A successful combination of the two gaining momentum as schools
eye new programs
By Steve Andrade, Special to the Pinnacle
Apprenticeship is among the oldest and most traditional means of
passing knowledge and skills from one generation of worker to the
next. Although the apprenticeship model still thrives today, it is
becoming increasingly difficult to find enough qualified candidates
to learn from, and eventually replace the skilled workers beginning
to exit the workforce through retirement.
A successful combination of the two gaining momentum as schools eye new programs
By Steve Andrade, Special to the Pinnacle
Apprenticeship is among the oldest and most traditional means of passing knowledge and skills from one generation of worker to the next. Although the apprenticeship model still thrives today, it is becoming increasingly difficult to find enough qualified candidates to learn from, and eventually replace the skilled workers beginning to exit the workforce through retirement.
Renewed interest in vocational education at the high school level as demonstrated by the “Pathways” program featured in The Sunday Pinnacle on March 26, may very well serve as a rejuvenating shot in the arm for local apprenticeship programs, and the local businesses they serve.
Apprenticeship programs serve the economic development of our community by supplying business with a skilled and knowledgeable workforce, while at the same time providing excellent career opportunities to those just entering the workforce or seeking a career change.
Historically qualified candidates were often products of vocational education programs. Once a staple of the high school experience, voc-ed has nearly disappeared from high school campuses, now used mostly as a place to put under achieving or troublesome students. Voc-ed can serve to enhance a students understanding of core academic subjects by establishing a connection between academic learning, and putting learned knowledge to practical use. In other words, answering the oft-heard question: “Why do I need to know this?”
The Pinnacle article featured a group of students building cabinetry. Basic mathematics and geometry are applied in measuring and cutting the materials. Principles of the physical sciences are present in the structural integrity of the finished product, and in the workings of the hand and power tools used. Chemistry is recalled in the selection and application of the stains and varnishes used to create the desired finished look. Written and verbal communication skills are necessary in order to transfer the project from idea, to paper, to finished product.
Educators know that humans receive and retain information through various stimuli. We also know that each of us has a favored or most effective method through which we learn. Many students respond best to the traditional lecture presentation, having little or no interest in any type of hands on learning activity, while others will become easily bored in a lecture hall, but quickly grasp concepts presented in a lab or shop class. These characteristics will carryover into the workplace.
Secondary education in its current form does a great job of serving up instruction to the former, but loses so many of those in the latter group. A viable voc-ed component at the secondary level not only enhances students’ grasp of academics, it can also point them toward a successful career in one of the apprenticeable occupations, including the building and construction trades, automotive repair, public safety, health care, and the culinary arts, just to name a few.
Most apprenticeship programs require at least a high school diploma or GED, and may also administer a test to determine the applicant’s level of proficiency in math or mechanical ability. Once accepted, an apprentice will be placed into full time employment earning a living wage, and health and retirement benefits. In addition to the on-the-job training, most apprenticeships contain an educational requirement that must be fulfilled in conjunction with the on-the-job training. Regular pay increases are granted as apprentices progress through their classroom training and gain work experience.
The classroom training provides the related knowledge needed to support their job activities and is served up as a combination of lecture lab, and shop experiences. Many are accredited through a local community college earning college credit that can later be applied toward a degree.
In choosing an apprenticeship, one should make sure that the program is registered with the State of California Division of Apprenticeship Standards (DAS), within the Department of Industrial Relations (DIR). DAS registered apprenticeships adhere to established standards regulating the length of apprenticeship, and the quality of training provided. DAS regulations also ensure apprentice training experiences are documented and that wages are increased as experience is gained.
Many of the state registered apprentice programs are operated jointly by trade unions and their affiliated employers. These “joint programs,” as they are commonly referred, offer attractive starting wage and benefits packages, culminating with very lucrative career opportunities once the apprentice completes his or her training and matriculates to journey-level status. Much more information can be found for all the apprenticeable trades at www.calapprenticeship.org.
High school administrators are certainly on the right track with Pathway and similar programs, and I’m hoping these kids will be exposed to the opportunities in apprenticeship sometime along the way.
I would like to offer a couple suggestions: First, I would advise that vocational programs not be characterized “alternative” or for problem students and that they not be separate from the rest of the curricula. A vocational career is a great opportunity for any student, and many of the “problems” are simply in the method by which academics are traditionally served up.
Secondly, I would advise that courses in ethics and workplace readiness be included. By far the most systemic problem we encounter in apprenticeship, the one that most often causes a student to fail, is lack of dependability. Students need to understand from the beginning, the importance of being at work every day, on-time, and performing to the best of their ability. The professional trades person must also interact with fellow workers, managers, and customers in an ethical and professional manner.
Steve Andrade has been a resident of the South Valley for over 25 years. A member of Plumbers, Steamfitters, and Refrigeration Fitters local union 393, he currently serves as the curriculum coordinator for local 393’s apprentice and journey-level training programs. He completed a plumbing apprenticeship in 1982, holds a Bachelor of Arts degree in Labor Education, and a vocational teaching certificate.
