix D. VI. Obstacles to Increasing the Participation of Youth with Disabilities in Apprenticeship Programs and Possible Strategies to Overcome Them Apprenticeship has always faced challenges expanding into programs beyond the building and construction trades. Accordingly many of the obstacles to increasing participation of youth with disabilities in apprenticeship transcend all population groups. There are ways and opportunities to address these obstacles although the reality remains that overcoming all of them is a difficult task. A targeted agenda with specific strategies may be the best approach for making inroads. Obstacle 1 Apprenticeship is mostly an adult program limiting opportunities for any youth to enter registered apprenticeship programs. Strategies While apprenticeship programs are oriented towards adults there is sufficient evidence that there are opportunities for older youth in apprenticeship. The gateway to 36 Issue Paper on Increasing Access to Apprenticeship Opportunities these opportunities for many youth with disabilities often comes through programs that have direct connections to apprenticeship such as school-to-apprenticeship youth apprenticeship and pre-apprenticeship programs. Another approach that was adopted by the St. Louis Carpenters program was to enter into agreements with six area vocational technical schools in Missouri and Illinois that provide credit towards apprenticeship for students that successfully complete high school and enter an apprenticeship program. In addition programs such as YouthBuild and Job Corps offer training in a number of apprenticeship occupations and provide certification that can be useful when applying for jobs. But these programs with a few notable exceptions have limited connections directly into apprenticeship. Job Corps has taken action to emphasize placement of Job Corps graduates into registered apprenticeship. ETA s Youth Office is working with OA to build better bridges between YouthBuild programs and registered apprenticeship. Nonetheless it may require ETA for YouthBuild and the Job Corps office to be more proactive in terms of direct linkages between these programs and registered apprenticeship. Both Job Corps and YouthBuild Federal program administrators might consider ultimately requiring individual program sites to set goals around placements in registered apprenticeship and around forming partnerships with apprenticeship program sponsors. Included among these goals could be a focus on including youth with disabilities. This could be done on a test basis with selected sites to see whether this action is likely to produce the intended results. ODEP should also work with the Federal staff in DOL to secure better data on outcomes for youth with disabilities that participate in YouthBuild and Job Corps programs. Such data is essential for ODEP in developing policies and strategies. Job Corps already places considerable emphasis on youth with disabilities. It would be worthwhile to work with the national Job Corps staff to better understand the results of this focus. Pertinent issues include 1 the percentage of youth with disabilities that participate in Job Corps programs 2 their success rate in terms of completion and placement and 3 the percentage of youth that are ultimately placed in apprenticeship programs that have a disability. There may be opportunities to increase the participation 37 Issue Paper on Increasing Access to Apprenticeship Opportunities rate of youth with disabilities in Job Corps and improve the success rate for these students. Similarly there now appears to be interest on the part of ETA in focusing more on disabilities within YouthBuild. This may also present opportunities for ODEP. The benefits from these efforts however will likely come from increased career exposure to the building and construction trades rather than as a direct gateway to apprenticeship. Another possibility is to specifically target existing pre-apprenticeship youth apprenticeship and school-to-apprenticeship programs to increase awareness around serving youth with disabilities and to dispel many of the myths that surround this population. These efforts could be even more targeted to those states that have the most programs and to organizations that operate pre-apprenticeship programs such as HBI. Obstacle 2 While most apprenticeship opportunities exist in the construction trades little effort is directed to encouraging youth with disabilities to consider careers in construction or to overcome the perception on the part of construction employers that youth with disabilities are not able to perform the job. Strategies Encouraging young people and their parents to consider employment in the trades is often difficult. Today s culture is moving towards placing all youth into post- secondary education particularly four-year degree programs. The St. Louis Carpenters Joint Apprenticeship Program has attempted to broadly address this by forming partnerships with area high schools. As part of its activities the Carpenters program participates in career days and job fairs in an effort to interest young people in the carpentry trade. John Gaal the program director indicated that they participate in about 160 career days at high schools each year. Career Voyages the DOL-sponsored web site on careers for young people publishes a considerable amount of information on apprenticeship especially in emerging industries. This site is useful for teaching both students and parents about apprenticeship and careers in apprenticeable occupations but does not promote resources for youth with disabilities. It would be useful to develop materials that target this audience and then explore ways to reach young people with disabilities and their parents. 38 Issue Paper on Increasing Access to Apprenticeship Opportunities The bigger issue in improving employment opportunities in apprenticeship for youth with disabilities lies with the employers who possess as much responsibility as the apprentice. Enhancing employer participation with youth with disabilities will be an especially daunting challenge in the building and construction trades. Targeted outreach to program sponsors may produce some results. OA maintains a list of all of its program sponsors and it may be feasible to use some of the existing employer materials as part of an outreach to employers. Including success stories of youth in these materials would be encouraging. Any such outreach campaign would need to be conducted jointly by OA and SAA staff. Obstacle 3 The apprenticeship system is not widely understood. Organizations that typically work with individuals with disabilities are likely unaware of the potential that exists for creating apprenticeship programs with employers such as the one in Washington State and supporting individuals in apprenticeship programs. Strategies Part of this task order will be the development of a toolkit for apprenticeship which may include fact sheets for disability-serving organizations on apprenticeship. OA has already developed a number of informational brochures on apprenticeship that would serve this purpose. One state New Mexico developed a best practices manual on developing apprenticeships and serving people with disabilities. Although it is no longer available on the Internet guides such as this which was funded by the state s Division of Vocational Rehabilitation Services could be useful for engaging disability-serving organizations. The bigger issue is in dissemination and in this regard ODEP can easily add value. ODEP already has relationships across Federal agencies. As part of its intergovernmental work ODEP could include a focus on apprenticeship. OA staff might be willing to make one or more presentations before these intergovernmental gatherings to promote and help other Federal agencies better understand apprenticeship. Ultimately though it is important that these efforts reach down to the local level. Local disability service providers need to know about apprenticeship as an option for their clients. Partnerships between local service providers and apprenticeship program 39 Issue Paper on Increasing Access to Apprenticeship Opportunities sponsors offer the best opportunity for placing individuals with disabilities into apprenticeship. Obstacle 4 Apprenticeship programs can be costly to operate and outside of the building and construction trades the financial incentives for employers to develop and operate apprenticeship programs are limited or nonexistent. Strategies OA has published a brochure shown in Appendix F which provides information on funding resources for registered apprenticeship programs and financial aid for apprentices. It includes both Federal and state resources some of which are general grants sources and others that are apprenticeship specific. It should be noted however that none of the resources are specific to people with disabilities. ODEP therefore may want to work with OA to develop a supplement to the brochure that focuses on resources that are available for individuals with disabilities. Like the current brochure it could include resources that are available to apprenticeship program sponsors as well as individual apprentices. In addition the toolkit should include information on how local service providers including those that work with individuals with disabilities can help defray the cost of apprenticeship for their clients. As noted earlier in the paper ETA awards discretionary grants that have components that focus on apprenticeship. It may be worthwhile to systematically identify these grants. ODEP could then offer to provide technical assistance and support to insure that individuals with disabilities are included among the individuals served. Obstacle 5 While the Federal and state agencies are the registrant for apprenticeship programs individual employers make the decisions around hiring. Strategies As emphasized throughout this paper apprenticeship is first and foremost a job. Program sponsors who participate in registered apprenticeship must agree to comply with Federal regulations around equal employment opportunity. These regulations apply to program sponsors with five or more apprentices at any given time and prohibit discrimination on the basis of race color religion nation origin and sex. The regulations also require the program sponsors to be proactive around affirmative action. 40 Issue Paper on Increasing Access to Apprenticeship Opportunities There are no special rules that apply to apprenticeship for people with disabilities. Accordingly the only specific rules that apply are the same disability employment laws that apply to any employer. As OA maintains a list of all current program sponsors ODEP should consider targeting outreach to these employers and providing them with the materials that ODEP uses with employers in general. OA is revamping its web site and ODEP could work with OA to include materials dispelling myths and providing information on accommodations for individuals with disabilities. Another option would be developing and conducting briefings with audiences that include apprenticeship program sponsors and the Federal and state agency staff that administer apprenticeship programs. While the regulatory staff does not make hiring decisions they do have interactions with the program sponsors and could be encouraged to promote hiring of more youth with disabilities and help dissuade many of the common misconceptions around employment of people with disabilities. Also ODEP should consider working with OA to arrange a briefing for the Advisory Committee on Apprenticeship. This Committee in its advisory capacity does influence policy and practice throughout the apprenticeship system. ETA s emphasis on integrating apprenticeship into the workforce system and the One-Stop Career Centers may present opportunities for placement of more youth with disabilities into apprenticeship programs. This is a fairly new initiative and it is not clear how successful the One-Stop Centers will be in promoting apprenticeship and facilitating placements of individuals into apprenticeship programs. Over time models of practice may develop that can serve as examples for One-Stop Centers across the country. ODEP may wish to work with ETA to encourage support and publicize selected One-Stop Career Centers that are proactive around connecting with apprenticeship programs and are effective in including individuals with disabilities in their efforts. Obstacle 6 Apprenticeships outside the construction trades do offer new opportunities for all youth including youth with disabilities however the numbers of such programs and apprentices are fairly small when compared to the building and construction trades. Strategies ETA s OA has had some success in promoting apprenticeship programs outside the building and construction trades. OA provided initial funding to help stimulate the 41 Issue Paper on Increasing Access to Apprenticeship Opportunities growth of new apprenticeship programs. There are many additional occupations particularly those in high demand where efforts could be directed towards encouraging employers and groups of employers to establish apprenticeship programs. ODEP currently has relationships with CVS Caremark and the American Culinary Federation. The American Culinary Federation has a long history in apprenticeship see Appendix E . Both of these could be targeted to include more youth with disabilities in their programs. Any effort towards expanding apprenticeship programs would need to be a joint effort with the OA and SAAs. ODEP can work with these partners to develop a plan identifying occupations to target and organizations that should be involved. Occupations such as cook pharmacy technician and healthcare assistants may offer promise. These occupations all have career lattice potential and interim certifications. However as OA has found in the past it may take some financial support to help defray the costs of establishing apprenticeship programs and operating them for a period of time until this approach is proven to contribute to employers success in hiring training and retaining workers. Obstacle 7 There is no identifiable system of professional development for the on- the-job instructors. Thus there are no apparent avenues for providing training in working with youth and particularly youth with disabilities. Strategies The extent to which journey level workers who are on-the-job instructors receive any instruction in working with young people and people with disabilities is unknown. Any such training would likely be offered as a part of supervisory training that an employer provides to its workers. A safe assumption however is that this type of training is not widely available if at all. Many journey level workers do receive training but it is usually related to updating their own skills. Given the nature of apprenticeship the provision of journey level training is the employer s or employer and union responsibility with the government having a very limited role if any. Feeder programs into apprenticeship particularly the school-to-apprenticeship pre-apprenticeship and youth apprenticeship programs provide some opportunity for training on-the-job instructors. The work-based learned component of these programs is usually closely connected to the school component. This connection provides the avenue 42 Issue Paper on Increasing Access to Apprenticeship Opportunities for school personnel to work closely with the employers in making sure that students succeed on the job. One option might be for ODEP and OA to jointly disseminate materials to program sponsors to increase awareness and provide information around accommodations and support for people with disabilities. There are already many materials available and there is a centralized list of program sponsors. The tip sheets and guides distributed to program sponsors should include materials that are clearly intended for the on-the-job instructor. VII. Final Thoughts and Suggestions Apprenticeships offer tangible employment opportunities for young people because unlike many jobs training is an integral aspect of the employment. Apprenticeships by definition are in skilled occupations leading to a credential recognized by employers. At present registered apprenticeship is a relatively small program with approximately 500 000 apprentices nationwide compared to a civilian labor force approaching 150 million workers. Nonetheless apprenticeship is a viable and quality approach to training that should be considered as part of ODEP s overall strategy for improving transition and employment outcomes for youth with disabilities. Neither ODEP nor OA have sufficient staff to fully address the multiple barriers that exist to expanding apprenticeship opportunities for young people including those with disabilities. Still carefully constructed and targeted strategies could produce substantive results. Our recommendation is that ODEP focus on a few of the emerging in demand occupations such as those in the culinary arts pharmacies and medical fields that offer career lattice opportunities and whose focus include not only youth with disabilities but adults as well. ODEP s relationships with CVS Caremark and the American Culinary Federation are two good connections with numerous expansion opportunities. In addition by working with OA it might be possible to partner with a large multi-state healthcare employer or association that is interested in establishing apprenticeship programs in these high demand occupations for which there is a shortage of workers. 43 Issue Paper on Increasing Access to Apprenticeship Opportunities This does not mean that the traditional apprenticeship occupations should be ignored. Opportunity appears to exist in the pre-apprenticeship school-to-apprenticeship and youth apprenticeship programs in particular for youth with disabilities. A strategic outreach campaign conducted in specific states with a large number of programs and targeted to organizations that operate in different states should be considered. Expanding opportunities in apprenticeship will require all those involved to come together and work collaboratively. This should be a comfortable role for ODEP as it is within their mission and how they have operated to date. Service providers that target individuals with disabilities such as Vocational Rehabilitation and those that focus on youth including youth with disabilities such as YouthBuild and Job Corps are potentially good feeder programs into apprenticeship. However registered apprenticeship is not widely understood by many service providers particularly those that work with individuals with disabilities. A toolkit of materials about registered apprenticeship could be very useful for this audience. ODEP should consider working with appropriate Federal agencies to disseminate the toolkit. In addition ODEP should also consider a pilot project to evaluate the usefulness of the toolkit to explore the potential for placing young people with disabilities in apprenticeship and to identify promising examples of practice. This project should include appropriate Federal agencies state and local agencies and local service providers. Information learned from this project can help inform future policy and directions around apprenticeship and individuals with disabilities. 44 Issue Paper on Increasing Access to Apprenticeship Opportunities VIII. References and Sources of Information Apprenticeship Documents Crosby Olivia. Apprenticeships. Occupational Outlook Quarterly. Summer 2002. pp. 2-21. History of Apprenticeship. Washington State Department of Labor and Industries department website. URL http www.lni.wa.gov TradesLicensing Apprenticeship About History default.as p Jacoby Daniel. Apprenticeship in the United States . EH.Net Encyclopedia edited by Robert Whaples. August 25 2001. URL http eh.net encyclopedia article jacoby.apprenticeship.us Office of Apprenticeship OA List of Officially Recognized Apprenticeship Occupations Revised May 2006. Scholl Linda and Mooney Marianne. Youth with Disabilities in Work-Based Learning Programs Factors that Influence Success The Journal for Vocational Special Needs Education Volume 26 Number 1 Fall 2003 Volume 26 Number 2 Winter 2004. Regulations Apprenticeship Beyond Boundaries Celebrating 70 Years of Outstanding Service in Preparing America s Workers. U.S. Department of Labor Employment and Training Administration Apprenticeship Funding Opportunities and State Specific Tax Credits Tuition Benefits. Can be accessed through http www.doleta.gov OA pdf funding fact sheet.pdf . The Davis-Bacon and Related Acts reference material found at www.gpo.gov davisbacon referencemat.html The Fitzgerald Act The National Apprenticeship Act. 50 Stat. 664 29 U.S.C. 50 Notice of Proposed Rulemaking NPRM Apprenticeship Programs Labor Standards for Registration Amendment of Regulations Fact Sheet. U.S. Department of Labor Employment and Training Administration presented in conjunction with a webinar on January 29 2008. Can be accessed through www.workforce3one.org Final Rule Apprenticeship Programs Labor Standards for Registration Amendment of Regulations 73 FR 64402 Oct. 29 2008 Websites Referenced Career Voyages http www.careervoyages.gov index.cfm DOL Office of Apprenticeship http www.doleta.gov OA eta default.cfm National Association of Government Labor Officials NAGLO http www.naglo.org National Association of State and Territorial Apprenticeship Directors NASTAD http www.nastad.us overview.html St. Louis Carpenters Joint Apprenticeship Program http www.cjtf.org CJAP carpenters.htm WIRED Initiative DOL ETA http www.doleta.gov wired 45 Issue Paper on Increasing Access to Apprenticeship Opportunities Interviews Anne Wetmore Washington State Office of Apprenticeship. Phone conferences on February 14 2008 and March 10 2008. David Wyatt Office of Apprenticeship Illinois State Director. Responded to an email inquiry for information. Franchella Kendall Dana Daugherty and Anthony Swoope Department of Labor Employment and Training Administration Office of Apprenticeship. In person meeting in the Office of Apprenticeship on November 7 2007. John Gaal St. Louis Carpenters Joint Apprenticeship Program. Phone conference February 28 2008. Karen Morgan President National Association of State and Territorial Apprenticeship Directors. Phone Conference February 25 2008. Michael Mortell Waukesha County Technical College Pewaukee Wisconsin. Representative for Wisconsin WIRED Southeastern Region. Phone Conference October 1 2008. Careers through Culinary Arts Program C-CAP Websites Referenced American Culinary Federation http www.acfchefs.org C-CAP Program http www.ccapinc.org index.php Interviews Richard Grausman President and Founder of C-CAP. Phone conference April 9 2008. Job Corps Documents Job Corps Policy and Requirements Handbook. U.S. Department of Labor Office of Job Corps. Publication date July 1 2001. Websites Referenced Detailed information on the Job Corps Assessment http www.whitehouse.gov omb expectmore detail 10002372.2007.html Home Builders Institute http www.hbi.org Job Corps Department of Labor http jobcorps.dol.gov Interviews Marcus Gray Department of Labor Office of Job Corps. March 27 2008. HBI Websites Referenced http www.hbi.org Interviews Dennis Torbett Vice President Workforce Training Employment Home Builders Institute. Phone conference February 26 2008. 46 Issue Paper on Increasing Access to Apprenticeship Opportunities Occupational Outlook Documents Occupational employment projects to 2011 Monthly Labor Review Department of Labor Bureau of Labor Statistics. November 2007 Statistical and research supplement to the Occupation Outlook Handbook for 2006 2007 Table 1-5. High-Wage high-growth occupations by educational attainment cluster and earnings. Tomorrow s Jobs. Occupational Handbook 2008 2009 Department of Labor Bureau of Labor Statistics. Websites DOL Bureau of Labor Statistics Occupational Employment Statistics http www.bls.gov oes YouthBuild Documents Cortes Andrew L. Connecting YouthBuild to Registered Apprenticeships in Construction YouthBuild Providence A Local Example. A PowerPoint presentation by YouthBuild Providence Rhode Island. Websites Referenced Home Builders Institute http www.hbi.org ProvPlan and YouthBuild Providence http www.provplan.org National Center for Construction Education and Research NCCER http www.nccer.org YouthBuild Department of Labor Employment and Training Administration http www.doleta.gov youth services YouthBuild.cfm YouthBuild USA http www.youthbuild.org Interviews Andrew Cortes YouthBuild Providence and ProvPlan. Phone Conference March 5 2008. Anne Stom Department of Labor Employment and Training Administration Office of Workforce Investment. Phone Conference February 12 2008. Other Prepared for the Wisconsin Department of Public Instruction Wisconsin Statewide Post High School Outcomes Survey of Individuals with Disabilities November 2003. 47 48 Appendix A Complete List of Apprenticeable Occupations in the U.S. This section identifies all of the more than 900 occupations that may be learned under the apprenticeship model in the United States. The occupations are grouped according to industry sector and the asterisk indicates an in demand occupation according to the O Net database. The number adjacent to each occupation represents the approximate number of years necessary to complete training as an apprentice. Specific codes which appear throughout the list specify the type of training that the occupation requires. If no code is given the occupation follows the traditional time- based apprenticeship model. Explanation of codes CB Competency based training HY Hybrid training approach TB HY This occupation can be learned using either a time-based or hybrid model. Arts Actor 2 Audio operator 2 Bank-note designer 5 Camera operator 3 Cartoonist motion pictures 3 Cloth designer 4 Commercial designer 4 Decorator 4 Director television 2 Display designer 4 Displayer merchandise 1 Electronic prepress system operator desktop publisher 5 Field engineer radio and television 4 Film or videotape editor 4 Floral designer 1 Fur designer 4 Furniture designer 4 Graphic designer 1.5 Illustrator 4 Industrial designer 4 Interior designer 2 Light technician 4 Mailer 4 Painter 1 Painter hand any industry 3 Photographer lithographic 5 Photographer photoengraving 6 Photographer still 3 Program assistant 3 Radio station operator 4 Recording engineer 2 Script supervisor 1 Sound mixer 4 Stage technician 3 Stained glass artist 4 Taxidermist 3 Transportation clerk 1.5 Wardrobe supervisor 2 Business and administrative support Alarm operator 1 Dispatcher service 2 Equal opportunity representatives military 1 CB Financial management 1 CB Funeral director 2 Hotel associate 2 Legal secretary 1 Manager food service 3 Manager household 2 Manager retail store 3 Material coordinator 2 Medical secretary 1 Office manager administrative services 2 Paralegal 3 Personnel systems management 1 CB Photocomposing-perforating-machine operator 2 Post-office clerk 2 Production controller 2 CB Purchasing agent 4 Salesperson parts 2 Supercargo 2 Telecommunicator police fire and ambulance dispatcher 4 Telegraphic-typewriter operator 3 Teller financial 1 Word processors and typists 1 CB 49 Construction and mining Acoustical carpenter 4 Architectural coatings finisher 3 Asphalt-paving-machine operator 3 Assembler metal building 2 Boatbuilder wood 4 Boilerhouse mechanic 3 Boilermaker fitter 4 Boilermaker I 3 Boilermaker II 3 Bricklayer brick and tile 4 Bricklayer construction 3 Bricklayer firebrick and refractory tile 4 Carpenter 4 Carpenter acoustical specialist 3 HY Carpenter interior systems 4 TB HY Carpenter maintenance 4 Carpenter mold 6 Carpenter piledriver 4 Carpenter residential specialist 2-3 HY Carpenter rough 4 Carpenter ship 4 Carpet layer 3 Casket assembler 3 Cement mason 2 Chimney repairer 1 Construction craft laborer 2 TB HY Construction driver 4 Coppersmith ship and boat 4 Cork insulator refrigeration 4 Drilling-machine operator 3 Dry-wall applicator 2 Electrician 4 Electrician ship and boat 4 Elevating-grader operator 2 Elevator constructor 4 Elevator repairer 4 Fence erector 3 Floor layer 3 TB HY Floor-covering layer 3 Form builder construction 2 TB HY Gas-main fitter 4 Gauger 2 Glazier 3 Glazier stained glass 4 Hazardous-waste-material technician 2 Inspector building 3 Insulation worker 4 Joiner ship and boat 4 Lather 3 Maintenance tech municipal 2 Marble finisher 2 TB HY Marble setter 3 Marble setter 2-4 HY Mine inspector government coal 4 Mine inspector government metal and nonmetal 4 Miner I mine and quarry 1 Monument setter 4 Mosaic worker 3 Mosaic worker 2-4 HY Motor-grader operator 3 Multi-story window installer or builder 3 Munitions systems 1 CB Neon-sign servicer 4 Operating engineer 3 Operating engineer specialty 3 HY Ornamental-iron worker 3 Ornamental ironworker architect 4 HY Painter construction 3 Painter shipyard 3 Paperhanger 2 Pavement striper 2 Pipe coverer and insulator 4 Pipefitter construction 4 Pipefitter ship and boat 4 Pipefitter and steam fitter 4 Plasterer 2 Plasterer 2-4 HY Plumber 4 Point cleaner caulker 2-4 HY Prop maker 4 Prospecting driller 2 Protective-signal installer 4 Protective-signal repairer 3 Reinforcing ironworker concrete 4 HY Reinforcing-metal worker 3 Residential carpenter 2 Residential wireperson 2.4 Roofer 2 Sheet-metal worker 4 TB HY Shipwright 4 Sign erector I 3 Soft-tile setter 3 Steam service inspector 4 Stonemason 3 TB HY Street-light servicer 4 Structural ironworker 3-4 HY Structural-steel worker 3 Structural steel ironworker 3-4 HY 50 Tank setter petroleum 2 Taper 2 Terrazzo finisher 2 TB HY Terrazzo worker 3 TB HY Tile finisher 2 TB HY Tile setter 3 TB HY Tuckpointer cleaner caulker 3 Well-drill operator 4 Installation maintenance and repair including telecommunications and power plant operation Communications equipment Automatic-equipment technician 4 Central-office installer 4 Central-office repairer 4 Electrician radio 4 Equipment installer telecommunications 4 Maintenance mechanic telephone 3 Private-branch-exchange installer 4 Private-branch-exchange repairer 4 Radio mechanic 3 Sound technician 3 Station installer and repairer 4 Submarine cable equipment technician 2 Telecommunications technician 4 Electronic equipment Aircraft mechanic electrical 4 Audio-video repairer 2 Automotive-generator-and-starter repairer 2 Avionics technician 4 Battery repairer 2 Control equipment electric-technician 5 Corrosion-control fitter 4 Electrical instrument repairer 3 Electrical-appliance repairer 3 Electrical-appliance servicer 3 Electrician aircraft 4 Electrician automotive 2 Electrician locomotive 4 Electrician maintenance 4 Electrician powerhouse 4 Electrician substation 3 Electric-meter installer I 4 Electric-meter repairer 4 Electric-motor repairer 4 Electric-tool repairer 4 Electric-track-switch maintainer 4 Electronic systems technician 4 Electronic-organ technician 2 Electronics mechanic 4 Electronic-sales-and-service technician 4 Field service engineer 2 Meteorological equipment repairer 4 Power-transformer repairer 4 Propulsion-motor-and-generator repairer 4 Radio repairer 4 Relay technician 2 Repairer hand tools 3 Tape-recorder repairer 4 Television-and-radio repairer 4 Transformer repairer 4 Visual imagery intrusion detector 1 CB Industrial machinery Automated equipment engineer-technician 4 Automotive-maintenance-equipment servicer 4 Aviation support equipment repairer 4 Bakery-machine mechanic 3 Canal-equipment mechanic 2 Composing-room machinist 6 Computer control programmers turning 2.5 CB Computer control programmers milling 2.5 CB Computer control programmers milling turning 3 CB Conveyor-maintenance mechanic 2 Cooling tower technician 2 Electronic-production-line-maintenance 1 Forge-shop-machine repairer 3 Forming-machine operator 4 Fuel-system-maintenance worker 2 Hydraulic repairer 4 Hydraulic-press servicer 2 Hydroelectric-machinery mechanic 3 Industrial engine technician 4 Industrial machine systems technician 2 Laundry-machine mechanic 3 Machine erector 4 Machine fixer carpet and rug 4 Machine fixer textile 3 Machine repairer maintenance 4 Machinist linotype 4 Maintenance mechanic any industry 4 Maintenance mechanic compressed gas 4 Maintenance mechanic grain and feed 2 Maintenance repairer building 2 Maintenance repairer industrial 4 Marine-services technician 3 51 Millwright 4 TB HY Overhauler textile 2 Pinsetter adjuster automated 3 Pinsetter mechanic automatic 2 Pneumatic-tool repairer 4 Pneumatic-tube repairer 2 Powerhouse mechanic 4 Power plant mechanic 1.5 Pump erector construction 2 Pump servicer 3 Repairer I chemical industry 4 Repairer welding equipment 2 Repairer welding systems and equipment 3 Rubberizing mechanic 4 Scale mechanic 4 Sewing-machine repairer 3 Stoker erector and servicer 4 Treatment-plant mechanic 3 Line installers Cable installer-repairer 3 Cable splicer 4 Cable television installer 1 Line erector 3 Line installer-repairer 4 Line maintainer 4 Line repairer 3 Submarine cable technician 2 Trouble shooter II 3 Precision equipment Aircraft-armament mechanic 4 Aircraft-photographic-equipment 4 Aircraft mechanic armament 4 Aircraft mechanic and service technician 1 CB Biomedical equipment technician 4 Camera repairer 2 Dental-equipment installer and servicer 3 Electromedical-equipment repairer 2 Fretted-instrument repairer 3 Instrument mechanic any industry 4 Instrument mechanic weapon systems 4 Instrument repairer 4 Machinist motion-picture equipment 2 Photographic equipment technician 3 Photographic-equipment-maintenance technician 3 Piano technician 4 Piano tuner 3 Pipe-organ tuner and repairer 4 Watch repairer 4 Wind-instrument repairer 4 Vehicles Aircraft mechanic plumbing and hydraulics 4 Airframe-and-power-plant mechanic 4 Airframe mechanic 1.5 Automobile air-conditioning mechanic 1 Automobile body repairer 4 Automobile glass installer 2 Automobile mechanic 4 Automobile radiator mechanic 2 Automobile-repair-service estimator 4 Automobile spring repairer hand 4 Automotive cooling-system diagnoser 2 Automotive repairer heavy 2 Automotive specialty technicians 2 Aviation safety equipment technician 4 Brake repairer 2 Car repairer railroad 4 Carburetor mechanic 4 Construction-equipment mechanic 4 Diesel mechanic 4 Electrician water transportation 4 Engine repairer service 4 Front-end mechanic 4 Fuel-injection servicer 4 Gas-engine repairer 4 Logging-equipment mechanic 4 Machinist marine engine 4 Mechanic endless track vehicle 4 Mechanic industrial truck 4 Mine-car repairer 2 Motorboat mechanic 3 Motorcycle repairer 3 Outboard-motor mechanic 2 Repairer recreational vehicle 4 Rocket-engine-component mechanic 4 Rocket-motor mechanic 4 Service mechanic automobile manufacturing 2 Small-engine mechanic 2 Tractor mechanic 4 Other Air and hydronic balancing technician 3 Air-conditioning installer-servicer 3 Cash-register servicer 3 Coin-machine servicer and repairer 3 Dairy-equipment repairer 3 Dictating-transcribing-machine servicer 3 52 Door-closer mechanic 3 Facilities locator 2 Farm-equipment mechanic I 3 Farm-equipment mechanic II 4 Firer marine 1 Furnace installer 3 Furnace installer and repairer 4 Gas-appliance servicer 3 Gas-meter mechanic I 3 Gas-regulator repairer 3 Heating-and-air-conditioning installer and servicer 3 Locksmith 4 Lubrication sevicer materials dispatching technician 2 Maintenance mechanic construction and petroleum 4 Mechanical-unit repairer 4 Meter repairer 3 Office-machine servicer 3 Oil-burner servicer and installer 2 Oil-field equipment mechanic 2 Pneudralic systems mechanic 2.5 Power-saw mechanic 3 Refrigeration mechanic 3 Refrigeration and air conditioning mechanic 4 HY Refrigeration unit repairer 3 Rigger 3 Rigger ship and boat building 2 Safe-and-vault service mechanic 4 Service planner light heat 4 TB HY Signal maintainer 4 Supervisory control data acquisition technician 4 Survival equipment parachute repairer 1 CB Production Assembly Airplane coverer 4 Assembler aircraft power plant 2 Assembler aircraft structures 4 Assembler electromechanical robotics 4 Assembler-installer general 2 Assembly technician 2 Canvas worker 3 Electric-motor assembler and tester 4 Electric-motor general assembler 2 Electric-motor-and-generator assembler 2 Electric-sign assembler 4 Fabricator-assembler metal product 4 Fitter machine shop 2 Fitter I any industry 3 Former hand any industry 2 Glass bender 4 Glass blower 3 Glass blower laboratory apparatus 4 Glass-blowing-lathe operator 4 Instrument maker 4 Instrument maker and repairer 5 Machine assembler 2 Machine builder 2 Machine builder 4.5 CB Metal fabricator 4 Optical-instrument assembler 2 Plastics fabricator 2 Pottery-machine operator 3 Precision assembler 3 Precision assembler bench 2 Precision lens grinder 4 Production finisher 2 Production technologist CB Rubber-stamp maker 4 Ship propeller finisher 3 Wirer office machines 2 Health Artificial-glass-eye maker 5 Artificial-plastic-eye maker 5 Blocker and cutter contact lenses 1 Contour wire specialist denture 4 Dental ceramist 2 Dental-laboratory technician 3 Finisher denture 1 Shop optician benchroom 4 Shop optician surface room 4 Inspection Airplane inspector 3 Automobile tester 4 Cable tester telecommunications 4 Calibrator military 2 Complaint inspector 4 Diesel-engine tester 4 Electric-distribution checker 2 Electric-meter tester 4 Electromechanical inspector 4 Electronics tester 3 Experimental assembler 2 Grader 4 Hydrometer calibrator 2 53 Metal fabricating inspector 4 Operational test mechanic 3 Outside production inspector 4 Precision inspector 2 Pressure vessel inspector 1 Quality assurance inspector 3 Quality control inspector 2 Relay tester 4 Rubber tester 4 Safety inspector and technician 3 Set-up and lay-out inspector 4 Testing-and-regulating technician 4 Thermometer tester 1 Trouble locator test desk 2 X-ray-equipment tester 2 Jewelry Bench hand jewelry 2 Bracelet and brooch maker 4 Brilliandeer-lopper jewelry 3 Caster jewelry 2 Chaser silversmithing 4 Diamond selector jewelry 4 Engine turner jewelry 2 Gem cutter 3 Jeweler 2 Model maker II jewelry 4 Mold maker I jewelry 4 Mold maker II jewelry 2 Pewter caster 3 Pewter fabricator 4 Pewter finisher 2 Pewterer 2 Silversmith II 3 Solderer jewelry 3 Stone setter 4 Stonecutter hand 3 Metal and plastic work Blacksmith 4 Card grinder 4 Caster 2 Coremaker 4 Cupola tender 3 Cylinder grinder 5 Die finisher 4 Die maker bench stamping 4 Die maker jewelry and silver 4 Die maker paper goods 4 Die maker stamping 3 Die maker trim 4 Die maker wire drawing 3 Die polisher 1 Die setter 2 Die sinker 4 Engine-lathe set-up operator 2 Engine-lathe set-up operator tool 2 Experimental mechanic 4 Extruder operator 1 Fastener technologist 3 Fixture maker 2 Forging-press operator I 1 Four-slide-machine setter 2 Furnace operator 4 Gear hobber set-up operator 4 Gear-cutting-machine set-up operator 3 Gear-cutting-machine set-up operator tool 3 Grinder I clock and watch 4 Grinder operator tool 4 Grinder set-up operator jig 4 Grinder set-up operator universal 4 Gunsmith 4 Heat treater I 4 Heavy forger 4 Injection-molding-machine operator 1 Lay-out technician 4 Lay-out worker I 4 Lead burner 4 Machine operator I 1 Machine setter any industry 4 Machine setter clock 4 Machine setter machine shop 3 Machine set-up operator 2 Machine try-out setter 4 Machinist 2.5 Machinist 4 Machinist automotive 4 Machinist experimental 4 Machinist outside ship 4 Maintenance machinist 4 Milling-machine set-up operator 2 Multi-operation form machine setter 4 Multi-operation-machine operator 3 Numerical control machine operator 4 Ornamental metal worker 4 Pantograph-machine set-up operator 2 Patternmaker all around 5 Patternmaker metal 5 Patternmaker metal bench 5 Patternmaker metal products 4 54 Patternmaker plastics 3 Plastic fixture builder 4 Plastic process technician 4 Plastic tool maker 4 Plater 3 Roll-threader operator 1 Sample maker appliances 4 Saw filer 4 Saw maker cutlery and tools 3 Screw-machine operator multiple spindle 4 Screw-machine operator single spinner 3 Screw-machine set-up operator 4 Screw-machine set-up operator single spindle 3 Shipfitter 4 Spinner hand 3 Spring coiling machine setter 4 Spring maker 4 Spring-manufacturing set-up technician 4 Stone polisher machine 3 Tap-and-die-maker technician 4 Template maker 4 Template maker extrusion die 4 Test technician machining 5 Tool builder 4 Tool grinder I 3 Tool maker 4 Tool maker bench 4 Tool programmer numerical control 3 Tool-and-die maker 4 Tool-grinder operator 4 Tool-machine set-up operator 3 Turret-lathe set-up operator 4 Welder arc 4 Welder combination 3 Welder-fitter 4 Welding-machine operator arc 3 Molds and models except jewelry Cell maker 1 Engineering model maker 4 Mock-up builder 4 Model and mold maker brick 2 Model and mold maker plaster 4 Model builder furniture 2 Model maker pottery and porcelain 2 Model maker aircraft 4 Model maker auto manufacturing 4 Model maker clock and watch 4 Model maker firearms 4 Model maker wood 4 Mold maker die-casting and plastic 4 Mold maker pottery and porcelain 3 Mold setter 1 Molder 4 Molder pattern foundry 4 Patternmaker plaster 3 Patternmaker stonework 4 Patternmaker wood 5 Plaster-pattern caster 5 Prototype model maker 4 Plant and system operation Boiler operator 4 Chemical operator chief 3 Clarifying-plant operator textile 1 Electronics utility worker 4 Gas utility worker 2 Hydroelectric-station operator 3 Load dispatcher 4 Plant operator 3 Plant operator furnace 4 Power-plant operator 4 Refinery operator 3 Stationary engineer 4 Substation operator 4 Switchboard operator utilities 3 Turbine operator 4 Waste-treatment operator 2 Wastewater-treatment-plant operator 2 Water-treatment-plant operator 3 Printing Assistant press operator 2 Auger press operator manual control 2 Ben-day artist 6 Bindery worker 4 Bindery-machine setter 4 Bookbinder 5 Casing-in-line setter 4 Colorist photography 2 Compositor 4 Cylinder-press operator 4 Dot etcher 5 Electrotyper 5 Embosser 2 Embossing-press operator 4 Engraver glass 2 Engraver I 5 Engraver block 4 55 Engraver hand hard metals 4 Engraver hand soft metals 4 Engraver machine 4 Engraver pantograph I 4 Engraver picture 10 Engraving press operator 3 Etcher hand 5 Etcher photoengraving 4 Film developer 3 Film laboratory technician 3 Film laboratory technician I 3 Folding-machine operator 2 Job printer 4 Letterer professional and kindred 2 Linotype operator 5 Lithograph press operator 0.5-2 CB Lithographic platemaker 4 Lithograph-press operator tin 4 Machine set-up operator paper goods 4 Monotype-keyboard operator 3 Offset-press operator I 4 Paste-up artist 3 Photoengraver 5 Photoengraving finisher 5 Photoengraving printer 5 Photoengraving proofer 5 Photograph retoucher 3 Photographic-plate maker 4 Plate finisher 6 Platen-press operator 4 Press operator heavy duty 4 Press setup operator stamping 2 CB Printer plastic 4 Printer-slotter operator 4 Projection printer 4 Proof-press operator 5 Proofsheet corrector 4 Recovery operator paper 1 Reproduction technician 1 Retoucher photoengraving 5 Roller engraver hand 2 Rotogravure-press operator 4 Scanner operator 2 Sign writer hand 1 Sketch maker I 5 Sketch maker II 4 Steel-die printer 4 Stereotyper 6 Stripper 5 Stripper lithographic II 4 Surface-plate finisher 2 Wallpaper printer I 4 Web-press operator 4 Textiles and apparel Alteration tailor 2 Automobile upholsterer 3 Bootmaker hand 1 Card cutter jacquard 4 Carpet cutter retail trade 1 Custom tailor 4 Design and patternmaker shoe 2 Dressmaker 4 Dry cleaner 3 Fur cutter 2 Fur finisher 2 Furniture upholsterer 4 Furrier 4 Harness maker 3 Jacquard-loom weaver 4 Jacquard-plate maker 1 Knitter mechanic 4 Knitting-machine fixer 4 Leather stamper 1 Loom fixer 3 Patternmaker textiles 3 Saddle maker 2 Sample stitcher 4 Shoe repairer 3 Shoemaker custom 3 Shop tailor 4 Silk-screen cutter 3 Upholsterer 2 Upholsterer inside 3 Wire weaver cloth 4 Woodwork Accordion maker 4 Cabinetmaker 4 Carver hand 4 Furniture finisher 3 Harpsichord maker 2 Hat-block maker woodwork 3 Head sawyer 3 Jig builder wood contain 2 Last-model maker 4 Loft worker ship and boat 4 Machine setter woodwork 4 Machinist wood 4 Pipe organ builder 3 56 Pony edger sawmill 2 Violin maker hand 4 Wood-turning-lathe operator 1 Other Batch-and-furnace operator 4 Chemical operator III 3 Coating machine operator I 1 Cutter machine 3 Decorator glass manufacturing 4 Electrostatic powder coating technician 4 Envelope-folding-machine adjuster 3 Fiberglass laminators and fabricators 2 Fourdrinier-machine operator 3 Freezer operator 1 Gang sawyer stone 2 Hydro-blaster vacuum technician 2 Kiln firer 3 Kiln operator 3 Liner pottery and porcelain 3 Miller wet process 3 Painter sign 4 Painter transportation equipment 3 Purification machine operator II 4 Sandblaster stone 3 Screen printer 2 Siderographer 5 Stencil cutter 2 Stone carver 3 Stone-lathe operator 3 Tinter paint and varnish 2 Wire sawyer 2 Science drafting and computer Biological Technicians 1 CB Calibration laboratory technician 4 Chemical laboratory technician 4 Chemical-engineering technician 4 Chief of the party 4 Computer operator 3 Computer programmer 2 Computer-peripheral-equipment operator 1 Computer security specialist 3 CB Computer systems analyst 1 CB Dairy technologist 4 Design drafter electromechanism 4 Detailer 4 Die designer 4 Drafter architectural 4 Drafter automotive design 4 Drafter automotive design layout 4 Drafter cartographic 4 Drafter civil 4 Drafter commercial 4 Drafter detail 4 Drafter electrical 4 Drafter electronic 4 Drafter heating and ventilating 4 Drafter landscape 4 Drafter marine 4 Drafter mechanical 4 Drafter plumbing 4 Drafter structural 3 Drafter tool design 4 Electrical technician 4 Electromechanical technician robotics 3 Electronics technician 4 Engineering assistant mechanical equipment 4 Environmental analyst 3.5 Estimator and drafter 4 Foundry metallurgist 4 Geodetic computator 2 Geospatial specialist 2 CB Heat-transfer technician 4 Horticulturist 3 Industrial engineering technician 4 Information technology generalist 1.5 CB Information technology project manager 3 CB Instrument technician utilities 4 Instrumentation technician 4 Internetworking technician 2.5 Laboratory assistant 3 Laboratory assistant metallurgy 2 Laboratory technician 1 Laboratory tester 2 Logistics engineer 4 Materials engineer 5 Mechanical-engineering technician 4 Meteorologist 3 Mold designer plastics industry 2 Nondestructive tester 1 Nondestructive tester 2 additional for specialty CB Optomechanical technician 4 Photogrammetric technician 3 Programmer engineering and science 4 Quality control technician 2 Radiation monitor 4 Radiographer 4 Research mechanic aircraft 4 Soil-conservation technician 3 57 Surveyor assistant instruments 2 Test equipment mechanic 5 Test-engine operator geologic samples 2 Tester geologic samples 3 Tool design checker 4 Tool designer 4 Weather observer 2 Welding technician 4 Wind tunnel mechanic 4 Service and related Buildings and grounds Agricultural service worker 2 Exterminator termite 2 Facility manager 2 CB Greenskeeper II 2 Housekeeper 1 Landscape gardener 4 Landscape management technician 1 Landscape technician 2 Rug cleaner hand 1 Swimming-pool servicer 2 Tree surgeon 3 Tree trimmer line clear 2 Cooking Baker 3 Baker hotel and restaurant 3 Baker pizza 1 Bartender 1 Butcher all-round 3 Butcher hotel and restaurant 3 Candy maker 3 Cheesemaker 2 Cook any industry 2 Cook chief water transportation 2 Cook hotel and restaurant 3 TB HY Cook pastry 3 TB HY Meat cutter 3 Wine maker 2 Protective service Arson and bomb investigator 2 Correction officer 1 Fire apparatus engineer 3 Fire captain 3 Fire department training officer 2 Fire engineer 1 Fire inspector 4 Fire medic 3 Firefighter 3 Firefighter crash and fire 1 Firefighter diver 3.5 Firefighter paramedic 4 Fire Marshall 2 Fire prevention officer 2 Fire suppression technician 2 Fish and game warden 2 Forensic science technicians 2 CB Guard security 1.5 HY Investigator private 1 Police officer 2 Wildland firefighter specialist 1 Health Ambulance attendant EMT 1 Dental assistant 1 Emergency medical technician 3 Health care sanitation technician 1 Health support specialist 2.5 time for specialty HY Health unit coordinator 1 Home health aide 1 CB Home health aide specialty disability hospice mental illness demential mentor geriatric additional 4 mos. CB Home health director 1 CB Licensed practical nurse 1 LTC nurse management 0.5 CB Magnetic resonance imaging technician 1 Mammography technologist 1 Medical assistant 2 Medical coder 1.5 Medical laboratory technician 2 Medical transcriptionist 2 HY Nurse assistant 1 Nurse assistant certified specialties 0.5 CB Nursing assistant certified 3 CB Optician dispensing 2 Optician goods 4 Optician goods and retail 5 Orthodontic technician 2 Orthopedic-boot-and-shoe designer 5 Orthotics technician 1 Orthotist 4 Paramedic 2 Pharmacist assistant 1 Pharmacy technician 0.5-1 CB Podiatric assistant 2 Prostethetist 4 Prosthetics technician 4 58 Public Health 1 CB Radiologic technologists 1 Surgical technologist 2 CB Tumor registrar 2 Other service Animal trainer 2 Barber 1 Chaplain service support 1 CB Childcare development specialist 2 Cosmetologist 1 Counselor 2 Customer service representative 3 Direct support specialist social and human support 1.5 CB Embalmer 2 Employment interviewers 2 CB Hair stylist cosmetologist 1 Horse trainer 1 Horseshoer 2 Public Affairs 1 CB Senior housing manager 1 CB Teacher aide I 2 Training and development specialist 1 CB Veterinary lab animal technician 1 CB Youth development practitioner 1.75 HY Other Airfield operations specialist 1 Air traffic controller military only 1 CB Beekeeper 2 Buttermaker 1.2 Command and control center specialist military 1 CB Conveyor-system operator 1 Dragline operator 1 Dredge operator 4 E-commerce specialist 3 CB Farmer general 1 Farmworker general I 2 Fire-control mechanic 1 Fish hatchery worker 2 Historian 1 CB Inspector motor vehicles 4 Locomotive engineer 2 Logger all-round 3 Mates ship boat and barge 1.5 Medicaid disability claims adjuster 3 Ordnance artificer military 1.5 Pilot air transport 3 CB Pilot ship 3 Pumper-gauger 1 Sailors and Marine Oilers 1.5 Truck driver heavy 3 TB HY Truck-crane operator 3 Source Department of Labor Office of Apprenticeship OA List of Officially Recognized Apprenticeable Occupations Revised May 2006 Apprenticeship Final Rule Fact Sheet On October 29 2008 the U.S. Department of Labor published in the Federal Register a final rule to modernize the National Apprenticeship System. This rule takes effect on December 29 2008 and provides State Apprenticeship Agencies SAAs with up to an additional two years from the effective date to implement necessary changes. The revised regulations which incorporate many of the recommendations of the Secretary s Advisory Committee on Apprenticeship ACA emphasize the need for a flexible National Apprenticeship System by including options for both program sponsors and apprentices that address the needs of the nation s regional economies and provide for the development of a skilled competitive workforce. For more than 70 years the National Apprenticeship System has provided training to rigorous industry standards in a variety of fields. While registered apprenticeship remains a unique on-the-job training option that benefits apprentices and employers alike its future growth and continued success require that it adapt and reflect changes in the American workplace. For apprentices and program sponsors the regulations Incorporate technology-based learning By including the use of electronic media in the definition of Related Technical Instruction RTI the final rule fully supports technology-based and distance learning. Provide additional pathways to certification The final rule specifies that program sponsors may offer three different ways for apprentices to complete a registered apprenticeship program Traditional time-based approach which requires the apprentice to complete a specific number of on-the-job OJT and RTI hours Competency-based approach which requires the apprentice to demonstrate competency in the defined subject areas and requires OJT and RTI and Hybrid approach which requires the apprentice to complete a minimum number of OJT and RTI hours and demonstrate competency in the defined subject areas. Introduce interim credentials The final rule provides registration agencies with the option to issue official interim credentials which offer incentives for apprentices to complete their programs and continue their career preparation. Issued as certificates such credentials will enable apprentices to demonstrate to employers their proficiency in particular required skills and competencies. Interim credentials will be issued only for recognized components of an apprentice s occupation. Improve program registration and review process Changes to the regulations establish 90-day timeframes for registration agencies to process sponsor requests for registering and modifying program standards and 45-day timeframes for sponsors to notify registration agencies regarding other employment and apprenticeship agreement changes. Update the reciprocal registration provision Previously apprentices in building and construction programs could work as registered apprentices only in those states where their programs were registered because the states were not required to accord reciprocal registration or approval to out-of-state building and construction programs. The updated regulations remove this exemption and provide for reciprocal approval for Federal purposes of apprentices apprenticeship programs and standards that are registered in other states for all industries and occupations. Additionally to ensure that out-of-state programs do not gain an undue advantage over reciprocal state programs when bidding on a contract the final rule requires apprenticeship program sponsors seeking reciprocal approval to meet the wage and hour provisions and apprentice ratio standards of the reciprocal state. Introduce provisional registration The regulations call for newly registered programs to receive provisional approval for one year to enhance program quality. After one year programs meeting the regulatory standards may either be permanently approved or have their provisional registration extended through the end of the first training cycle. For State Apprenticeship Agencies SAAs the regulations Increase linkages with the workforce investment system The revised regulations require SAAs requesting DOL recognition to demonstrate linkages and coordination with the state s economic development strategies and public workforce investment system. Redefine the roles and responsibilities of SAAs and State Apprenticeship Councils SACs In an effort to establish a clear path of accountability between DOL and the state agency that oversees apprenticeship the regulations grant registration agency recognition solely to SAAs. SACs will continue to be required for advisory or regulatory purposes. Establish a process for continued recognition The revised regulations require SAAs to reapply for DOL recognition within two years of the effective da te and to reapply every five years thereafter for continued recognition. This change will improve state conformity with Federal requirements and establish consistency across administration and management of the National Registered Apprenticeship system. Increase flexibility for location of an SAA The revised regulations give states the flexibility to determine the location of the apprenticeship agency within the state government organizational structure and no longer require that an SAA be housed in a state Department of Labor. For the U.S. Department of Labor the regulations Enhance program accountability The updated regulations include a new section on performance standards that support DOL s efforts to demonstrate results and increase program quality. Programs with completion rates below the national average will be provided with technical assistance targeted to improve their performance and improve overall program quality. In addition to completion rates the revised regulations emphasize the existing practice of using quality assurance assessments and Equal Employment Opportunity Compliance Reviews to evaluate program performance for quality and compliance with program requirements. Ensure national conformity with federal apprenticeship legislation and regulations The updated regulations require that recognized states provide the Office of Apprenticeship OA with the opportunity to review all potential changes to the state s apprenticeship law so that OA can safeguard conformity with 29 C.F.R. part 29. Such a review process affords an opportunity for an SAA and OA to identify and resolve issues that could potentially affect a state s recognition status before proposals take effect and must be undone to preserve recognition. Background In developing the rule the Department s Employment and Training Administration ETA and OA consulted extensively with the Secretary of Labor s Advisory Committee on Apprenticeship ACA . From September 2005 to May 2006 the ACA s Work Group on Regulations and Competency-Based Training Certification drafted recommendations. In June 2006 the ACA unanimously adopted the recommendations which became the starting point for ETA s proposed rule. On December 13 2007 ETA published a Notice of Proposed Rulemaking NPRM soliciting comments from the public on the proposed changes to the existing regulations. The NPRM generated 2 660 responses. DOL carefully considered the suggestions and concerns of commenters and in many instances modified the proposed rule to reflect their input. Appendix C List of Youth Feeder Programs in the U.S. including School-to-Apprenticeship Pre-Apprenticeship and Youth Apprenticeship School-to-Apprenticeship School Program Name State District Website Details Matanuska- Sustina Mat-Su Registered School-to- Apprenticeship Program Alaska Mat-Su Borough school district http www.matsuk12.u s 1733109311551830 b lank browse.asp a 383 BMDRN 2000 BC OB 0 c 63533 The registered school-to-apprenticeship training program provides the flexibility to complete high school educational requirements while working part time in a structured on-the-job training environment. This particular program is a partnership with the Alaska Operating Engineers Local 302 in a tech prep agreement that offers the student the opportunity to apprentice as a heavy equipment operator or mechanic. Muskegon Area Intermediate School District Michigan Muskegon http www.muskegonis d.org ctc- new careers placement Students participate in an apprenticeship training program while concurrently completing graduation requirements. Upper Valley Joint Vocational School Ohio 14 school districts in Shelby and Miami County http www.uvjvs.org This school combines career technical education and academics for students in their junior and senior years of high school. Four County Career Center FCCC Ohio 22 Northwest Ohio school districts http www.fourcounty. net about.aspx FCCC offers 32 programs in four career pathways arts communications and business management environmental and agricultural systems health services and human resources services and industrial and engineering systems. 63 School Program Name State District Website Details West Shore Career-Technical Education District Ohio Bay Village Lakewood Rocky River and Westlake School Districts. http www.lkwdpl.org schools westshore abou t.htm The goals of the district include infusing technology into the curriculum to meet industry standards offering a variety of career training opportunities creating pathways to foster lifelong learning and developing ties with parents and industries that address the education needs of the community. The school to apprenticeship program is designed to bridge the gap between the local school district and apprenticeship and industry. They maintain a cooperative partnership with the Office of Apprenticeship. Intended outcomes include employment transition to 2 or 4 year college or earning an Associate s degree during the last 2 years of high school. Cuyahoga Valley Career Center CVCC Ohio Brecksville Broadview Cuyahoga Heights Garfield Heights Independ-ence Nordonia Hills North Royalton Revere Twinsburg http www.cvccworks. com homepage.aspx A wide variety of available programs construction culinary drafting CAD electronics HVAC horticulture machining microsystems management electrician etc. While enrolled the student attends the high school in his residential district for academics and travels to CVCC for advanced training. The program design allows the student a smoother transition between the career-technical program and a full apprenticeship position after graduation. Sponsors and apprenticeship employers even provide summer jobs to participants. The graduate receives a high school diploma career technical certificate a full time job and possible credit toward an apprenticeship program. CVCC also offers special education services that focus on particular vocations. 64 School Program Name State District Website Details Miami Valley Career Technology Center MVCTC School-to- Apprenticeship Program Ohio Darke Preble Miami Montgomery Warren Counties http www.mvctc.com The program offers a wide variety of apprenticeship choices including early childhood education health fields accounting IT graphics and engineering. Furthermore the program offices guidelines on how other institutions might initiate their own school to apprenticeship program. Greene County Career Center GCCC School to Work Apprenticeship Program Ohio Greene County http www.greeneccc.c om 1737108131554556 3 site default.asp A program providing continuing education and work experience for students in vocational education. The student earns credit toward the completion of an apprenticeship and employment as an apprentice following graduation. They offer high school and adult student programs. Collins Career Center School-to -Apprenticeship Program Ohio Lawrence County certain high schools http www.collins- cc.k12.oh.us Guidance Apprenticeships index. htm A program intended to bridge the gap between school vocational programs and existing or potential apprenticeship programs. The partnership between the schools and sponsoring businesses provides continuity of education and work experience for the student. Associated Builders and Contractors Ohio Valley Chapter Ohio Ohio Valley http www.ovabc.org Education Training Sc hool to Career School to Apprenticeship.asp x A program that allows students at vocational schools to begin a career in the construction trades while still a high school student. Pickaway Ross Career and Technical Center Ohio Pickaway and Ross Counties http www.pickawayro ss.com A career center that maintains partnerships with local high schools. 65 School Program Name State District Website Details Maplewood Career Center Ohio Ravenna http www.mwood.cc A school-to-apprenticeship program that provides youth the opportunity to become employed with the sponsors following graduation. Penta Career Center Ohio N A http www.pentacareer center.org A school that provides real world learning and partnerships with business and industry. Polaris Career Center Ohio Berea Brooklyn Fairview North Olmsted Olmsted Falls and Strongsville Districts http www.polaris.edu A career technical program with a focus on preparing high school students to immediately enter the workforce and to earn credit towards a 2- or 4-year college program. Scioto County Joint Vocational School Ohio Scioto County http www.scjvs.com i ndex.html A career technical school that prepares students during their last two years of high school for postsecondary employment education or further skills training. Springfield- Clark Career Center Ohio Springfield-Clark County http www.springfieldc larkctc.org index.htm A skills development and career technical education center for high school and adult students. Rhode Island Dept. of Labor and Training Rhode Island N A http www.dlt.ri.gov a pprenticeship students. htm There are registered school-to-apprenticeship programs available in the trades throughout RI. They allow an apprentice to enter the workforce immediately following HS as an apprentice. 66 Pre-Apprenticeship School Program Name State District Region Website Details Cypress Mandela Women in Skilled Trades WIST California Bay Area http www.cypressman dela.org WIST offers a 16-week pre-apprenticeship training program for women and men over 18 years old and a partnership with local employers. Century Community Training Program CCTP California Los Angeles www.centuryhousing.o rg job placement.htm CCTP offers pre-apprenticeship building trade construction training for those individuals transitioning from welfare low-income jobs incarceration or unemployment. RichmondBUILD California Richmond www.ci.richmond.ca.us index.asp NID 1243 RichmondBUILD offers a training and job placement program to Richmond city residents through a comprehensive pre-apprenticeship construction skills course. Northern California Construction Training NCCT California Sacramento www.ncct.ws index.ht ml The NCCT offers a variety of programs to introduce individuals to the construction trades including pre- apprenticeship programs. Work 4 Women District of Columbia HQ National www.work4women.org training trainingprevoc ational.cfm A pre-vocational project sponsored by WOW intended to provide women with the basic skills necessary i.e. tool identification to participate in an apprenticeship trade. Joliet Job Corps Illinois Joliet http www.willcounty workforceboard.com de fault.asp contentID 17 0 Several vocational trades offered at this center have union partnerships that allow pre-apprenticeship training for students. 67 School Program Name State District Re gion Website Details Maine Pre- Apprenticeship Program MPAP Maine State http maine.gov labor apprenticeship pre app renticeship index.htm Available in a variety of trades throughout the state Maine s Pre-Apprenticeship Program involves two years of coursework and on-the-job work during the summers that begin with the students junior year of high school. Upon graduation students matriculate to the Maine Apprenticeship Program. Construction Skills Pre- Apprenticeship New York New York City http www.constructio nskills.org pages pat.ht ml An initiative within NYC public high schools to prepare students for careers in the building and construction trades. Training involves spring and summer coursework in school Construction Skills also has a relationship with apprenticeship. Independent Electrical Contractors of Greater Cincinnati Ohio Cincinnati www.iec- cincy.com preapp.asp A union sponsored pre-apprenticeship program that is a week in duration that covers the basics of safety tool and material identification etc. Union Construction Industry Partnership Apprenticeship Skills Achievement Program UCIP-ASAP Ohio Cleveland http ucipconstruction. com apprenticeship.ht m A pre-apprenticeship training program that lets students experience the realm of a union apprenticeship first hand. Oregon Tradeswomen Inc. Oregon Portland www.tradeswomen.net A five-week 3-day per week class that prepares women for work in the trades through education leadership and mentorship. 68 School Program Name State District Re gion Website Details Oregon Tradeswomen Inc. OTI Oregon Portland www.tradeswomen.net pathways.html OTI focuses on introducing young and adult women to careers in construction and preparing them to enter the trades. Participants must be 18 for the 7-week pre-apprenticeship program. Portland Community College Trades Preparation Course Oregon Portland www.pcc.edu programs apprenticeship A 12-week course for participants 18 offered through Portland Community College to teach the skills necessary to meet the minimum entry qualifications for a trade or apprenticeship program. Portland YouthBuilders Oregon Portland www.pybpdx.org const ruction.htm A YouthBuild program that provides on-the-job training in the construction trades and completion of a high school diploma or GED. Curlew Job Corps Vocational Training Center Washington Curlew N A Four pre-apprenticeship programs carpentry bricklaying tile setting painting laborers. Phone 800 733-5627 Apprenticeship and Construction Exploration ACE Washington Franklin and Cleveland High Schools N A ACE is a partnership between the Seattle School District Joint Apprenticeship Training Committees and Seattle Community College. Phone 206 605-7043 ANEW Apprenticeship and Non- Traditional Employment for Men and Women Washington King County www.anewaop.org ANEW offers comprehensive training to low income individuals in the form of 12-week courses. 69 School Program Name State District Re gion Website Details Apprenticeship Opportunities Project Washington King County www.anewaop.org AO P.htm Operated by ANEW this program focuses on preparing individuals for apprenticeship programs in construction work. Job Skills for Trade and Industry Washington King County www.rtc.edu Students gain skills for apprenticeship or entry-level employment in construction manufacturing public utilities and related industries. Pre- Apprenticeship Construction Training PACT Washington Seattle N A The Multiple Trades Program prepares students to enter into any of the construction trade apprenticeships. Strong emphasis is place on basic job skills such as punctuality perseverance positive attitude and work ethic. Programs are 660 hours in duration. Phone 206 587-4974 Seattle City Light s Pre- Apprenticeship Lineworker Washington Seattle www.seattle.gov light a pprentice A paid six-month training position designed to help employees gain the necessary skills to become lineworker apprentices. Seattle Vocational Institute SVI Washington Seattle http sviweb.sccd.ctc.e du p mta mta.htm A 660-hour pre-apprenticeship training course in the construction trades. Spokane Community College Apprenticeship and Journeymen Training Center Avista Washington Spokane www.scc.spokane.edu avista origurl tech a pprent avista.htm Participants in this pre-apprenticeship program learn the skills and knowledge required of a line crew helper and receive classroom and on-the-job training. 70 School Program Name State District Re gion Website Details Spokane Home Builders Association Inc. and the Department of Corrections Pre-Apprenticeship and Training Directory Washington Spokane www.shba.com A pre-apprenticeship carpentry training program that serves as a competency-based education plan that provides inmates a skill for employment upon their release. Students complete a 12-week 450-hour program. Pre- Apprenticeship Training Programs at Bates Technical College Washington Tacoma www.bates.ctc.edu Offers pre-apprenticeship career classes in welding auto and diesel mechanics carpentry etc. School to- Apprenticeship Programs Get Electrified Frame Your Future and Cutting Edge Technologies Washington Tacoma N A A pre-apprenticeship training program that employs prepares and directly links high school youth to apprenticeship training through classroom and on-the- job training. Phone 253 552-2542 School to Career Summer Academy at Bates Technical College Washington Tacoma www.bates.ctc.edu A summer course with two weeks of college level training and a two-week internship for high school students interested in the building trades and technical fields. 71 School Program Name State District Re gion Website Details Youth Building Tacoma Washington Tacoma N A Funded by the City of Tacoma and the Tacoma-Pierce County Employment Training Consortium the goal of the project is to assist residents age 18-24 in obtaining employment and or career fields. Phone 253 593-7377 New Market Vocational Skills Center Construction Trades Program Washington Thurston Mason Lewis Grays Harbor and Pierce Counties www.nmvsc.com The program is a part of the Washington State public school system and prepares students for a variety of trades in the construction industry. Puget Sound OIC Opportunities Industrialization Center Washington Western Washington N A A statewide direct placement program responsible for recruiting individuals to become apprentices or trainees in highway construction jobs. Phone 800 963-3277 or 206 721-6043 Construction Industry Training CIT Edmonds Community College Washington Lynnwood http cit.edcc.edu Students learn the fundamentals of the industry receive hands-on skills and earn certification. Ideal for those who want to be competitive in the entry-level construction marketplace or who are preparing for entry into an apprenticeship training program. 72 Youth Apprenticeship School Program Name State District Website Details Fayetteville Public Schools Arkansas Fayetteville http fayettevilleappre nticeship.org High school students receive a technical education with on-the-job learning experience and wages from their employers. Cherokee County Schools Georgia Cherokee County http www.peggysues. net index2.html An educational option that prepares high school students for work through academic courses and workplace learning. Students may receive wages while enrolled in the program during their junior and senior years. Lamar County Youth Apprenticeship Georgia Lamar County www.lamar.k12.ga.us webpages yap lcyap.ht m Students may participate in this apprenticeship training program during 11th and 12th grades and will receive paid on-the-job training. Coastal Plains Regional Educational Service Agency RESA Georgia Multiple School Districts www.cpresa.org Coastal Plains operates a youth apprenticeship program in various school districts that combines high academics with paid career technical training. Georgia Department of Education Youth Apprenticeship Program Georgia State www.doe.k12.ga.us ci cta.aspx PageReq CIC TAYouth A structured combination of school-based and work- based training through a partnership among secondary schools post-secondary institutions employers and community representatives. The training is completed during a student s last two years of high school. Okefenofee Technical College Georgia Waycross www.okefenokeetech.e du admissions hs stds. asp Offers a school- and work-based learning program that includes a paid apprenticeship. 73 School Program Name State District Website Details New Hampshire Department of Labor-- Apprenticeships New Hampshire State www.labor.state.nh.us youth apprenticeship.a sp The NH DOL was awarded a grant that will provide the opportunity for youths age 16-24 to begin learning an occupation using a system that combines on-the-job training and related instruction. The initial grant period was 1 year. North Carolina Public Schools North Carolina State http www.ncpublicsch ools.org docs cte public ations administrative a pprenticeshiphandbook. pdf The state has developed guidelines for high-school apprenticeship opportunities that link academics and work-based training with an income for the student. Great Oaks Career Campuses Ohio Diamond Laurel Live Scarlet http www.greatoaks.c om Employer- Services.cfm subpage 258 A youth apprenticeship program directly linked to the formal apprenticeship system Great Oaks combines high school academics and work experience. Great Oaks also operates a school-to-apprenticeship program. Youth Apprenticeship Program in Biotechnology Wisconsin Dane County www.btci.org k12 yap yap.html A 10-15 hour week paid apprenticeship in an industry or lab setting in addition to the students high school coursework. Jefferson County School-to-Career Consortium Wisconsin Jefferson County www.fortschools.org jc stc homepage.asp This school district offers youth apprenticeship programs in a variety of trades through the high schools. Students receive a career technical education and a wage appropriate for their field. Wisconsin Department of Workforce Development Wisconsin State www.dwd.state.wi.us y outhapprenticeship def ault.htm Wisconsin maintains a statewide youth apprenticeship program as part of a school-to-work initiative. It is designed as a two-year elective program for high school students and combines hands-on training with classroom instruction. 74 School Program Name State District Website Details Wisconsin Technical College System Wisconsin State http www.wtcsystem. edu colleges.htm A comprehensive listing of all Wisconsin technical colleges where graduates of the state s two year youth apprenticeship high school program may receive credit. Waukesha County Technical College Wisconsin Waukesha County http www.wctc.edu pr ograms courses skil led trades apprentice.p hp Secondary school students at least 16 years of age are eligible to participate in this program that provides technical training and paid employment. Students graduate with a skills certificate and the possibility of being hired as a full apprenticeship by their employer. Wisconsin Automotive and Truck Education Association Wisconsin Wausau www.watea.org youtha pprenticeship.htm A youth apprenticeship program focusing on the automotive trades that provides high school credit and wages at the same time. NOTE This information is compiled from an internet search of available School-to-Apprenticeship Pre-Apprenticeship and Youth Apprenticeship Programs in the U.S. The U.S. Department of Labor does not endorse any of the programs provided in this Appendix. 75 76 Appendix D High Wage High-Growth Occupations The following chart indicates high wage and high-growth occupations as indicated by the Bureau of Labor Statistics. The median annual earnings as of May 2004 are shown for each occupation. This list includes jobs that are also apprenticeship occupations. Careers that require a Bachelor s degree a graduate degree or a professional school degree are not included in this list. EMPLOYMENT in thousands EMPLOYMENT CHANGE 2004- 2014 OCCUPATION MEDIAN ANNUAL EARNINGS as of May 2004 2004 2014 Number thous Percent MOST SIGNIFICANT SOURCE OF POSTSECONDARY TRAINING Cement masons and concrete finishers 31 400 201 233 32 15.8 Moderate-term on- the-job training Roofers 30 840 162 189 27 16.8 Moderate-term on- the-job training Tile and marble setters 35 410 59 73 14 22.9 Long-term on-the-job training Paving surfacing and tamping equipment operators 29 990 63 73 10 15.6 Moderate-term on- the-job training Painters transportation equipment 35 120 53 61 7 14.1 Long-term on-the-job training Reinforcing iron and rebar workers 35 160 34 38 5 14.1 Long-term on-the-job training Stonemasons 34 980 22 25 3 13.0 Long-term on-the-job training Choreographers 33 670 19 22 3 16.8 Work experience in a related occupation Recreational vehicle service technicians 28 980 13 15 3 19.5 Long-term on-the-job training Maintenance and repair workers general 30 710 1 332 1 533 202 15.2 Moderate-term on- the-job training Carpenters 34 900 1 349 1 535 186 13.8 Long-term on-the-job training Automotive service technicians and mechanics 32 450 803 929 126 15.7 Postsecondary vocational award Licensed practical and licensed vocational nurses 33 970 726 850 124 17.1 Postsecondary vocational award Plumbers pipefitters and steamfitters 41 290 499 577 78 15.7 Long-term on the job training Fire fighters 38 330 282 351 69 24.3 Long-term on-the-job training Heating air conditioning and refrigeration mechanics and installers 36 260 270 321 51 19.0 Long-term on-the-job training Legal secretaries 36 720 272 319 47 17.4 Post secondary vocational award First-line supervisors managers of housekeeping and janitorial workers 29 510 236 281 45 19.0 Work experience in a related occupation 77 EMPLOYMENT in thousands EMPLOYMENT CHANGE 2004- 2014 OCCUPATION MEDIAN ANNUAL EARNINGS as of May 2004 2004 2014 Number thous Percent MOST SIGNIFICANT SOURCE OF POSTSECONDARY TRAINING Bus drivers transit and intercity 29 730 190 231 41 21.7 Moderate-term on- the-job training Bus and truck mechanics and diesel engine specialists 35 780 270 309 39 14.4 Postsecondary vocational award First-line supervisors managers of personal service workers 30 350 206 244 38 18.3 Work experience in a related occupation Payroll and timekeeping clerks 30 350 214 251 37 17.3 Moderate-term on- the-job training First-line supervisors managers of transportation and material-moving machine and vehicle operators 44 810 288 262 35 15.3 Work experience in a related occupation First-line supervisors managers of landscaping lawn service and groundskeeping workers 35 340 184 217 33 17.8 Work experience in a related occupation Highway maintenance workers 29 550 143 177 33 23.3 Moderate-term on- the-job training Surgical technologists 34 010 84 109 25 29.5 Postsecondary vocational award Chefs and head cooks 30 680 125 146 21 16.7 Work experience in a related occupation Aircraft mechanics and service technicians 45 290 119 135 16 13.4 Postsecondary vocational award Water and liquid waste treatment plant and system operators 34 960 94 110 15 16.2 Long-term on-the-job training Police fire and ambulance dispatchers 28 930 95 111 15 15.9 Moderate-term on- the-job training Civil engineering technicians 38 480 94 107 13 14.1 Associate degree Hazardous materials removal workers 33 320 38 50 12 31.2 Moderate-term on- the-job training Structural iron and steel workers 42 430 73 83 11 15.0 Long-term on-the-job training Security and fire alarm systems installers 33 410 47 57 10 21.7 Postsecondary vocational award Railroad conductors and yardmasters 46 340 38 45 8 20.3 Moderate-term on- the-job training Glaziers 32 650 49 56 7 14.2 Long-term on the job training Transportation workers all other 32 170 52 60 7 13.9 Short-term on-the- job training Environmental engineering technicians 38 550 20 25 5 24.2 Associate degree Locksmiths and safe repairers 30 360 28 33 5 16.1 Moderate-term on- the-job training 78 EMPLOYMENT in thousands EMPLOYMENT CHANGE 2004- 2014 OCCUPATION MEDIAN ANNUAL EARNINGS as of May 2004 2004 2014 Number thous Percent MOST SIGNIFICANT SOURCE OF POSTSECONDARY TRAINING Medical equipment repairers 37 220 29 34 4 14.8 Associate degree Septic tank servicers and sewer pipe cleaners 28 870 20 24 4 21.8 Moderate-term on- the-job training Elevator installers and repairers 58 710 22 25 3 14.8 Long-term on-the-job training Motorboat mechanics 30 660 23 26 3 15.1 Long-term on-the-job training Riggers 35 330 13 14 2 13.9 Short-term on-the- job training Bailiffs 33 870 18 20 2 13.2 Moderate-term on the job training Mechanical door repairers 32 000 11 12 2 15.8 Moderate-term on- the-job training Gaming managers 58 580 4 5 1 22.6 Work experience in a related occupation Subway and streetcar operators 49 290 9 10 1 13.7 Moderate-term on- the-job training Embalmers 35 540 9 10 1 15.7 Postsecondary vocational award Aircraft cargo handling supervisors 34 100 8 9 1 17.4 Work experience in a related occupation Traffic technicians 33 670 6 7 1 14.1 Short-term on-the- job training Occupational therapist assistants 38 430 21 29 7 34.1 Associate degree Sales representatives services all other 47 000 1 807 2 115 308 17.0 Moderate-term on- the-job training Sales representatives wholesale and manufacturing technical and scientific products 58 580 397 454 57 14.4 Moderate-term on- the-job training Real estate sales agents 35 670 348 400 51 14.7 Postsecondary vocational award Sales and related workers all other 31 380 226 267 42 18.4 Moderate-term on the job training Claims adjusters examiners and investigators 44 220 250 288 38 15.1 Long-term on-the-job training Cost estimators 49 940 198 234 36 18.2 Work experience in a related occupation Human resources assistants except payroll and timekeeping 31 750 172 200 29 16.7 Short-term on-the- job training Musicians and singers 37 130 189 216 26 14.0 Long-term on-the-job training Construction and building inspectors 43 670 94 115 21 22.3 Work experience in a related occupation Healthcare technologists and technicians all other 34 230 85 104 19 22.9 Postsecondary vocational award 79 EMPLOYMENT in thousands EMPLOYMENT CHANGE 2004- 2014 OCCUPATION MEDIAN ANNUAL EARNINGS as of May 2004 2004 2014 Number thous Percent MOST SIGNIFICANT SOURCE OF POSTSECONDARY TRAINING Flight attendants 43 440 127 145 18 14.4 Long-term on-the-job training Life physical and social science technicians all other 37 840 83 100 17 20.0 Associate degree Entertainers and performers sports and related workers all other 34 800 76 92 16 21.0 Long-term on-the-job training Biological technicians 33 210 64 75 11 17.2 Associate degree Lodging managers 37 660 58 68 10 16.6 Work experience in a related occupation Audio and video equipment technicians 32 570 46 55 8 18.1 Long-term on-the-job training Desktop publishers 32 340 34 41 8 23.2 Postsecondary vocational award Gaming supervisors 40 840 38 44 6 16.3 Work experience in a related occupation Environmental science and protection technicians including health 35 340 31 36 5 16.3 Associate degree Forensic science technicians 44 010 10 13 4 36.4 Associate degree Court reporters 42 920 18 21 3 14.8 Postsecondary vocational award Media and communication equipment workers all other 41 120 19 23 3 17.0 Moderate-term on- the-job training Social science research assistants 34 360 18 21 3 17.4 Associate degree Agricultural and food science technicians 29 730 23 26 3 13.4 Associate degree Insurance appraisers auto damage 45 330 13 15 2 16.6 Long-term on the job training Sound engineering technicians 38 110 13 16 2 18.4 Postsecondary vocational award Nuclear technicians 59 200 7 8 1 13.7 Associate degree Registered nurses 52 330 2 394 3 096 703 29.4 Associate degree Computer support specialists 40 430 518 638 119 23.0 Associate degree Police and sheriff s patrol officers 45 210 639 738 99 15.5 Long-term on the job training Dental hygienists 58 350 158 226 68 43.3 Associate degree Paralegals and legal assistants 39 130 224 291 67 29.7 Associate degree Self-enrichment education teachers 30 880 253 317 64 25.3 Work experience in related occupation Radiologic technologists and technicians 43 350 182 224 42 23.2 Associate degree Medical and clinical laboratory technicians 30 840 147 183 37 25.0 Associate degree 80 EMPLOYMENT in thousands EMPLOYMENT CHANGE 2004- 2014 OCCUPATION MEDIAN ANNUAL EARNINGS as of May 2004 2004 2014 Number thous Percent MOST SIGNIFICANT SOURCE OF POSTSECONDARY TRAINING Computer specialists all other 59 480 149 177 28 19.0 Associate degree Respiratory therapists 43 140 94 120 27 28.4 Associate degree Physical therapist assistants 37 890 59 85 26 44.2 Associate degree Advertising sales agents 40 300 154 180 25 16.3 Moderate-term on- the-job training Appraisers and assessors of real estate 43 390 102 125 23 22.8 Postsecondary vocational award Massage therapists 31 960 97 120 23 23.6 Postsecondary vocational award First-line supervisors managers of police and detectives 64 430 100 115 16 15.5 Work experience in a related occupation Detectives and criminal investigators 53 990 91 106 15 16.4 Work experience in a related occupation Diagnostic medical sonographers 52 490 42 57 15 34.8 Associate degree Cardiovascular technologists and technicians 38 690 45 60 15 32.6 Associate degree First-line supervisors managers of fire fighting and prevention workers 58 920 56 68 12 21.1 Work experience in a related occupation Interior designers 40 670 65 75 10 15.5 Associate degree Private detectives and investigators 32 110 43 50 8 17.7 Work experience in a related occupation Media and communication workers all other 40 850 39 46 6 15.7 Long-term on-the-job training Interpreters and translators 33 860 31 37 6 19.9 Long-term on-the-job training Radiation therapists 57 700 15 19 4 26.3 Associate Degree Nuclear medicine technologists 56 450 18 22 4 21.5 Associate degree Athletes and sports competitors 48 310 17 21 4 21.1 Long-term on-the-job training Camera operators television video and motion picture 37 610 28 32 4 14.2 Moderate-term on- the-job training Air traffic controllers 102 030 24 28 3 14.3 Long-term on-the-job training Drafters all other 41 860 24 27 3 14.0 Postsecondary vocational award Emergency management specialists 45 390 10 13 2 22.8 Work experience in a related occupation Airfield operations specialists 36 680 5 6 1 15.0 Long-term on-the-job training 81 EMPLOYMENT in thousands EMPLOYMENT CHANGE 2004- 2014 OCCUPATION MEDIAN ANNUAL EARNINGS as of May 2004 2004 2014 Number thous Percent MOST SIGNIFICANT SOURCE OF POSTSECONDARY TRAINING Healthcare practitioners and technical workers all other 33 360 55 68 13 23.8 Postsecondary vocational award Commercial pilots 53 870 22 26 4 16.8 Postsecondary vocational award Occupational health and safety technicians 42 130 12 14 2 17.1 Postsecondary vocational award Audio-visual collections specialists 32 990 9 11 2 18.6 Moderate-term on- the-job training 180 Center Place Way St. Augustine Florida 32095Tel 800 624-9458 Fax 904 825-4758www.acfchefs.org Overview educational arm of the American Culinary Federation Inc. ACF offers a hi ghly-res pected A pprenticeshi p program that provides on-the- job trainin g combined with technical classroom instruction. T he program avai lable to in dividuals at least 17 years o f age an d a high-sc hool gra duate or equiva lent a llows in dividuals the a bility to wor k full-time un der a qua li ed supervising c hef while enro lled in a cu linary program simu ltaneous ly. To day t here are near ly 2 000 apprentices learning in approximately 80 ACF-sponsored culinary app renticeshi p programs in the United States. Programs vary from an a bbreviate d six-mont h program to two-an d three-year programs. Apprentices comp lete designate d hours for both on-the- job trainin g and culinar y classes each year of their program. U pon com pletion of the program a pprentice graduates are eligible for Certi ed Culinarian CC or Certi ed Pastry Culinarian CPC status through the ACF National Of ce. App rentices are encoura ged to join their res pective local cha pter o f the ACF. Membershi p includes o pportunities to network with to p industr y professionals potential future em ployers and renowned c hefs access to ACF s on line Career Center free su bscri ptions to ACF s pu blications an d discounts for ACF certi cation an d con ference an d convention registration. Apprenticeship Program Objectives Learn an d master coo king an d baking s kills inc luding healthy food preparation techni ques in the classroom and on the job under the direct ion of a trained chef. Develo p basic princi ples of nutrition dietetics and food and bevera ge com position . Un derstan d the re quirements for proper food handling sanitation and hygiene . Gain an un derstan ding o f management an d supervisory know ledge in preparation for a progressive career in t he cu linary in dustry . Acquire a professional work ethic necessary for success in the hospitality industry. Pre pare culinarians for ACF professional CC or CPC certi cation test ing. Applying for an Apprenticeship Program Students can apply directly to an ACF chapter institution corporate site or inde pendent propert y that s ponsors an a pprenticeshi p program. For more information and a pprenticeshi p locations visit www.acfchefs.or g or call the ACF Education De partment at the nationa l headquarters o f the American Cu linar y Fe deration at 800 624-9458. Apprenticeship Program Requirements If accepte d into an apprentices hip program stu dents wi ll be require d to Pa y applicable enrollment fees to include re gistration text books and stud y guides. Complete either two or three years of full-time work either 4 000 or 6 000 hours of on-the-job training in a foodservice kitc hen un der a quali ed chef. Comp lete a minimum o f 12 courses in cu linary re late d su bjects to inc lude sanitation an d food sa fety intro duction to coo king intro duction to baking an d advance d coo king eit her t hroug h an accre dite d institution or co llege or on line t hroug h an approve d educational provider. T he U.S. Department o f La bor has recognize d the exceptiona l ACFF apprentices hip-training program since 1976. Wit h emp loyment opp ortunities for cooks and chefs steadil y increasin g the Bureau o f Labor Statistics estimates that em ployment in the foodservice industr y will increase faster than the avera ge of all other occu pations. The American Culinary Federation Inc. ACF is the largest professional not-for-pro t organization for chefs and cooks in the United States and was founded more than 75 years ago. ACF promotes the culinary profession by providing professional development career building and networking opportunities to its members. American Culinary Federation Foundation Apprenticeship Of ce of Apprenticeship Anthony Swoope Administrator EMPLOYMENT AND TRAINING ADMINISTRATION UNITED STATES DEPARTMENT OF LABOR 1937 - 2007 REGISTERED APPRENTICESHIP th Funding Opportunities for Registered Apprenticeship Programs For both businesses and apprentices The following website is the single access point for more than 1 000 grant programs offered by all Federal grant making agencies. http www.grants.gov Career One Stop Most workforce funding is provided on the state and local level and requires businesses visiting their Workforce Investment or Career One Stop Center. Students and job seekers can nd jobs and businesses can post jobs at the centers. This website provides a wealth of information. It links to the service locator where you nd your local and state One-Stops and public workforce services. http www.careeronestop.org Map of state one-stop centers to help you nd your nearest One-Stop center. http www.doleta.gov usworkforce onestop onestopmap.cfm For apprenticeship sponsors If you have a small business the U.S. Small Business Administration SBA can provide nancial technical and management assistance. SBA is the nation s largest single nancial backer of small businesses. http www.sba.gov nancing or call 1-800-UASK-SBA 800-827-5722 The Manufacturing Extension Project MEP can help small manufacturing businesses. The website offers links to all state MEP locations. http www.mep.nist.gov or call 1-800-MEP-4MFG Department of Commerce grants http www.commerce.gov grants.html Department of Labor grants http www.dol.gov dol grants2.htm Apprenticeship Beyond Boundaries Celebrating 70 years of Outstanding Service in Preparing American Workers State-speci c apprenticeship tax credits and tuition bene ts Arkansas Tax Credit Regulation Youth Apprentice - ship Program Act 1103 of 1995 http 72.14.203.104 search q cache BDK1FKTdecgJ www.arkansas.gov dfa rules it1996 1.pdf Arkansas Youth App renticeship Program Act 1103 of 1995 hl en gl us ct clnk cd 1 California Tuition bene t Montoya funds or RSI funds allow community colleges and program sponsors to enter into Excess Cost Agreements. Under these Excess Cost Agreements program sponsors may receive funds in excess of costs to the community colleges for providing appren - ticeship training. This is an attractive nancial incentive for employers and joint apprenticeship training committees. http www.leginfo.ca.gov cgi-bin displaycode section edc group 08001-09000 le 8150-8156 Connecticut Tax credit Apprentices that use the Connecticut Technical school system Adult Division for related instruction pay a maximum of 100.00 per course 50 of which must be paid by the sponsor at the time of registration. This does not apply to apprentices that are attending community colleges. http www.ctdol.state.ct.us progsupt appren taxcr.htm - continued on back For apprentices Financial aid U.S. Department of Education http studentaid.ed.gov PORTALSWebApp students english index.jsp Local aid http www.careeronestop.org FINANCIAL FinancialAidHome.asp California Washington and Texas offer reduced tuition for apprentices. Financial Management Financial Tools for the Trades A Survival Guide for Apprentices http www.portjobs.org survival guide.htm To establish or nd out more about registered apprenticeship contact Of ce of Apprenticeship U.S. Department of Labor Employment and Training Administration 200 Constitution Avenue NW Washington DC 20210 202 693-2796 http www.doleta.gov oa State-speci c apprenticeship tax credits and tuition bene ts continued Maine Tuition bene t The following is an excerpt from Maine Revised Statutes Title 26 2006 5-A I 2 As funds permit the Maine Department of Labor shall underwrite 50 of tuition costs for apprentices in good standing at public educational institutions and provide tuition assistance to sponsor groups in accordance with committee policies. To ensure that adequate funds are available for tuition the committee shall provide the Commissioner of Labor with its biennial plan including projected apprenticeship enrollments and a subse - quent budget request. http janus.state.me.us legis stat - utes 26 title26sec2006.html Michigan Youth Apprenticeship Tax Credit http www.crcmich.org EDSurvey jobtraining yratc.html Missouri Youth Opportunity Program tax credits http ded.mo.gov BDT topnavpages Research 20Toolbox BCS 20Programs Youth 20Opportunity 20Program.aspx Rhode Island Employers Apprenticeship Tax Credit http www.rihric.com hrictaxcredits.htm Virginia Tax credit http www.doli.virginia.gov whatwedo apprenticeship retraining taxcr.html Intro Youth with Disabilities Entering the Workplace through Apprenticeship U.S. Department of Labor presents About this Tool Kit This tool kit was developed under contract with the U.S. Department of Labor s Office of Disability Employment Policy. A companion research paper was also prepared that examined issues surrounding apprenticeship and people with disabilities. A number of experts in the apprenticeship disability and youth development fields were consulted in the preparation of both of these documents. Their assistance is greatly appreciated. The purpose of the tool kit is to provide information on a series of topical areas around registered apprenticeship and how it can be used to provide employment opportunities for people with disabilities. The intended audiences for this tool kit are service providers both public and private that work with young people including young people with disabilities. As such a variety of service providers should find this useful including youth workforce development professionals vocational rehabilitation service providers other disability service providers including community rehabilitation providers One-Stop Career Center personnel and high school personnel that work with youth on post-secondary transition planning. Although the emphasis is on young people with disabilities much of the information is applicable to all youth and young adults. Office of Disability Employment Policy U.S. Department of Labor 200 Constitution Ave. NW Washington DC 20210 Voice 1-866-ODEP-DOL 633-7365 TTY 1-877-889-5627 www.dol.gov ode p Youth with Disabilities Entering the Workplace through Apprenticeship - Tool Kit Introduction The tool kit is organized by the following six topical areas 1. Understanding Apprenticeship Basics 2. Preparing Youth and Young Adults for Apprenticeship Programs 3. Increasing Participation of Young Adults with Disabilities In Apprenticeship Programs 4. Establishing New Apprenticeship Programs 5. What Apprenticeship Employers Need to Know About Working with Young Adults with Disabilities 6. Looking to Future Opportunities in Apprenticeship Each of the guide sheets in this tool kit has three sections 1 An Overview which introduces the topic 2 What You Need to Know which provides content information on the topic and 3 Where to Go for More Information which provides additional web-based resources. The guide sheets which collectively provide a comprehensive resource on registered apprenticeship can also be used individually. Some information is repeated to facilitate individual use. Users of this guide should feel free to distribute it in its entirety or in parts. For example the guide sheet What Apprenticeship Employers Need to Know about Working with Young Adults with Disabilities may serve as a suitable stand-alone handout for employers. Tool kit prepared by Irene Lynn Institute for Educational Leadership - Dominique Mack HeiTech Services Youth with Disabilities Entering the Workplace through Apprenticeship Understanding Apprenticeship Basics 1 An Overview Apprenticeship is one of the oldest forms of training. It involves learning on the job under the direction of a master or senior worker. In the U.S. registered apprenticeship has a defined meaning and a long rich history. The registered apprenticeship system dates back to 1937 with the passage of the Fitzgerald Act national legislation that lays the foundation for the federal-state system that exists today. The registered apprenticeship system dates back to 1937 What You Need to Know The Fitzgerald Act also known as the National Apprenticeship Act officially authorized and established the national apprenticeship system. This Act gave the U.S. Secretary of Labor authority over apprenticeship programs established an office of apprenticeship within the U.S. Department of Labor DOL and provided for the recognition of state agencies to register and administer apprenticeship programs. Twenty-five states plus the District of Columbia and Puerto Rico have recognized state apprenticeship operations. In the remaining states DOL administers apprenticeship. DOL also recognizes apprenticeship occupations and maintains records on all apprenticeship programs and registered apprentices. Apprenticeship is limited to skilled occupations and trades that meet basic criteria. A pprenticeable occupations are 1 customarily learned in a practical way through a structured systematic program of on-the-job supervised training supplemented by related technical instruction 2 clearly identified and commonly recognized throughout an industry and 3 involve the acquisition of manual or technical skills and knowledge. There are currently over 950 occupations that have been recognized as apprenticeable and occupations are continually being added to the list. Apprenticeship is a highly desirable form of training for workers because it is first and foremost a job. It allows for learning job skills while earning an income wage progression and a widely recognized and portable certificate of completion and proficiency. Youth with Disabilities Entering the Workplace through Apprenticeship - Understanding Apprenticeship Basics 1. The tr aditional time-based approach which requires the Related instruction is commonly provided in the classroom but other types of instruction such as on-line learning and individualized instruction are also permitted. Federal rules recommend that apprentices complete at least 144 hours of related instruction per year which many apprenticeship programs choose to require. In many apprenticeship programs the related instruction can also lead to a college degree thereby providing the individual with an opportunity to earn both academic and occupational credentials simultaneously. Apprenticeship programs are operated by both the public and private sectors. Employers employer associations and labor- management committees sponsor and operate apprenticeship programs. Apprenticeship sponsors typically pay the training costs although some financial incentives and assistance may be available. There are currently approximately 28 000 registered apprenticeship programs and more than 450 000 active apprentices. In 2007 alone over 3 000 new programs were added and over 200 000 individuals entered apprenticeship programs. Registered apprenticeship programs and apprentices are found in nearly all industries. The largest number of apprentices are within the building and construction trades the historical base of apprenticeship. Other occupations that have a significant number of registered apprentices include truck drivers correction officers cooks and child care development specialists. On October 29 2008 for the first time in 30 years the U.S. Department of Labor DOL published new regulations to modernize the National Apprenticeship System in the Federal Register. These regulations provide for more flexibility in how Related Technical Instruction RTI can be delivered and provide registration agencies with the option of issuing interim credentials to offer active apprentices official recognition of their accomplishments and equip them with a portfolio of skills and incentives to complete their programs and continue their career preparation. Finally these regulations allow program sponsors to offer three different ways for apprentices to complete a registered apprenticeship program apprentice to complete a specific number of on-the-job OJT and R TI hours 2. A competency-based approach which requires the apprentice to demonstrate competency in the defined subject areas and requires OJT and RTI and 3. A hybrid approach which requires the apprentice to complete a minimum number of OJT and RTI hours and demonstrate competency in the defined subject areas. The Web site for DOL s Office of Apprenticeship referenced next contains the new regulations as well as related information. Apprenticeship training pr o grams in apprenticeship occupations must meet basic standards to be registered by a federal or state apprenticeship agency. There are currently 23 different standards for recognition of apprenticeship programs. These standards relate to The type of occupations and the duration of training The methods of training and the contents of the training agreement between the apprentice and program sponsor Employment and supervision of apprentices including requirements for wage progression Registration record maintenance reporting and certification and Compliance with equal employment opportunity requirements. Youth with Disabilities Entering the Workplace through Apprenticeship - Understanding Apprenticeship Basics Youth with Disabilities Entering the Workplace through Apprenticeship - Understanding Apprenticeship Basics Where to Go For More Information The U.S. Department of Labor maintains a Web site for apprenticeship www.doleta.gov O A . Information on state apprenticeship agencies may be accessed through this site or through the National Association of State and Territorial Apprenticeship Directors Web site www.nastad.u s . DOL also sponsors a Web site called Career Voyages that includes a section on apprenticeship www.careervoyages.gov apprenticeship-main.cf m . 1. Understanding Apprenticeship Basics 2. Preparing Youth and Young Adults for Apprenticeship Programs 3. Increasing Participation of Young Adults with Disabilities In Apprenticeship Programs 4. Establishing New Apprenticeship Programs 5. What Apprenticeship Employers Need to Know About Working with Young Adults with Disabilities 6. Looking to Future Opportunities in Apprenticeship Office of Disability Employment Policy U.S. Department of Labor 200 Constitution Ave. NW Washington DC 20210 Voice 1-866-ODEP-DOL 633-7365 TTY 1-877-889-5627 www.dol.gov ode p Learn More Y outh with Disabilities Entering the Workplace through Apprenticeship Preparing Youth and Young Adults for Apprenticeship Programs 2 An Overview Far too many youth particularly those with disabilities leave secondary education without a clear plan for post-secondary studies and careers. Youth with disabilities are half as likely as their peers to participate in post-secondary education. Effective transition services are key for young people to make informed choices about their futures. Federal law requires that transition planning for youth with disabilities begin no later than age 16 and the plan must include measurable post-secondary goals. Although apprenticeship programs can create opportunities for both employment and post-secondary education they are rarely considered as an option for youth with disabilities during transition planning. What You Need to Know Each year approximately 200 000 individuals enter apprenticeship programs. Although apprenticeship jobs cut across a wide-breadth of industries and occupations there is a concentration within the building and construction trades the traditional base for apprenticeship. The vast majority of apprentices are at least 18 years old and apprenticeship programs generally require that individuals have at least a high school diploma or its equivalent to enter apprenticeship programs. Given that apprenticeship is largely an adult program it should be considered as a post-secondary option. Certainly not all youth have the interest or aptitude for apprenticeship programs. Career assessment and planning is the key to determining whether a young person should consider apprenticeship as a post-secondary option. The assessment process may begin with less formal methods of assessment such as discovery or a career interest inventory. Either of these methods can help an individual identify their occupational preferences based on a series of questions around their general interests and aptitudes. There are many widely available resources that youth parents school administrators and service providers can use to facilitate the process. One example is Career Planning Begins with Assessment A Guide for Professionals Serving Youth with Educational and Career Challenges. This guide tailored to service providers working with youth and young adults with disabilities contains a comprehensive inventory of various assessment instruments and information on their purposes how they are administered and target groups and costs. Please see the Where to Go For More Information section to learn more about this resource. For youth with disabilities transition planning is a component of the youth s Individual Education Program IEP that is required by federal law. While transition planning is required to be included in the youth s IEP beginning at age 16 many experts feel that the planning should begin earlier at least by age 14. The first step is assessing a yo uth s interests aptitudes and abilities and then planning specific activities and a course of study that is appropriate for the youth. Youth with Disabilities Entering the Workplace through Apprenticeship - Preparing Youth and Young Adults for Apprenticeship Programs Vocational programs focus on the skills knowledge and abilities that prepare youth for the workplace. All youth particularly those with disabilities also benefit from including work- based learning opportunities in their career planning and preparation. Work-based learning provides youth with exposure to the workplace through a variety of options including internships job shadowing and summer employment. Many vocational programs include work-based learning components. In some communities there are secondary programs that tie directly into apprenticeship. These programs are called pre-apprenticeship school-to-apprenticeship or youth apprenticeship programs. They are generally available only in certain states and school districts. Technical education officials in school districts have information about these programs. For young people who are out of school there are a number of options available to prepare for apprenticeship programs. Many of these programs also offer high school diplomas or intensive preparation for the General Education Development Diploma GED . These workforce development programs typically also provide youth with help finding a job and offer some post-placement support. Information on these programs is generally available at One-Stop Career Centers located in communities across the country and through program-sponsored Web site locations. Pre-apprenticeship programs are sponsored by a variety of organizations often those that are directly connected to apprenticeship programs such as the Home Builder s Institute. These programs offer an individual the opportunity to acquire basic skills needed for the occupation. In some instances individuals that go into registered apprenticeship programs can get credit towards their apprenticeship certification for skills that were acquired in the pre-apprenticeship program. While these programs have traditionally been in the building and construction trades some communities may have programs for other apprenticeship occupations such as those in health care culinary arts and technology. Two national programs provide opportunities in nearly every state for youth to prepare for apprenticeship. Youth with Disabilities Entering the Workplace through Apprenticeship - Preparing Youth and Young Adults for Apprenticeship Programs The U.S. Department of Labor s Job Corps program provides low-income youth ages 16 to 24 the opportunity to acquire a high school credential and job skills in a wide variety of occupational areas. The 122 Job Corps Centers located in 48 states the District of Columbia and Puerto Rico provide training in all of the leading apprenticeship occupations especially those in the building and construction trades. Most but not all Job Corps students reside at the Center while completing their programs of study. An important feature of the Job Corps is that during the first 60 days of the program youth receive assistance in creating a Personnel Career Development Plan which outlines the student s goals for the program. Assessing students interests and aptitudes are a part of this career planning. The second national program is called YouthBuild and it provides work readiness training job training in building and construction-related trades and community service to low-income youth between 16 and 24 years of age. Youth may also work towards their GED or high school diploma. There are approximately 230 YouthBuild programs operating in 44 states including the District of Columbia Puerto Rico and the Virgin Islands. The U.S. Department of Labor provides funding to many but not all YouthBuild sites. The availability of workforce development programs for out-of-school youth varies greatly from community to community. An employment counselor is the best person to help a young adult determine what programs are available and their entry requirements. Employment counselors can also help youth assess their interests aptitudes and abilities. One-Stop Career Centers Vocational Rehabilitation Agencies community rehabilitation providers and community colleges are the most prominent organizations that have employment counselors available to assist individuals with disabilities. Where to Go For More Information For a directory of One-Stop Career Centers across the U.S. visit http www. careeronestop.org findos default.aspx. DOL sponsors a Web site called Career Voyages that discusses a young person s post-secondary options including apprenticeship www.careervoyages.gov apprenticeship-main.cfm. The National Collaborative on Workforce and Disability Youth NCWD Y produced a guide that provides guidance and counseling tools necessary to help youth with disabilities successfully transition into the adult world of work. Career Planning Begins With Assessment is available at www.ncwd- youth.info resources Publications assessment.html. To learn about Job Corps visit http jobcorps.dol.gov pp. For more information on YouthBuild USA visit www.youthbuild.org. The Home Builders Institute develops training materials for the construction trades and sponsors programs for youth and adults in certain states. Learn more about Project CR AFT an apprenticeship focused training program for youth at www.hbi.org page. cfm pageID 129. Project HOPE is specifically for individuals with disabilities but participants must be at least 18 years of age www.hbi.org page.cfm pageID 132. In many instances the related training for apprenticeship programs is provided by community colleges. Some also provide pre-apprenticeship programs. Visit community colleges in your area to find more information. For a directory of community colleges and access to individual community college Web sites visit the American Association of Community Colleges at www.aacc.nche.edu. Youth with Disabilities Entering the Workplace through Apprenticeship - Preparing Youth and Young Adults for Apprenticeship Programs Where to Go For More Information Continued The National Secondary Transition Technical Assistance Center NSTTAC works directly with State Education Agencies to enhance transition services and improve post-school outcomes for youth with disabilities. This site funded through the Department of Education s Office of Special Education Programs offers abundant resources pertaining to transition planning and can be accessed at www.nsttac.org. To locate Community Rehabilitation Providers within your community contact your local Vocational Rehabilitation office. You can search for the office closest to you on America s Service Locator www.servicelocator.org. Youth with Disabilities Entering the Workplace through Apprenticeship - Preparing Youth and Young Adults for Apprenticeship Programs 1. Understanding Apprenticeship Basics 2. Preparing Youth and Young Adults for Apprenticeship Programs 3. Increasing Participation of Young Adults with Disabilities In Apprenticeship Programs 4. Establishing New Apprenticeship Programs 5. What Apprenticeship Employers Need to Know About Working with Young Adults with Disabilities 6. Looking to Future Opportunities in Apprenticeship Office of Disability Employment Policy U.S. Department of Labor 200 Constitution Ave. NW Washington DC 20210Voice 1-866-ODEP-DOL 633-7365 TTY 1-877-889-5627 www.dol.gov odep Learn More Youth with Disabilities Entering the Workplace through Apprenticeship Increasing the Participation of Young Adults with Disabilities in Apprenticeship Programs 3 An Overview Apprenticeship programs offer young adults including those with disabilities a career pathway that provides employment as the individual learns on the job. Individuals who successfully complete an apprenticeship program become journey level workers and receive a widely recognized credential of skills attainment. Although the availability of apprenticeship openings varies by community many different industries and occupations are represented in apprenticeship programs. Considering all the benefits of apprenticeship more focused attention should be given to learning about available apprenticeship openings developing relationships with apprenticeship employers and increasing the participation of individuals with disabilities in apprenticeship programs. What You Need to Know There are many myths and misperceptions that surround apprenticeship. Here are some important facts to know when considering apprenticeship as an employment option for young adults. gram.openings for ccessfully complete the onew Youth with Disabilities Entering the Workplace through Apprenticeship - Increasing the Participation First and foremost apprenticeship is a job making it a highly desirable post-secondary option for young adults including those with disabilities. As apprentices progress they are guaranteed wage increases as outlined in the apprenticeship program standards. While apprenticeship originated from and remains prominent in the building and construction trades many other occupations also have apprenticeship programs. In fact over 950 occupations have been recognized by the Department of Labor DOL for apprenticeship programs. Registered apprenticeship is a voluntary industry- driven training program. The program can be a partnership of business and organized labor or implemented by employers or employer associations. Employers generally bear the costs of the program. Government plays a supporting role providing technical assistance and support registering programs and apprentices and issuing credentials to those individuals who su pr Apprentices may begin a registered apprenticeship at 16 years of age but the minimum age for most programs is 18. Other basic qualifications for apprenticeship programs are set by the employer or partnership that sponsors the program. It is important to learn about the apprenticeship programs that are operating in your community the minimum qualifications for applicants and announcements of applicants. There are several ways to learn about the registered apprenticeship programs that are active in the community. The government agencies that register and support apprenticeship programs have a list of program sponsors the term for apprenticeship programs in the state. In 25 states plus the District of Columbia and Puerto Rico there is a state agency that administers apprenticeship. In the remaining states that function is performed by the federal Office of Apprenticeship. In addition DOL s Office of Apprenticeship maintains a listing of all its program sponsors by state and this is available through its Web site. The resource section below provides links for the directories of state and federal apprenticeship program officials and the listing of program sponsors. At the local level One-Stop Career Centers and community colleges are good sources of information about apprenticeship programs and apprenticeship applicant openings. All One-Stop Career Centers are part of an electronic job bank that is available to the community and may include apprenticeship job openings. Community colleges typically offer employment services to the community and are one of the primary sources of apprenticeship-related training. Many apprenticeship programs are suitable for individuals with a broad range of abilities. For example career lattice apprenticeships found within the culinary nursing retail pharmacy and security officer occupations offer individuals including those with disabilities the opportunity to receive an interim credential called a Certificate of Training. This credential recognizes achievement of a specific set of skills. Such career lattice apprenticeships allow individuals both with and without disabilities to move laterally or upward within an industry. It is important that the prospective applicants for apprenticeship have the skills aptitudes and interests needed to succeed. The Career Voyager Web site sponsored by DOL is a good source of information for individuals to learn about careers emerging occupations and job requirements including apprenticeship. A vocational assessment may be necessary to determine whether an individual is suited to the available apprenticeship programs. The assessment should include the following areas Academic performance or achievement Physical and cognitive abilities Vocational interests and aptitudes Occupational skill competencies Youth with Disabilities Entering the Workplace through Apprenticeship - Increasing the Participation There are myriad tools and resources within communities to help with the vocational assessment. Most agencies and organizations that work with individuals with disabilities have this capability. Vocational Rehabilitation Services and its network of community resource providers are a particularly good source for obtaining assessments for qualified clients. If assistance is needed local One-Stop Career Centers and community colleges are also good places to find help. Some individuals may need additional training before they can qualify for an apprenticeship program. Typically the training falls into two categories basic skills needed to qualify for the occupation and general work-readiness skills that provide an individual with the soft skills employers look for in job applicants. Pre-apprenticeship programs provide these types of opportunities although they mainly exist within the building and construction trades. One-Stop Career Centers and community colleges are good sources for both basic skill and work-readiness training. Another recommended approach is to develop partnerships with existing program sponsors. These partnerships could include opportunities for individuals to try out the jobs without cost to the employer through internships or on-the-job training programs sponsored by the referring agency. Such partnerships also facilitate learning about apprenticeship openings that become available. Often people with disabilities are involved with more than one system or service provider. For example a Job Corps student might also be a Vocational Rehabilitation client. Services need to be coordinated to avoid duplication and to insure that only one agency or organization is working directly with an employer on an individual s behalf. Helping to defray some of the costs associated with providing apprenticeship and pre-apprenticeship training can make an applicant more attractive when competing for apprenticeship openings. Some of the costs that could be supported include those for the related training normally classroom instruction that is required in all apprenticeship programs. Additionally employers usually incur expenses for tools uniforms equipment as well as costs associated with providing reasonable accommodations for an individual with disabilities. Vocational Rehabilitation funds can be used to offset training support services tools and equipment and accommodation costs for qualified clients. Workforce Investment Act WIA funds may also be used for tools equipment and training and support services. Continuing to support individuals once they are placed in apprenticeship programs including the costs of a job coach for individuals with more significant disabilities is also an important strategy for increasing apprenticeship opportunities. Youth with Disabilities Entering the Workplace through Apprenticeship - Increasing the Participation Where to Go For More Information General information on registered apprenticeship may be obtained from the U.S. Department of Labor Office of Apprenticeship www.doleta.gov OA eta default.cf m. Additionally staff directories are available for The National Office www.doleta.gov OA national.cf m. Apprenticeship Officials by State www.doleta.gov OA stateoffices.cf m. You can search for program sponsors in your state through the Office of Apprenticeship at h t t p oa.doleta.gov bat.cf m. For a directory of One-Stop Career Centers across the U.S. visit www.careeronestop.org findos default.asp x. DOL sponsors a Web site called Career Voyages that discusses a young person s post-secondary options including apprenticeship www.careervoyages.gov apprenticeship-main.cf m. Visit the community colleges in your area to find more information about possible apprenticeship programs pre-apprenticeship programs and related training. For a directory of community colleges and access to individual community college Web sites visit the American Association of Community Colleges at http www.aacc.nche.ed u. You can search for the local Vocational Rehabilitation office closest to you on America s Service Locator www.servicelocator.or g. Youth with Disabilities Entering the Workplace through Apprenticeship - Increasing the Participation 1. Understanding Apprenticeship Basics 2. Preparing Youth and Young Adults for Apprenticeship Programs 3. Increasing Participation of Young Adults with Disabilities In Apprenticeship Programs 4. Establishing New Apprenticeship Programs 5. What Apprenticeship Employers Need to Know About Working with Young Adults with Disabilities 6. Looking to Future Opportunities in Apprenticeship Office of Disability Employment Policy U.S. Department of Labor 200 Constitution Ave. NW Washington DC 20210 Voice 1-866-ODEP-DOL 633-7365 TTY 1-877-889-5627 www.dol.gov ode p Learn More Youth with Disabilities Entering the Workplace through Apprenticeship Establishing New Apprenticeship Programs 4 An Overview A lack of available apprenticeship openings should not deter interested private and nonprofit agencies and organizations or individuals from pursuing apprenticeship as a post-secondary option for young adults with disabilities. New programs are continually being added to the apprenticeship program rolls and with over 950 occupations recognized as apprenticeable by the U.S. Department of Labor DOL the possibilities are almost endless. Starting new apprenticeship programs however requires a willing employer and the technical support from local apprenticeship staff to make it happen. What You Need to Know Registered apprenticeship is a voluntary industry- driven employment and training program. Apprenticeship programs are operated by a partnership between a business or industry and organized labor individual employers or employer associations. The operator of an apprenticeship program is called a program sponsor. Potential program sponsors need to identify the benefits of apprenticeship to their organization or business before expending the effort and expense involved in establishing and administering an apprenticeship program. A well-planned apprenticeship program yields many advantages to the employer and can Attract highly qualified applicants Reduce absenteeism and turnover Increase productivity Ensure employees are trained to industry standards and Provide employers with a competitive edge through a well- trained and flexible workforce. Some apprenticeship programs are registered with DOL while others located in 25 states plus the District of Columbia Puerto Rico and the U.S. Virgin Islands are registered through a State Apprenticeship Agency SA A . Federal or state apprenticeship staff are located throughout the country and are available to provide technical assistance to all program sponsors. Services provided include the identification of training needs the development of apprenticeship standards the development of apprentice recordkeeping systems and the coordination of services that may be provided through other federal state and private employment and training programs such as Vocational Rehabilitation and its community rehabilitation providers the One-Stop Career Center System Job Corps and school-based preparatory programs. Federal regulations contain the standards for establishing and registering apprenticeship programs. Currently there are 23 different standards for recognition of apprenticeship programs that relate to Types of occupations and terms of training e.g. duration Methods of training and the contents of the training agreement between the apprentice and program sponsor Employment and supervision of apprentices including requirements for wage progression Registration record maintenance reporting and certification and Compliance with equal employment opportunity requirements. Youth with Disabilities Entering the Workplace through Apprenticeship - Establishing New Apprenticeship Programs Traditionally training programs had to be at least one year in length to be eligible for registration and most were between two and four years. Recent federal rule changes however allow programs to be competency-based rather than for a specific time period or they can be a combination of competency and time- based. Federal regulations also recommend at least 144 hours of related instruction which is usually classroom based. A good place to start in developing an apprenticeship program is to look at the criteria used to establish an apprenticeship occupation. These criteria include both the on-the-job competencies that an individual must master along with an approximate number of hours of work experience and areas of knowledge that an individual should acquire through related training. Some employers employer associations and labor- management partnerships have established what are called national standards for their apprenticeship occupations. These national standards are guidelines for apprenticeship programs that facilitate development of registered apprenticeship programs for specific occupations. Federal and state apprenticeship staff can provide assistance in accessing the criteria for an apprenticeship occupation and any available national guideline standards. Federal and state apprenticeship staff can also help identify those program sponsors that include interim credentialing within their program standards a concept that may be particularly useful for some individuals with disabilities. Interim credentials are certificates that are issued by the registration agency at the request of the program sponsor as certification of an apprentice s attainment of competency for industry-recognized components of an apprentice s occupation. These credentials provide incentives for apprentices to complete their apprenticeship and are useful in pursuing career goals. Funding is an important consideration for employers looking at apprenticeship. Agencies and organizations interested in working with employers to establish apprenticeship programs should therefore identify potential funding sources that can be used to defray the costs of apprenticeship. Agencies that work with individuals with disabilities should also determine whether and how their own program resources can be used to help defray training costs. There are many other sources of grants tax credits and training funds that can be used. These funding sources vary among states since many are state-based. A brochure on Funding Opportunities for Apprenticeship Programs is available through the U.S. Department of Labor s Office of Apprenticeship Web site at www.doleta.gov OA pdf funding fact sheet.pdf. Youth with Disabilities Entering the Workplace through Apprenticeship - Establishing New Apprenticeship Programs Here are some tips for developing apprenticeship programs Create partnerships with other agencies and organizations to facilitate the process. These partnerships might include other service providing agencies and organizations schools community colleges and employer organizations. Enlist the support of state or federal apprenticeship staff. Designate individuals to form a working group to explore opportunities work with employers and identify funding resources. Labor market information is crucial for focusing efforts. Try to answer the following questions What are the emerging demand occupations in the area Who are the employers for these demand occupations Where are they located Identify potential employers. Consider larger employers employer associations and employers with multiple locations. Also be sure to include public agencies and nonprofit organizations as they are often an overlooked but potentially willing source for apprenticeship programs. Target employers who are known to be disability-friendly. Also consider working with employers to make them more disability-friendly through internships and exposure to people with disabilities in the workplace. Develop a marketing and outreach strategy to attract potential program sponsors. Include in your plan any available financial resources that can be used as incentives for employers to participate. Be sure to include public sector and nonprofit employers as they are the source of many jobs in apprenticeship occupations. Once you have secured a commitment from an interested employer your next steps are to Obtain buy-in from workers and management for the idea and organize an apprenticeship committee of skilled workers and management. Determine the type of training to be delivered both on-the-job and related instruction and identify sources for delivering the related training. This can be done through a community college or other training providers. Larger employers may also have in-house capabilities to deliver training. Develop the standards for training including occupations length of training selection procedure affirmative action plan wages and number of apprentices to be trained. Make sure that all federal and where applicable state requirements are addressed. Recruit potential journey-level mentors and offer training in mentoring an apprentice with a disability to dispel concerns about working with people with disabilities and to help ensure a successful placement. Identify an individual to be the program coordinator. This is generally someone within the employer s organization. However providing someone to serve as program coordinator for at least the first year of the program or subsidizing the costs of an individual chosen by the apprenticeship committee can serve as an incentive for employers to participate. Present the program standards to federal or state apprenticeship agencies for registration. The same staff can be of assistance in developing the standards for training. Once the standards are approved work with the employer to refer qualified applicants. It is also important to continue to provide support to both applicants and to employers especially around disability related issues about which employers may not be familiar. See Fact Sheet 3 in this series Increasing The Participation Of Young Adults With Disabilities In Apprenticeship Programs . Work closely with the program sponsor and program coordinator to monitor progress to resolve any issues that may arise and track results. Youth with Disabilities Entering the Workplace through Apprenticeship - Establishing New Apprenticeship Programs Youth with Disabilities Entering the Workplace through Apprenticeship - Establishing New Apprenticeship Programs Where to Go For More Information For comprehensive information on registered apprenticeship in the U.S. including the steps for setting up an apprenticeship program visit www.doleta.gov OA eta default.cfm. The complete standards for the registration of apprenticeship programs are available through the U.S. Department of Labor at www.doleta.gov OA characte.cfm. State apprenticeship agencies are a crucial local resource if you are developing a new apprenticeship program. Find the contact information for your state at www.doleta.gov OA stateagencies.cfm. The National Association of State and Territorial Apprenticeship Directors NASTAD seeks to promote the expansion of registered apprenticeship and will work in conjunction with employers and labor organizations nastad.us overview.html. Apprenticeship It Makes Good Business Sense is a toolkit produced by the Wisconsin Apprenticeship Advisory Council that specifically informs employers of the steps necessary to create a new apprenticeship program dwd.wisconsin.gov apprenticeship pdf 06 EmployerToolKit.pdf. Small businesses may qualify for financial assistance from the Small Business Administration SBA when implementing an apprenticeship program www.sba.gov services financialassistance index.html. 1. Understanding Apprenticeship Basics 2. Preparing Youth and Young Adults for Apprenticeship Programs 3. Increasing Participation of Young Adults with Disabilities In Apprenticeship Programs 4. Establishing New Apprenticeship Programs 5. What Apprenticeship Employers Need to Know About Working with Young Adults with Disabilities 6. Looking to Future Opportunities in Apprenticeship Office of Disability Employment Policy U.S. Department of Labor 200 Constitution Ave. NW Washington DC 20210Voice 1-866-ODEP-DOL 633-7365 TTY 1-877-889-5627 www.dol.gov odep Learn More Youth with Disabilities Entering the Workplace through Apprenticeship What Apprenticeship Employers Need To Know About Working with Young Adults with Disabilities 5 An Overview According to the 2007 American Community Survey ACS 12.8 percent of the civilian non- institutionalized population ages 21 to 64 years in the United States reported a disability more than 22 million people. This makes individuals with disabilities one of the largest minority groups in the country. The employment rate for people with disabilities is 22.8 percent compared to 70.9 percent for people without disabilities. Individuals with disabilities are the largest untapped pool of potential workers. Many employers are reluctant to hire individuals with disabilities because they lack understanding about their abilities. In addition they have fears about their responsibilities for providing reasonable accommodations. Yet employing people with disabilities improves an employer s bottom line by reducing recruiting and training costs because they are productive capable workers who tend to stay with their employers longer. Also in some cases employers can receive tax benefits for hiring individuals with disabilities. What You Need to Know Prospective apprenticeship employers should have basic information about people with disabilities including information about their legal responsibilities to provide reasonable accommodations in the workplace. This kind of information can dispel some of the more commonly held myths that create barriers to hiring individuals with disabilities. When asked to define what it means for a person to have a disability many of us think of individuals who are hearing or visually impaired or who have mobility limitations. Certainly these conditions are included in the definition of disabilities but the term is far broader. Census Bureau data shows that individuals with sensory i.e. vision and hearing and physical disabilities constitute a little over 20 percent of people with disabilities. This means that the largest percentages of disabilities are those with so- called hidden disabilities such as learning and psychological disabilities. Youth with Disabilities Entering the Workplace through Apprenticeship - What Apprenticeship Employers Need To Know The Americans with Disabilities Act ADA as amended by the Americans with Disabilities Act Amendments of 2008 was intended to address the inequities that people with disabilities face in their daily lives and in the workplace. Under the ADA employers with 15 or more employees must provide individuals with disabilities an equal opportunity for employment. This includes providing reasonable accommodations to individuals with disabilities who are qualified to perform the work required. A common myth is that employers must hire individuals with disabilities regardless of whether they are qualified. Employers are not required to hire individuals including those with disabilities who do not meet the basic qualifications to perform a particular job. The applicable criterion is whether the individual can perform the job with or without reasonable accommodations. Reasonable accommodations are modifications or adjustments to the job the work environment or the way things are usually done that enable qualified people with disabilities to perform the work. Employers must provide reasonable accommodations unless doing so would cause an undue hardship . While undue hardship does not have a specific definition considerations include the impact of the costs involved the overall financial resources of the employer and the impact of the accommodation on the facility. A common misconception is that accommodations are costly. Two-thirds of accommodations however cost less than 500 nearly a quarter cost nothing. Reasonable accommodations may include Modifying the work schedule. Modifying existing equipment or devices. Installing new equipment or devices. Modifying how instructions are provided. Learning disabilities are the most prevalent type of disability. Learning disabilities can affect an individual s ability to interpret what they see or hear or impair one s capacity to link information from different parts of the brain. Difficulties with reading writing doing math coordination and attention are common. A 2007 National Institutes of Health study estimates that at least 15 percent of the population has some form of a learning disability many of which are not diagnosed. Educational data on school age youth who have been classified as disabled show that over 60 percent have learning disabilities. Given the high prevalence of learning disabilities among the population it is likely that many if not most employers already employ an individual with a disability. Youth with Disabilities Entering the Workplace through Apprenticeship - What Apprenticeship Employers Need To Know Accommodations are specific to the individual. Typical accommodations that individuals with learning disabilities may need include Reduced-distraction work environments. Computer technology for written work. Allowing more time to learn new job tasks. Instructions presented both in written and oral formats. Breaking information into small steps rather than providing a lot of information at once. People with other types of disabilities will require a variety of other types of accommodations. Public and private agencies and organizations that work directly with individuals with disabilities can help employers identify and implement reasonable accommodations. Foundations and other funding entities are sources of potential support. These agencies and organizations may also be able to provide assistance in defraying the costs of accommodati are available businesses to order to remo disabilities atEmployers also need to understand their legal obligations in the recruiting process. It is important to know that disability information is confidential and it is solely up to the individual whether to disclose disability status. Many people with disabilities choose not to disclose that they have a disability. When interviewing an individual an employer may not directly ask about disability status. Employers may ask questions regarding an individuals ability to perform specific tasks provided the same questions are asked of all applicants. After an individual has been offered a job an employer may ask disability- related questions and require medical exams. However the rule of thumb is that all applicants regardless of a possible disability should be treated alike and not according to any assumptions myths or stereotypes. There are many sources of information to assist employers in providing accommodations and working with employees with disabilities. For example the U.S. Department of Labor s Office of Disability ponsors the Job N to connect isabilities to ccommodations business .edu. Additional er Where to Go ons. Additionally tax credits to defray the costs for small provide accommodations in ve barriers for people with the workplace.Employment Policy ODEP s Accommodation Network JA employers and people with d resources pertaining to job a self-employment and small opportunities www.jan.wvu resources are identified und For More Information . Youth with Disabilities Entering the Workplace through Apprenticeship - What Apprenticeship Employers Need To Know Where to Go For More Information Visit the Department of Justice s Americans with Disabilities Act ADA homepage at www.ada.gov to learn more about this legislation. For information from ODEP about tax incentives for providing business accessibility visit www.dol.gov odep pubs fact tifpba.htm. The Disability and Business Technical Assistance Center DBTAC is a national network of 10 regional DBTAC ADA Centers that provide up-to-date information referrals resources and training on the Americans with Disabilities Act ADA to businesses employers government entities and individuals with disabilities www.adata.org. A wide variety of disability related information including that pertaining to employment and civil rights can be found on the DisabilityInfo.gov Web site at www.disabilityinfo.gov. Youth with Disabilities Entering the Workplace through Apprenticeship - What Apprenticeship Employers Need To Know 1. Understanding Apprenticeship Basics 2. Preparing Youth and Young Adults for Apprenticeship Programs 3. Increasing Participation of Young Adults with Disabilities In Apprenticeship Programs 4. Establishing New Apprenticeship Programs 5. What Apprenticeship Employers Need to Know About Working with Young Adults with Disabilities 6. Looking to Future Opportunities in Apprenticeship Office of Disability Employment Policy U.S. Department of Labor 200 Constitution Ave. NW Washington DC 20210Voice 1-866-ODEP-DOL 633-7365 TTY 1-877-889-5627 www.dol.gov odep Learn More Youth with Disabilities Entering the Workplace through Apprenticeship Looking To Future Opportunities In Apprenticeship 6 An Overview Current projections of employment growth reveal opportunities to expand the number of apprenticeship program sponsors and training slots over the next decade both within the traditional building and construction base of apprenticeship and in newer apprenticeship occupations. Job demand in the building and construction trades is likely to remain strong through a combination of job growth and the replacement of workers who retire. Some of the newer apprenticeship occupations particularly some of those that provide for recognition of a specific set of skills within an apprenticeship occupation are expected to grow. Future high demand occupations are important considerations in career planning and in pursuing new apprenticeship programs. Recent changes to the federal apprenticeship regulations allow greater flexibility in how related technical instruction can be provided and allow program sponsors to utilize competency-based hybrid as well as traditional time-based apprenticeship training approaches. As a result of these changes it is likely that more employers will participate as program sponsors of apprenticeship training. In addition the availability of interim credentials in selected apprenticeship occupations is also likely to make apprenticeship an attractive employment option for many more people including people with disabilities. What You Need to Know Many high-growth technical occupations particularly those in the medical services fields are recognized for apprenticeship. Though registered apprenticeship has made progress in expanding beyond the traditional trades to these high-growth high-demand occupations most apprentices still come from building and construction. The good news is that current labor market projections indicate that traditional apprenticeship occupations will remain in demand. Two factors dictate the future of occupational demand growth in the industry or occupation and the number of replacement workers needed as individuals leave the workforce due to retirement or disability. In the skilled craft trades particularly replacement is a significant factor as long-time baby boomer journey level workers leave the labor force. Employers who are constantly seeking new workers or who experience a high turnover of staff are good candidates for sponsoring new apprenticeship programs. The U.S. Bureau of Labor Statistics BLS publishes data on projected growth in employment by occupation that includes projected job openings as a result of growth in the occupation and through replacement of existing workers that are projected to leave their jobs. Using this data measure BLS data indicates that demand for workers in the traditional apprenticeship occupations that employ the most apprentices will remain strong. The chart on the following page Projected Job Growth in Top Apprenticeship Occupations highlights projected job growth for selected occupations in the building and construction trades. For each of these occupations the demand is above or near the national average for all occupations. Youth with Disabilities Entering the Workplace through Apprenticeship - Looking To Future Opportunities In Apprenticeship Youth with Disabilities Entering the Workplace through Apprenticeship - Looking To Future Opportunities In Apprenticeship 0500100015002000 ElectricianCa rpenter Construction - Cra ft Laborers Sheet Met al Worker Ro ofer Oper ating Engineers Construction - PaintersBoilermakers Construction - Bric klayer Cement Mason Number of Workers in Thousands Projected Job Growth in Top Apprenticeship Occupations Source Data in graph is from the appendix to the November 2007 Monthly Labor Review BLS 010203040500 Forensic Science TechniciansPharmacy Technicians Medical Assist ants Ve terinary TechniciansHome Hea lth Aides Pe rsonal Home Care Aides Projected Percentage Increase 6 Percent Change in Employment in Occupations Projected to Grow Fastest 2006-16 Source Graph derived from Percent change in employment occupations projected to grow fastest 2006-16. Tomorrow s Jobs Occupational Outlook Handbook 2008-09. p. 5. Many apprenticeship occupations outside the building and construction trades are also projected to be in high demand. For some although the occupation is recognized no apprenticeship programs have yet been registered. However in most of these occupations apprenticeship programs do exist albeit in relatively small numbers. National standards have been established for certain occupations with large employers and associations. National standards facilitate the registration of new apprenticeship programs because they provide a template that an affiliate business can use in putting together its training plan. Other occupations provide interim certification opportunities through apprenticeship. The flexibility provided through such programs is likely to be useful in expanding apprenticeship opportunities to more people including people with severe disabilities because they allow for industry-related recognition of training skills acquired in a given occupational area even if the individual does not complete the full apprenticeship program. Acquiring these skills will also allow workers who choose to do so to move incrementally towards completing an apprenticeship and still receive recognition for the skills that have been acquired. The interim credential can be useful in finding employment and may be particularly beneficial in designing customized apprenticeship programs for individuals with significant disabilities. Apprenticeship occupations projected to grow by the largest percentages include personal and home health care aides veterinary technologists and technicians medical assistants and pharmacy technicians. The medical service field is a high-growth industry that provides multiple pathways to certification through apprenticeship. For example a certified nursing assistant apprenticeship is a three-year program but there are four interim certifications each of which requires less training to complete. Pharmacy technician is another occupation that offers multiple pathways through apprenticeship. The occupation requires the equivalent of one year of work experience and training. However there are related pharmacy support occupations that provide certifications based on fewer hours. The chart on the previous page Percent Change in Employment in Occupations Projected to Grow Fastest 2006-2016 shows the anticipated increase in employment occupations for six high growth occupations that are also apprenticeable. In 2008 the U.S. Department of Labor DOL issued changes to the rules on apprenticeship. These changes were intended to update the apprenticeship system to meet the demands of the future. Many of the changes such as the interim credentials described earlier expand opportunities for all workers but particularly for individuals with disabilities. Other changes are designed to make apprenticeship appealing to a larger universe of employers. For more information on these changes see www.doleta.gov OA pdf Apprenticeship Final Fact Sheet.pdf. Youth with Disabilities Entering the Workplace through Apprenticeship - Looking To Future Opportunities In Apprenticeship Where to Go For More Information Career Voyages a partnership between the U.S. Department of Labor and the U.S. Department of Education provides young people with information on post-secondary education and employment. It gives a particular focus to high growth and emerging industries in addition to discussing registered apprenticeship www.careervoyages.gov. A full list of occupations recognized by the U.S. Department of Labor as apprenticeable may be viewed at www.doleta.gov OA bul08 Bulletin 2008 15.pdf. This bulletin was last updated in May 2008. The U.S. Department of Labor Bureau of Labor Statistics annually publishes the Occupational Outlook Handbook to inform readers of the training earnings and job prospects offered by various careers. A 2008-09 article Tomorrow s Jobs showcases future opportunities in the labor force www.bls.gov oco pdf oco2003.pdf. Youth with Disabilities Entering the Workplace through Apprenticeship - Looking To Future Opportunities In Apprenticeship 1. Understanding Apprenticeship Basics 2. Preparing Youth and Young Adults for Apprenticeship Programs 3. Increasing Participation of Young Adults with Disabilities In Apprenticeship Programs 4. Establishing New Apprenticeship Programs 5. What Apprenticeship Employers Need to Know About Working with Young Adults with Disabilities 6. Looking to Future Opportunities in Apprenticeship Office of Disability Employment Policy U.S. Department of Labor 200 Constitution Ave. NW Washington DC 20210Voice 1-866-ODEP-DOL 633-7365 TTY 1-877-889-5627 www.dol.gov odep Learn More