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)

Discusses the need for youth apprenticeship programs and suggests that the benefits to companies are high. Indicates that work-based learning programs may be the most effective way to ensure professional training for today's youth. (JOW)

An article excerpted from the Harvard Education Letter warns against the notion of directly importing foreign apprenticeship models into school-to-work initiatives in the United States. (JOW)

The Craftsmanship 2000 apprenticeship program in Tulsa, Oklahoma, involves seven metalworking industries, three schools, and the community in the four-year program, which links academic, vocational, and work-site experiences to prepare students for employment. (JOW)

A Missouri tech prep project links eight vocational-technical schools with four craft unions. Students who complete one of the programs with a C average can be placed as registered apprentices and may earn advanced standing toward journeyworker status. (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)

In 1982, the Vocational Training Council in New Zealand changed the apprenticeship program. It provided for young people to be apprenticed to industry as a whole as well as to individual employers. It promoted competency-based education, improved training for women and adults, and encouraged broad-based training. (JOW)

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)

Discusses the School-to-Work Opportunities Act as the expansion of the role of work-based components such as tech prep, career academies, and youth apprenticeships. Looks at critical problems in the U.S. educational system and compares them with those found in other countries. (JOW)

The introduction of the German-style dual apprenticeship system into the United States will mean part-time vocational schools teaching academics and vocational skills combined with on-the-job training at local companies. (Author)

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)

Excerpts from "Rethinking America" compare student outcomes in the United States, Japan, and Germany, especially for the neglected majority. An interview with author Hedrick Smith addresses the paradigm shift in the corporate world and its implications for vocational education. (SK)

What students want from apprenticeships are (1) immediate coordinated work experience after vocational training; (2) careers with advancement potential; (3) formal systems of recognition; (4) credit for prior learning; and (5) opportunities to learn while earning a decent wage. (SK)

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)

Major auto manufacturers have developed cooperative apprenticeship programs with community colleges, offering alternating periods of study and work experience under the supervision of master technicians. (SK)