Michelle Weise is senior vice president for workforce strategies and chief innovation officer at Strada Education Network. Weise is a higher education expert who specializes in innovation and connections between higher education and the workforce. She built and led Sandbox ColLABorative at Southern New Hampshire University (SNHU) and the higher…

Over the past 25 years, the total number of students in college has increased by about 50 percent. But the number of students graduating with degrees in science, technology, engineering, and mathematics (STEM) subjects has remained more or less constant. In 2009 the United States graduated 89,140 students in the visual and performing arts, more…

Describes the Maryland tech prep consortium, one of the federal government's model programs. It seeks to give students on-the-job work experience that qualifies them for advanced placement at a community college and journeyperson certification. (JOW)

Austria, France, the United Kingdom, and the United States are working to improve their apprenticeship programs. Although there are differences among the systems, there are many common problems. The future of apprenticeship as an institution depends on its ability to adapt to changing skill requirements. (JOW)

Jobs for the Future provides technical assistance for several youth apprenticeship demonstration projects. Youth apprenticeship integrates on-the-job learning with classroom instruction, bridges high school and postsecondary schooling, and results in both academic credentials and competency certification. (Author/JOW)

Work-based postcompulsory education has been hindered by association with discredited youth training programs. Interviews with 381 British apprentices (55.7% response) show how this form of work-based education overcomes disadvantages of full-time education, has liberating potential, and is an attractive means of acquiring further education and…

In the Pennsylvania Youth Apprenticeship Program, students attend class three days per week and work in manufacturing-related industries the other two. The success of the program depends primarily on the quality of teachers and mentors and industry's willingness to cooperate. (JOW)

This policy paper defines apprenticeship in terms of eight essential components, explains what apprenticeship is not, and recommends how the term should be used. As defined by the eight components, apprenticeship is: (1) a training strategy that combines supervised, structured, on-the-job training with related instruction and that is sponsored by…

Suggests a program for the semiskilled worker or nonacademic student that could help address the present needs of the students as well as prepare them for future careers. (WD)

Three job training models for young people are (1) emphasis in full-time schooling to age 18, as in Japan; (2) Germany's dual system of apprenticeship and continuing education; and (3) a mixed model as in the United Kingdom, where a small percentage remain in school to age 18 and a proportion enroll in work-based training programs. (SK)

School-to-work transition for non-college-bound youth can best be accomplished through an apprenticeship model that blends vocational and academic education in high school, gives students meaningful work experiences, and continues job training after graduation. (SK)

Since the passage of the National Apprenticeship Act in 1937 apprenticeship has remained a totally voluntary program, the costs of which are covered by the program sponsor (either an employer, a joint labor-employer sponsor, or a government agency). As of 1988, there were about 325,000 apprentices in training and another 55,000 in the armed…

Apprenticeship has a long tradition as a structured industry-based approach to on-the-job training combined with classroom instruction. New legislation is being considered to expand the concept, and high schools and vocational schools offer apprenticeship preparation courses to attract students. (SK)

The apprenticeship system in the United States is primarily a private institution, separate from vocational-technical schools. Apprenticeships establish their own guidelines as to the required course of study. Apprentices do not get licensed unless they successfully complete a written and practical exam. Culinary apprenticeships vary. Many large…

This document contains two congressional hearings on the present apprenticeship programs to determine whether they are effective in producing the needed skilled craftspersons. The hearings also focus on how the apprenticeship training systems may be improved to meet the ever-changing needs of industry. Testimony includes statements, prepared…