National Apprenticeship Week - November 14 – 20, 2016
This week
is the second National Apprenticeship Week. We don’t know if there will be a third,
since the first two were proclaimed by President Barack Obama and we don’t know
what the educational and labor goals of the new Trump administration will be.
On November 17, we celebrate National Women in Apprenticeship Day.
U.S.
Secretary of Labor Thomas E. Perez has said, “Apprenticeships are experiencing
a modern renaissance in America
because the earn-while-learn model is a win-win proposition for workers looking
to punch their ticket to the middle-class and for employers looking to grow and
thrive in our modern global economy”
In
proclaiming this week as NAW, President Obama said:
Registered apprenticeships connect job-seekers to better
paying jobs that are in high demand, and by providing hands-on experiences and
allowing Americans to earn while they learn, they help workers gain the skills
and knowledge necessary to thrive in our modern economy. More than 90 percent
of apprentices find employment after completing their programs, with graduates
earning an average starting salary over $60,000. In addition to benefiting
employees, apprenticeship programs also help employers by increasing
productivity and innovation with a high return on investment.
A variety of industries -- from healthcare to construction
to information technology and advanced manufacturing -- are using
apprenticeship programs to meet their workforce needs. To bolster the
competitiveness of those industries and others, it is imperative that our
Nation continues investing in apprenticeship programs. Across our country,
State and local leaders have done just that -- in some cases expanding
apprenticeships by over 20 percent in their regions. And since 2014, 290
colleges have joined in the effort to offer college credit toward a degree for
completing apprenticeship programs.
The modern
apprenticeship is based on a very old system of teaching and educating young
people in skilled crafts. The system of apprenticeship was first developed informally
in the later Middle Ages and later came to be supervised by craft guilds and
town governments. A master craftsman was entitled to employ young people (usually
boys) as an inexpensive form of labor in exchange for providing food, lodging
and formal training in the craft.
Today’s
apprentices are trained by working with practitioners of a trade or profession through
hands-on, on-the-job training and often some accompanying study (classroom work
and readings). Just as in the Middle Ages, the apprentice repays that learning
and experience in exchange for continued labor for an agreed period after they
have achieved measurable competency. A typical apprenticeship lasts for 3 to 6
years. People who successfully complete an apprenticeship reach the
"journeyman" or professional certification level of competence.
Here in the
United States,
apprenticeships have fallen under three different federal laws. The first, the Smith-Hughes
National Vocational Education Act of 1917 focused on vocational agriculture to
train people "who have entered upon or who are preparing to enter upon the
work of the farm," and provided federal funds for this purpose. Farming
was, of course, the main occupation of much of the labor at that time.
In1933,
during the Depression, the short-lived National Industrial Recovery Act
authorized the President to regulate industry in an attempt to stimulate
economic recovery. Much of the NIRC was declared unconstitutional in 1935, so
the FDR Administration went back to the drawing board.
The US Secretary of Labor Frances Perkins, the first
women cabinet minister ever appointed in the United States, established the
Federal Committee on Apprenticeship. Made up of representatives from federal
government agencies, the commissioners were tasked to come up with
recommendations for federal policies regarding apprenticeships.
In 1937,
Congress passed the National Apprenticeship Act, also known as "the
Fitzgerald Act," to regulate apprenticeship and on-the-job training
programs. The Act established a national advisory committee whose task was to
research and draft regulations to establish minimum standards for
apprenticeship programs.
The Act was
later amended to permit the Department of Labor to issue regulations protecting
the health, safety and general welfare of apprentices, and to encourage the use
of contracts in the hiring and employment of them. Later amendments to the act
created regulations banning racial, ethnic, religious, age and gender discrimination
in apprenticeship programs.
The
apprenticeship model is an effective way to train people for the skilled jobs
trades where hand-on learning is the best way to gain competency. And while
schools are doing a better job of adapting this model to their programs – here
in New York State, the BOCES Centers have really
embraced this potential for educating students – working with a master
craftsman is still the preferred method.
But just as
it was in the Middle Ages, there are still gender barriers in access to
apprenticeships, even though there are no legal barriers. 94% of all apprentices
in federal programs are male and 51% of women leave their apprenticeship
programs prior to completion as compared with 46% of men.
Women make
up just 6.3% of active apprentices nationally. We can take pride that here in
the Empire State, women make up 11% of these
programs.
The
construction industry is perhaps the heaviest user of apprenticeship programs
in the country. The US Department of Labor reported 74,164 new apprentices were
accepted in 2007 at the height of the construction boom. Yet women represent
just 2.6% of construction workers and 2% of construction apprentices nationally.
When you
consider that jobs in the skilled trades pay 20-30% more than traditionally
female occupations, encouraging more women to go into apprenticeship programs
makes good economic sense and cents. And union women earn more than nonunion women
in every US
state.
As students gain
knowledge of skilled jobs through programs like career and technical classes at
local Boards of Cooperative Educational Services (BOCES) programs that provide
work-based learning experience on job sites via internships, they can expect to
find better paying jobs with 21st century work skills. With the right encouragement,
many of those new skilled job workers will be young women.