Apprenticeship
Apprenticeship
Apprenticeship
employer
training program sponsor
local education agency
Table of Contents
Statement of Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Apprenticeship: A Pathway to Success . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Level I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Level II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Level III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
List of Apprenticeable Occupations . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Drafting
Surveyor
Statement of Purpose
This guide is designed to introduce educators to career opportunities for young people in
apprenticeable occupations. It answers commonly asked questions and provides a guide to
educators interested in including Orientation to Apprenticeship in their curriculum.
The guide provides course outlines for three levels of student involvement starting from
a brief introductory level to a more detailed and defined pre-apprenticeship model.
Preparing students for the world of work not only provides students with a direction for
career choices, but also gives them a reason and purpose for increasing academic excellence.
The curriculum in an Orientation to Apprenticeship course supports high standards
and accountability in order to prepare students for continuing in an educational setting
and meeting the requirements for entrance into registered apprenticeship programs upon
high school graduation.
This guide also works in concert with the California Workforce Development: A Policy
Framework for Economic Growth document. Policy: Engage the private sector as a full
partner in every aspect of workforce policy and systems development, program operations,
and delivery of services. Recommended actions: Organized labor, employers, education
governing bodies, and the appropriate state agencies should work together to expand the
apprenticeship system, both in numbers and scope, in order to maximize the effectiveness
of the apprenticeship model within the workforce development system.
Culinary
Acknowledgements
We would like to acknowledge the support and assistance of the many people who participated in
the development of Orientation to Apprenticeship: A Guide for Educators. This guide was
produced in response to the many inquires about pre-apprenticeship from educators around the
State of California who were looking for additional opportunities for high school students
seeking information on careers and work options open to them upon high school graduation.
Orientation to Apprenticeship: A Guide for Educators was developed under the direction
of the California Apprenticeship Council (CAC) with the support of the Director of the Department of Industrial Relations (DIR), Stephen Smith, and the Chief of the Division of Apprenticeship Standards (DAS), Henry Nunn. The School-to-Career/Apprenticeship Ad Hoc Committee of
the CAC was given the responsibility for producing this document.
Jeannie Holmes
Commissioner, California Apprenticeship Council, STC/A Chair
William T. Callahan, Jr.
Chairman, California Apprenticeship Council
Rick Cole
Coordinator, San Diego Carpenters Training Center
Richard Dahl
Consultant, California Department of Education
Leo A. Garcia
Director of Apprenticeship & Training
Associated General Contractors of America, San Diego Chapter
Bryan Goyette
Area Administrator, Division of Apprenticeship Standards
Jim Leatherwood
Associate Dean of Occupational Education
Riverside Community College
M. Duane Mongerson
Director of Apprenticeship Training
Bay Area Counties Roofing Industry
Barry Noonan
Workforce Preparation
California Community Colleges Chancellors Office
Graphic Design:
Photography:
Printing:
The apprenticeship program has helped me in many different ways.It has helped me to
develop a confidence I didnt have before, that I could accomplish anything no matter
what it isI am also in training to be a foreman and am an instructor for a first year,
first semester apprenticeship program.
Sonja Vasquez, Electrical Journeyman, LA County
Why should a school want to participate in a program that would introduce students
to apprenticeship?
Students who participate in work-based learning programs become more focused in school because
they understand the relationship between the information learned in school and the skills necessary
to be successful in the work place.
Apprenticeship provides an important link and opportunity for all students to move successfully into
continuing an educational pathway and entering the workforce for economic independence.
Students are more likely to be able to understand the big picturewhy education is important.
Including Orientation to Apprenticeship in a curriculum or career pathway supports students
achieving high academic skills.
Pre-tests are required for entrance acceptance in some apprenticeship programs.
Note the following sample test questions:
Surveyors:
1. The expression 52 + 2 (4 4 2) is the same as:
A. 225 B. 25 C. 125 D. 27
2. A board of 10 ft. 10 1/2 in. is to be cut into three equal parts. What is the length of each part?
A. 3 3 1/8 B. 3 4 5/8 C. 3 11 1/8 D. 3 7 1/2 E. 3 8 1/4
Electricians:
3. Consider the following formula: y = 3 (x + 5) (x 2) Which of the following is equivalent to this one?
A. y = 3x2 + 9x 30 B. y = x2 + 3x 10 C. y = 3x2 + 3x 10 D. y = 3x2 + 3x - 30
4. You will be presented with a picture of a piece of paper with folds and cuts, followed by four (4)
three-dimensional objects. You must decide which of the three-dimensional objects could be made
by folding or rolling the piece of paper.
Answers: 1. B 2. D 3. A
Statistic: School-to-Career and work-based programs are more effective for student learning.
(New York School-To-Career Initiative, Westchester Institute for Human Services Research Inc. 1998)
Whats in it for students?
Apprenticeship programs have many opportunities that may include, but are not limited to,
the following:
Statistic: A class of 1997 School-to-Career graduates had higher employment rates after graduation than
non-School-to-Career students. (Boston Pro-Tech Initiative, Jobs for the Future and Boston Private Industry
Council Survey, 1997)
What could I tell a parent that would help them to understand the value of an apprenticeable
occupation for their child?
In addition, serving as an apprentice may peak the interest in a student to plan for a parallel profession
(i.e. labor law attorney, engineer, architect, state regulator, safety or environmental specialist, instructor,
estimator, inspector, etc.).
Statistic: Ninety percent of teens say school would be more interesting and meaningful if it was taught in
connection with careers. (Teen Attitudes Toward Work, Bruskin Goldring Research 1994)
How do I begin?
In this booklet, three levels of Orientation to Apprenticeship have been made available for your perusal,
offering a choice of commitment and involvement. Level I, II, and III are only samples. They may be used
independently or in combination, depending upon the type of program you want to establish. They can be
modified to fit any apprenticeable occupation. Look for and research resources for assistance. Contact the
Division of Apprenticeship Standards (DAS) and request the Orientation to Apprenticeship Resource Handout.
(415) 703-4920 or www.dir.ca.gov/das
Decide what type of program you need in your district and look at the sample outlines.
Level I is a simple inclusion of information about apprenticeship in an existing course that includes career
exploration in the curriculum (see pg. 8).
Level II is intended to be a short-term class or specific unit of study in an existing class (see pg. 9).
Level III is a course that is linked with a registered apprenticeship program that provides students in-depth
hands-on use of tools, materials, and processes appropriate to a specific occupation (see pg. 11).
Use your industry partner to assist in obtaining support and involvement from the school board, district
superintendent, school principal, and teachers. Be innovative in planning your activities.
What is the role of industry?
In addition to its major role of employment, industry plays a strategic part by providing input on changes
necessary to keep the curriculum current with industry standards and needs. Industry can also assist in
developing appropriate work processes to be learned in the classroom and on the job.
What occupations have apprentices?
See List of Apprenticeable Occupations on page 14.
After high school, I couldnt find good paying work that I enjoyedI began working
as an apprentice making a decent livable wage with full benefitstwo years have
passed and now I make good money and have a stable, healthy, and exciting lifestyle.
Christopher Carlman, 2nd year Carpenter Apprentice, San Diego County
Talk to them! Have an evening career orientation and invite speakers from various industries, both
employers and journeymen in the field.
Inform parents that students are more likely to understand why they need problem solving and decisionmaking skills. Students can better understand the reason for learning mathematics, having reading and
comprehension skills, and being able to analyze situations.
Emphasize that Orientation to Apprenticeship programs, like other forms of work-based learning, can
show significant benefits in developing higher academic skills and preparing students for the workplace.
Emphasize the advantage of earning a wage and receiving fringe benefits while you learn. An apprenticeship program offers paid employment while training for a career, and the related and supplemental classes
to continue their education are free!
Discuss the many opportunities that are available in an occupation. Inform parents that going into an
apprenticeable occupation does not eliminate the option of going to college. On the other hand, it may be
the catalyst that inspires a student to pursue an opportunity in a field, which requires a college degree. It
can also provide a student with the $$$$ (income) necessary to go to college.
Remind them that Apprenticeship guarantees that an individual will have a marketable skill that may be used
wherever they go!
Statistic: A four year study (1992-96) of a single group graduating from a California Partnership Academy
found that only 57% of the students (9th graders) entering the academy had earned all of the credits needed to
make normal progress toward graduation. However, by the time these academy students completed their 12th
grade, 96.5% of them had earned all or 100% of the credits needed for graduation. (Four Year Report on the
Effectiveness of California Partnership Academies, CDE, by Dr. Eileen Warren, California Institute on Human
Services, Sonoma State University, 1998)
Apprenticeship Legislation
Federal: 1934 Federal Committee on Apprenticeship and the Apprentice Training Service was established,
later becoming the Bureau of Apprenticeship Training (BAT), and is currently known as Apprenticeship
Training, Employer and Labor Services (ATELS)
Federal: 1937 Fitzgerald Act: BAT was made a permanent agency of the Department of Labor (DOL)
State: 1939 Shelley-Maloney Act:
established the California Apprenticeship Council (CAC) as a policy-making body for issues relating
to apprenticeship
named the Director of the Department of Industrial Relations (DIR) as the Administrator of Apprenticeship
identified the Chief of the Division of Apprenticeship Standards (DAS) to carry out the responsibilities
of the Division in issues relating to apprenticeship
(Reference: The Apprenticeship Law in California, January 1998 and Title 8 Excerpts California Code of Regulations, California Apprenticeship Council, Department of Industrial Relations, State of California)
LEVEL I
COURSE OUTLINE
Course Title:
Apprenticeship Awareness
Description: Level I is intended to provide students with an opportunity to explore career options. This can be
used in conjunction with any course where the curriculum is designed to raise student awareness of various
career choices.
Prerequisites: None (Computer and Internet skills recommended)
SCANS* Skills Utilized:
4 Ability to communicate
4 Ability to analyze
4 Problem solving/critical thinking
LEVEL II
COURSE OUTLINE
Course Title:
Apprenticeship Exploration
Description: Level II is intended to be an introduction to apprenticeship through a series of activities that will
acquaint a student with career choices and the opportunities and advantages of entering an apprenticeship
program. Both classroom study and hands-on-training will be utilized. The intent is to provide a student with a
broad range of career options while in school, thus enabling the student to begin the process of entering his/
her career field of choice. The sample given will focus on careers in the building trades.
Prerequisites: Reading, Mathematics, Computer and Internet skills
SCANS Skills Utilized:
4
4
4
4
Ability to communicate
Social interaction
Ability to analyze and evaluate
Problem solving/critical thinking
4
4
4
4
10
LEVEL III
COURSE OUTLINE
Course Title:
Description: Level III presents career preparation using the apprenticeship model in that it combines on-thejob training with classroom instruction. This is an example of an orientation to apprenticeship course that will
teach students what they need to be able to do to gain the skills necessary to be accepted into an apprenticeship
program. The sample used is for an Architecture, Construction & Engineering pathway course that should be:
1) in partnership with a state registered construction program, 2) associated with a Regional Occupational
Center/Program or Adult Education program, and 3) articulated with a community college for college credit
and/or concurrent community college enrollment.
Prerequisites: Algebra, Geometry, Reading, Computer and Internet skills
SCANS Skills Utilized:
4
4
4
4
4
4
Ability to communicate
Team work and social interaction
Ability to analyze and evaluate
Problem solving/critical thinking
Awareness of creative works of others
Ability to make an oral presentation
4
4
4
4
4
4
11
12
Bricklayer
Engineer
Floor Covering Installer
Inspector
Ironworker (field)
Ironworker (shop)
Machinist
Plasterer
Sheet Metal Worker
Sound/Communication Systems Installer
Sprinkler Fitter
Surveyor
Tile Finisher
Truck/Diesel Mechanic
13
STATE OF CALIFORNIA
DEPARTMENT OF INDUSTRIAL RELATIONS
DIVISION OF APPRENTICESHIP STANDARDS
Printer 2
Programmer Technical
Psychiatric Technician
Public Safety Officer
Pump Plant Elec Substation Operator
Quality Control Technician
Radiation Monitor
Radio/Television Repairer
Refrigeration & Air Cond Mechanic
Residence Counselor Alcohol
Rigger Any Industry
Roofer
Roofer Wood Shingle
Rotary Press Operator
Sanitary Health Technician
Sausage Maker
Scaffold and Shoring Erector
Senior Nuclear Control Operator
Sheet Metal Worker
Sheet Metal Worker ENGYMCTECH
Shoe Repairer
Sign and Pictorial Painter
Sound Technician
Sprinkler Fitter
State Park Ranger
State Park Ranger Life Guard
Stationary Engineer
Steam Fitter
Steel Fabricator
Surveyor Assistant Instrument
Taper
Template Maker
Terrazzo Finisher
Terrazzo Worker
Testing Regulating Technician
Tile Finisher
Tile Machine Set Up Operator
Tile Setter
Tool Cutter Grinder
Tool Maker
Tool Maker Machinist
Tractor Mechanic
Traffic Officer
Transportation System Electrician
Treatment Plant Mechanic
Tree Trimmer
Trolley Service Mechanic Wayside
Truck Mechanic
Tune Up Mechanic
Underground Construction
Upholsterer Auto
Upholsterer Furniture
Upholsterer Repairer
Utility Electrician Sub Station
Utility Pipeline Installer
Vocational Nurse
Water Systems Servicer
WEB Press Operator
Welder Combination
Wildland Fire Fighter
Wire Electrical Discharge Machinist
Youth Counselor
14
California Division
of Apprenticeship Standards
Regional Offices:
Fresno
Los Angeles
Oakland
Sacramento
(559) 445-5431
(213) 576-7750
(510) 622-3259
(916) 263-2877
San Diego
San Francisco
San Jose
Santa Ana
(619) 767-2045
(415) 703-4920
(408) 277-1273
(714) 558-4126
apprentice
employer
training program sponsor
local education agency