This article features Ohio's Miami Valley Career Technology Center. The author discusses how MVCTC is connecting secondary education with apprenticeship and postsecondary training. MVCTC needed support from its partners in both non-union and union companies to get the school to apprenticeship program under way. The Associated Builders and…

An apprentice program for gifted and talented high school students in West Milford High School (New Jersey) has been successful in helping students gain on-the-job experience. This helps students in their planning for after high school graduation. (MD)

"Wheels of Learning," a construction trade curriculum, was integrated with Baltimore County schools curriculum to provide high school students with standardized apprenticeship training and put them on a career path before graduation. (Author/JOW)

The German apprenticeship system and the Danish "sandwich" system impart the following lessons for school-to-work transition in the United States: employers actively develop, manage, and implement systems; links are made between educational and employment needs of students and needs of companies; and coalitions/local intermediary…

The study examined a pilot preapprenticeship project which sought to have a school system and a union with the Joint Carpentry Apprenticeship Committee, work with the Bureau of Apprenticeship and Training to develop a training course for high school students which would enable them to enter apprenticeship at an advance stage while at the same time…

Employers' lack of involvement in apprenticeship may stem from such beliefs as lack of faith in training or its payback, adequate supply of qualified adults, opposition by unions, or sufficient number of skilled workers. Initiatives to encourage participation include tax credits, student assessment, coalitions, curriculum design, and involvement…

The approaches of four countries to vocational training for youth are described: West Germany's dual system; the Swedish vocational preparation system; the Certificate of Professional Aptitude in France; and Great Britain's Youth Training Scheme. (SK)

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)

Case studies of cooperative apprenticeships in Naval shipyards and maritime industries identify the benefits of mutual exchanges: access to external funds, appropriate mediation of conflicts, and models for formal contracts. Business-community college partnerships can learn from these examples how to establish working relationships for…

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 a "nonjoint" apprenticeship program at a Pennsylvania community college in which the apprenticeship relationship exists between the employer and the individual apprentice, with no union involvement. Examines admission requirements, educational components, and certification. (CT)

Case studies of successful labor-community college apprenticeship partnerships show that collaboration occurs when parties derive mutual benefits, collectively access external funds, stipulate roles/responsibilities, and resolve conflicts. Dual enrollment of apprentices in associate degree programs is a promising strategy. (SK)

An effective transition from school to work does not suddenly begin when students have completed their vocational programs. The key to successful programs is having the private sector become a partner in the occupational training of youth. (JOW)

Industry-based skill assessment and certification should (1) be independent of training providers; (2) use variety of instruments; (3) recognize multiple levels of mastery; (4) promote broad training and continuous learning; (5) be geared to high-performance work organizations; (6) be voluntary; and (7) be flexible to keep pace with technology.…

Though formal arrangements between community colleges and business and industry are increasing, structured workplace apprenticeship arrangements remain scant. Such arrangements have a number of advantages for students, colleges, and industry, including: (1) they represent a way in which colleges can gain private sector support for experiential…