Responding to the view that apprenticeships are underutilised in meeting labour market needs and developing the future workforce, the US government convened a Task Force on Apprenticeship Expansion under Executive Order (E.O.) 13801, Expanding Apprenticeships in America. The purpose was to 'identify strategies and proposals to promote apprenticeships, especially in sectors where apprenticeship programs are insufficient'. The Task Force brought together representatives from business, unions, trade associations, educational institutions and public agencies to consider this challenge. The Task Fo
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Responding to the view that apprenticeships are underutilised in meeting labour market needs and developing the future workforce, the US government convened a Task Force on Apprenticeship Expansion under Executive Order (E.O.) 13801, Expanding Apprenticeships in America. The purpose was to 'identify strategies and proposals to promote apprenticeships, especially in sectors where apprenticeship programs are insufficient'. The Task Force brought together representatives from business, unions, trade associations, educational institutions and public agencies to consider this challenge. The Task Force addressed the following areas: federal initiatives to promote apprenticeships; administrative and legislative reforms that would facilitate the formation and success of apprenticeship programs; the most effective strategies for creating industry-recognised apprenticeships; and the most effective strategies for amplifying and encouraging private sector initiatives to promote apprenticeships.
The centrepiece of Task Force's work is a proposal to build on the apprenticeship concept by creating a pathway to new, industry-recognised apprenticeships. This report outlines that proposal as a first step towards the goal of expanding apprenticeships broadly over the next five years. The recommendations span four complementary policy areas: (1) expanding access, equity, and career awareness; (2) administrative and regulatory strategies; (3) attracting business to apprenticeship; and (4) education and credentialing.
Edited excerpts from publication.
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