Articles

Let’s not let history repeat itself.

Looking back at the school-to-work transition for Millennials, many were given a promise. They were told that if they got a college education, they would exit into a sea of job opportunities. All they’d have to do is pick one and from there, enjoy rewarding work and a long, successful career. A decent salary would support a comfortable lifestyle and, in a reasonable amount of time, dissolve their student debt.

We failed them.

Many Millennials did their part. They went to college and got their “golden ticket,” only to find that in the light of day, their degree didn’t take them very far. Meanwhile, degree or not, there was the debt.

But it’s not too late for Millennials to find meaningful, well-paying work. And many want to move on from their current positions. According to the 2019 Deloitte Global Millennial Survey, “more Millennials than we have ever surveyed—49 percent—would, if they had a choice, quit their current jobs in the next two years.” This number, very close to one-half of the almost 13,500 Millennials responding to Deloitte, is a reflection of the instability of today’s workforce.

Modern Apprenticeship offers opportunities for Millennials as well as those just entering the workforce. And bodes well for employers – reduced turnover and increased employee loyalty are hallmarks of this skills-building model.

Modern Apprenticeship is a customized workforce development framework that blends classroom learning and work-based training to prepare individuals of any age to meet sophisticated skills needs. Equally important, Modern Apprenticeship:

• Produces pipelines of well-prepared workers from the ground up and can also move existing employees further along in the ranks.
• Applies to almost any industry, from technology and engineering to advanced manufacturing, health care and finance.
• Is in sync with Millennials’ philosophical approach to the world of work, including innovation and creative problem-solving, making a positive impact, and emphasizing diversity and inclusion.

The American Staffing Association’s Workforce Monitor reports that Millennials are particularly open to apprenticeships. A majority (54%) says it is likely to consider these learning opportunities in the next two years—significantly more than any other age group.

Depending on the source, the oldest of Millennials are now approaching 40. Many would love to make a shift into more meaningful work, but they believe it’s too late. They wonder if they have the right skills to make the transition and are able to keep up with the technical competencies and soft skills necessary to succeed in the 21st century workplace. In Deloitte’s Millennial report, only about one in five respondents believe they are prepared for the future of work in Industry 4.0. In fact, “70 percent said they may only have some or few of the skills required and will need to evolve their own capabilities to increase their value.”

Millenials also feel stuck in place, saddled with earlier college debt alongside day-to-day living expenses. How can they possibly start over?

For millennials, however, Modern Apprenticeship brings good news.

• Apprentices earn while they learn, and typically move into lucrative employment upon program completion.
• Much of the time, they graduate without additional student debt.
• Professional mentors play a critical role, helping Millennials feel “caught up” with the modern workplace — from practical job skills to essential team building, communications and critical thinking skills.
• Many also achieve a highly regarded industry credential and associate degree during their Modern Apprenticeship.

Employers win with Modern Apprenticeship, too. Not only does Modern Apprenticeship go hand-in-hand with strong employee loyalty and retention, but also a company-specific skill set is an invaluable component.

For many Millennials, post-college reality has not matched with the fairy tale offered by older generations. But all is not lost. People in all stages of working life can find opportunity in Modern Apprenticeship. It’s a solid, substantial, no nonsense pathway to a better life.

Read this and similar articles on Forbes

About the Author

By Robert I. Lerman, John Marotta and Myca San Miguel.

While the US government sector employs about 15 percent of nonfarm workers, federal, state, and local governments have not made substantial use of apprenticeships to enhance the skills of their workforce, increase productivity, and widen access to government positions. This report examines steps undertaken by Kentucky to build talent for state government through apprenticeship.

The early outcomes are promising: departments can adopt and register apprenticeships quickly, employers are pleased with the productive contributions of apprentices, and apprentices recognize they are gaining valuable skills. The success of departments adopting apprenticeships bodes well for the expansion to other areas.

The creation of the Australian industry and skills committee, and the governance and operational reform lessons of the new Australian curriculum development model

By: Simon Whatmore, Nicholas Wyman and Andrew Sezonov
Institute for Workplace Skills and Innovation, Victoria, Australia

Summary:

In 2015, the Commonwealth of Australia instituted new governance arrangements for curriculum development across its Vocational Education and Training (VET) sector. This paper outlines Council of Australian Governments (COAG) changes to the governance and operating model for validating nationally recognised training packages (the curriculum units taught through apprenticeship programs), leading to the establishment of the Australian Industry and Skills Committee (AISC).

This case study outlines the governmental reform process preceding the AISC’s formation, and reviews the impact of the AISC’s operational and validation model in the development, approval and implementation of new training packages in Australia.

Introduction

The vocational education sector is significant in advancing and innovating Australian education models. Described as “nationally directed, jurisdictionally implemented and industry-driven” (Atkinson and Stanwick, 2016), the sector is built around curriculum building blocks (training packages) – sets of nationally endorsed standards for recognising and assessing skills required by an individual to hold a vocation-specific qualification.

Since the late 1990s, Australian training packages were developed by Industry Skills Councils (ISCs). ISCs were independent, not-for-profit advisory bodies contracted by the Australian government to undertake package development as part of broader industry promotion and workforce development functions, which were then provided to a delegated ministerial committee for endorsement. This model ratified 60 training packages containing more than 1,600 qualifications covering 85 per cent of Australian occupations.

Established as bipartite federated stakeholder boards, each ISC functioned under its own unique constitution, board structure and funding system. Reflecting the VET sector’s origins in traditional trades training, these councils were technically oriented and incremental in the evolution of their training packages.

During the past decade, the suitability of the ISC training package development and endorsement model has been challenged by a number of macro trends, including: sectoral shifts in the economy and the expansion of service sector employment; the impact of technological change on traditional industrial processes; the dynamism and growth of jobs in ‘new economy’ sectors; and the deregulation and subsequent expansion of registered training organisations.

A survey of Australian employers identified concerns with the limitations of the ISCs’ siloed operating and development processes, indicating the need for structural change to develop and deliver training packages for an innovation-driven future focused on services, technology, cross-sector skills and flexible training delivery models (NCVER 2013). Industry’s reduced confidence in the relevancy and quality of the vocational training system, as well as declining apprenticeship enrolments at this time, led to the creation of the VET Reform Taskforce in November 2013.

The aim of this case study was to outline the reform process preceding AISC’s formation and review the impact its new governance model on the development and validation of new training packages in Australia, as assessed by key informants.

Methods and research design

The authors, who are active in the Australian vocational education sector, evaluated data from a range of public policy documents and submissions generated through the government’s consultation process before the AISC’s establishment (2014-2015).

The authors also obtained qualitative insight through conducting, in late 2018, a number of semi-structured key informant interviews, including representatives of the AISC, Australian government, training providers and industry stakeholder bodies to identify perceived benefits and drawbacks of the new governance model. A content analysis of these interview notes was undertaken to determine key themes for this conference presentation.

New governance model

In 2014, to help ensure the VET system could sufficiently respond to industry trends and generate training packages adequately supporting projected future skills needs, the ministerial-level COAG Industry and Skills Council (CISC) was formed.

At its inaugural meeting, the CISC agreed upon VET system reform objectives, particularly “to ensure that industry is involved in policy development and oversight of the performance of the VET sector and to streamline governance arrangements and committees” (COAG, 2014).

The council also initiated a thorough first-principle review of the sector, emphasising the key themes of: industry responsiveness; quality and regulation; funding and governance; and data and consumer information.
Designed to revitalise industry engagement with the national training system, the council conducted an extensive consultation process with the ISCs, relevant stakeholders and the public.

It then determined to reform the system through dissolution of the ISCs and the introduction of new governance arrangements in addition to the implementation of a contestability model and clear formal processes to access government funding for training package development.

The new model was designed to:

• strengthen industry leadership of training package development and review so that training better aligns with jobs in the modern economy
• prioritise the development and review of training packages based on industry demand for skills across sectors
• improve collaboration among stakeholders involved in training package development.

Under the new arrangements, the CISC distributed the tasks previously performed by the ISC across three new entities:

• Australian Industry and Skills Committee – a committee of industry leaders with the overarching formal responsibility for funding and approving training packages, advising the CISC on industry needs, and prioritising and managing the operations of the all IRCs and SSOs

• Industry Reference Committees (IRCs) – established by the AISC and populated by people with industry experience, skills and knowledge, IRCs provide expert advice, ensuring training packages meet employer needs. IRCs work with SSOs to prepare annual forecasts and business cases to identify emerging skills gaps and project needs to update and maintain the relevance of training products.

• Skills Service Organisations (SSOs) – independent service organisations providing technical, operational and secretariat functions to their IRCs. This includes preparing business cases for change, developing and revising new training packages, and reporting to and liaising with the AISC. Six SSOs support 67 IRCs.

In 2016, the new operating model came into effect. As the transitional period is complete and stakeholders have worked through two planning cycles under the new system, we can now assess the comparative advantages of the new model, and suggest potential lessons for policy-makers facing similar challenges in other jurisdictions.

The new governance model, with defined roles and responsibilities for each entity, is detailed in Figure 1.

Lessons from the AISC reforms

In seeking to determine the impact of the AISC era, the authors asked interview subjects what they viewed as the successes and comparative advantages and disadvantages of the new governance structure, how the AISC was viewed within their professional networks, and to provide anecdotal insight where applicable. The key themes to emerge from these interviews were:

Clearer accountability and standardisation of processes
Respondents agreed that, under the AISC model, stakeholders’ expectations and standard roles and responsibilities of the training package development, endorsement and implementation process was clearer and more process-oriented, as a result of targeted briefings and communications. Clearer role definition improved accountability and responsiveness from the IRCs and SSOs in revising packages. However, final approval for implementation, which requires CISC agreement, remains time-consuming and a potential bottleneck. It was also noted that drafting of training packages for new and emergent industry remains an iterative process slowed by determining scope, identifying and engaging with new stakeholders, and mediating conflicting views.

Development of an economy-wide narrative for skills
All respondents agreed the AISC has been proactive in creating a sense of collective purpose, and generating and disseminating an evidence base to identify and respond proactively to cross-sectoral trends and skills needs. Through initiating a comprehensive annual qualitative survey of IRC members’ skills and insights, the AISC has been able to successfully commence thematic cross-sector projects tackling subjects such as automation, digital skills and disability inclusion.

Greater consultation with industry expert advisers
As of 2019, the AISC has enabled 67 IRCs with a combined membership of approximately 800 stakeholders (compared with 12 Boards and approximately 100 stakeholders engaged under the ISC model). Respondents’ overwhelming view is that more people and newer voices with first-hand knowledge of the skills required by industry are being engaged throughout the process. However, some respondents suggested more effort could be made to engage representatives of small to medium enterprises.

Conclusion

There appears to be general consensus that the adoption of the AISC has been successful in improving consultation with stakeholders and the responsiveness and accountability of the support entities.
The AISC, with its overarching governance and strategy role, has also successfully been able to identify trends and skills needs with cross-sector implications, determine strategic priorities and initiate cross-sector projects to address these challenges in a method which would not be possible under the previous training package development structure.

Literature

Atkinson, G. & Stanwick, J. (2016). Trends in VET: policy and participation. Adelaide: NCVER.
Bowman, K & McKenna, S 2016, The development of Australia’s national training system: a dynamic tension between consistency and flexibility, NCVER, Adelaide
COAG CISC VET Reform – CISC Communique April 2014 [https://docs.education.gov.au/documents/cisc-communique-april-2014]
Department of Education and Training (2014) Review of Training Packages and Accredited Courses – Discussion Paper. Canberra. Commonwealth of Australia.
NCVER (2013), Australian vocational education and training statistics: employers’ use and views of the VET system 2013, NCVER, Adelaide
Noonan, P. (2016). VET funding in Australia: Background, trends and future direction. Melbourne: Mitchell Institute.

About INAP

INAP, the International Network on Innovative Apprenticeship has steadily grown to incorporate researchers from all over the world. In 2019 it’s 8th international conference hosted by Konstanz University, Germany, points to various issues linked to contemporary apprenticeship reforms and reconfigurations, which indicates the need for apprenticeships to deliver on its promise of workplace skills and for it to evolve and also to change as the world economies develop.

Apprenticeship is a model of work and training, which has benefits for many different types of economies and societies. Specific areas of research are represented in Konstanz by the following topics and from different countries’ perspectives:

Governance and Stakeholders

Teaching and Learning

Academisation in Apprenticeships

Diversity and Inclusiveness

Internationalisation and Transfer of VET Services

Future Work: New Employment Patterns

Future Work: Industry 4.0

School to Work Transition and Youth Employment

Modern Fields of TVET Research and Practice

Bryan Reynolds | State Journal

Three local civil service apprentices updated Nicholas Wyman, CEO of the Institute for Workplace Skills and Innovation, about their experiences with the new Kentucky program on Friday.

RayLang, Isaiah Dunlap and Dusty Barnes are all IT apprentices with the state. Lang and Barnes are apprentices through the Kentucky Cabinet of Transportation and Dunlap’s program is through the Kentucky Personnel Cabinet.

“Last May, we announced our effort at expanding apprenticeship into the civil service sector, so state and local government,” said Deborah Williamson, director of the Kentucky Registered Apprenticeship Program. “We had four agencies, three cabinets and one county judge-executive office, who said ‘yes we’d like to try it.’”

The program began with four occupations; IT technicians, a mechanic technician, office administration and direct support services, she explained.

“They took off like a rocket,” Williamson said. “Well beyond our wildest dream.”

The civil service apprenticeship program is an attempt to solve a problem many businesses and state agencies have been having with filling jobs with trained, skilled employees, she explained.

“There has been a problem, particularly in the private sector, where employers are almost putting promising projects on the shelf because they can’t find people with the skills they need,” Wyman said. “Apprenticeship is really where companies are engaging in designing and developing a program that is going to build a future labor pipeline.”

Robert Blystone, field service manager for the Transportation Cabinet (KYTC), said the IT apprenticeship program is 2,000 hours long. The state works closely with local school districts to recruit graduates who took an IT pathway during their high school education.

“At that point, we go through interviews and select candidates that would be a great fit,” he explained. “From there we get them introduced to our facilities, to our operations and help get them started understanding where they’re at as individuals and how we can build off of that skill set.”

Each IT apprentice had varying degrees of experience with IT when they began the program and different reasons for choosing the program.

Lang said he had some computer hardware knowledge before beginning his apprenticeship but the education he received in high school in Shelby County was limited because only one computer class was offered.

“Through that class, I was offered this and was told it was basically that class but more intense,” he said. “I was told I would learn more and would get more out of it. I jumped on the chance because I just wanted more opportunities to do this work.”

Barnes, on the other hand, took four years of IT learning operations and help desk support and customer support. He didn’t have much experience with the hardware side of IT though until the apprenticeship program.

“I actually heard about the apprenticeship program two weeks before my graduation and I was looking for something to do because I actually have a family,” Barnes said. “This opportunity has helped me support my family and better my education at the same time so I can hopefully have a better future.”

Wyman said the Kentucky registered apprenticeship programs, like the civil service program, are built around certain standards and interested in making them quality programs.

He explained apprenticeships give people the chance to learn a dual set of skills; technical and interpersonal. It’s something that sets apprenticeship experience apart from university learning, which tends to focus on the technical and information, he said.

“There are a lot of questions about college affordability so this idea you can get paid to learn is very attractive to a lot of people,” Wyman said. “You don’t have to take on huge debt and the advantaged after your 2,000 hours compared to someone who just left a classroom only environment is pretty powerful.”

Blystone said apprenticeship programs are by no means the beginning, middle and end of education but a stepping stone. When Lang, Barnes and Dunlap complete their internships they will have many options available to them.

Lang said he intends to continue working with computer hardware after completing his 2,000-hour apprenticeship.

I really enjoy doing hardware and messing with computers because it has all the technical bits but minus the complexity and troubleshooting that is programming and software,” he explained.
Barnes, who currently has 1,000 of his 2,000 hours complete, said he would like to continue working for the KYTC but also continue his IT education.

Dunlap said he is examining all of the options that will be available to him after completing the program.

“I would 100 percent to a friend or other person because it offers a great experience,” Barnes said. “Working with the company that you plan on working for allows you to be a lot better prepared for their workforce.”