The International Network on Innovative Apprenticeship ETF European Training Foundation, Turin, Italy September 18, 2009

1. School-industry partnerships as support structures in apprenticeships: Findings from the US and CanadaBonnie Watt-Malcolm, Ph.D., University of AlbertaAntje Barabasch, Ph.D., University of MagdeburgAlison Taylor, Ph.D., University of Alberta The International Network on Innovative Apprenticeship ETF European Training Foundation, Turin, Italy September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta

2. Presentation outline • Introduction • US and Canada Apprenticeship System • Youth Apprenticeships versus Adult Apprenticeships • Barriers to the Extension of Apprenticeships • Examples of Education-Industry Partnership • Conclusion September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta 2

3. Introduction • U.S. Approx. 1% of a cohort participate in apprenticeships and there are 850 apprenticeable trades. • Canada: Less than 5% of cohort participate in apprenticeships and there are over 200 apprenticeable trades. • U.S. and Canada: • Availability depends on economic conditions. • Companies hire certificated workers instead of investing in training. • Number of recognized apprenticeship trades differs between territories and provinces/states • Most apprenticeships are in male-dominated trades. • Employers are not obligated to keep apprentices for the entire time of their apprenticeships. • Union support is weak, especially for youth apprenticeships. September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta 3

4. Adult Apprenticeships versus Youth Apprenticeships • Youth Apprenticeships • 15 or 16 year old high school students (grade 10, 11 or 12). • Can continue after high school. • Merging academic and vocational learning. • Offered by unions and employers. • High school personnel are coordinators. • One alternative among other school-to-work programs. • Have to work with a person with a journey ticket. • Adult Apprenticeships • Not connected to high school. • Payment is first year rate of the trade regulation. September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta 4

5. Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta September 18, 2009 5

6. Approaches to Apprenticeships in the U.S. • Traditional, time-based approach: Requires apprentice to complete a specific number of on-the-job training (OJT) hours and related technical instruction (RTI). • Competency-based approach: Requires apprentice to demonstrate competency in the defined subject areas and does not require any specific hours of OJT or RTI. • Hybrid approach: Requires apprentice to complete a minimum number of OJT and RTI hours and demonstrate competency in the defined subject areas. September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta 6

7. Advantages of Youth Apprenticeships • Might increase academic interest. • Higher motivation towards school/prevention of dropouts. • More goal oriented. • Counteract tendency for floundering. • Socializes people to a workplace environment. • Students learn the rules at the workplace. • Provides career orientation. Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta September 18, 2009 7

8. Advantages for Employers • Reduced recruitment and training costs. • Marketing effect: Community support. • Crime prevention/maintaining supply of qualified workers in the region. • Provision of qualified workforce. • Higher productivity and morale among employees. • If apprentices stay, return on investment increases. • Local involvement pays off in the sense that there is a lower turn-over rate of apprentices and a higher commitment. September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta 8

9. Barriers for Workers to Extension of Apprenticeships • Apprenticeship maturity & readiness for apprenticeship. • Exploitation. • Apprentices as strike breakers. • “Scholarship-Loan Agreement” contract. September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta 9

10. Barriers for Employers to Extension of Apprenticeships • Union membership is declining. Outside the public sector only 9% of workers belong to unions (e.g., unions restricted the number of apprentices an employer could hire). • Community colleges have increasingly tailored their programs according to specific employer needs without providing program participants with broader more portable skills. • Many companies have no interest in participating in the National Skills Standard Program, but rather set their own standards (U.S.) • Collective action problems: Coordination in matching public training efforts to private firm needs, getting agreement on industry-wide standards on skill credentialing, and cooperation problems in private firm investment in training. • Threat of free-riding. September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta 10

11. Barriers for Public to Extension of Apprenticeships • Instead of funding apprenticeships the U.S. government puts more emphasis on providing jobs through subsidized employment. Only short term training programs are supported that last a maximum of one year. • Overall, it can be argued that apprenticeships have lost or never gained much ground. This started at the end of the 19th century when school-based training was established. Jacoby (2001) writes “where the public sector took greater interest in training, schooling more frequently supplemented, rather than replaced, on-the-job apprenticeship training. Public involvement also helped formalize the structure of trade learning in ways that apprenticeship laws had failed to do” (p. 6). September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta 11

12. Examples of School-Industry Partnerships • U.S. • Wisconsin Regional Training Partnership (WRTP) • The International Training Fund (covering the US and Canada) • Adolescent paid work during high school • Canada • Work experience • Secondary School Apprenticeships & Accelerated Credit Enrollment Industry Training (BC) • Ontario Youth Apprenticeship Program (OYAP) • Registered Apprenticeship Program (RAP) September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta 12

13. Canada study • The Canada study examined social partnership related to high school apprenticeship with attention to the constraints on partnerships associated with market approaches to VET policy as well as the opportunities provided to young people through such programs (Taylor & Watt-Malcolm). • Different high school apprenticeship models, focus on construction trades. • Site selection: Different partners (e.g., large and small employers), high schools, different apprenticeship trainers (e.g., labour-management trust funds and public colleges), partnership “brokers” (supported often by provincial governments), and government departments. • Approximately 84 interviews and focus groups in Ontario, Alberta, and British Columbia. September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta 13

14. Canada: Examples of Youth Apprenticeships • RAP started in 1991 (Alberta), SSA and ACE IT started early 2000s (British Columbia), OYAP started late 1990s (Ontario). • From 1992 to 2007 over 10,000 students participated in Alberta’s Registered Apprenticeship Program (RAP). • As of 2007, 1,366 completed their journey certification (RAP). • As of December 2007, 2,873 prior RAP students have maintained their apprenticeship status. • RAP students are employed at over 1,000 employer sites. Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta September 18, 2009 14

15. Conclusion • U.S. • No attempts by the government to add funds for the apprenticeship training sector. • Increasing support for education-industry partnership initiatives (e.g., policies). • Attempt to merge academic and vocational learning. • Ease transition from apprenticeship to higher education (e.g., colleges). September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta 15

16. Conclusion • Canada: Case studies suggest the institutional/policy context make it difficult to develop partnerships that provide youth with desirable training opportunities in the trades: • Lack of a coordinated national tripartite apprenticeship system with corporatist structures. • Competition for resources and status amongst potential partners. • Lack of employer engagement in training. • Confusion where high school apprenticeship exisit within formal education. September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta 16

17. Canada study: Recommendations • Ensure VET funding include sufficient resources for capacity-building and partnership development. • Clarify roles and responsibilities of potential partners and increase incentives for meaningful collaboration. • Focus on the “demand” side of high school apprenticeship in terms of how to engage employers and unions, as well as the “supply” side focus on increasing the number of interested youth;. • Ensure that youth are attracted to VET programs like high school apprenticeship because they see them as providing tangible benefits—articulating school and work-based learning opportunities, providing support in navigating apprenticeship training, and assistance in securing employment. • Enhance opportunities for underrepresented groups in trades (e.g., women, students with disabilities, minorities). September 18, 2009 Bonnie Watt-Malcolm, University of Alberta Antje Barabasch, University of Magdeburg Alison Taylor, University of Alberta 17