Apprenticeships in the United States

Apprenticeships are long-term, paid, work-based learning opportunities that combine educational curricula with hands-on experience in an occupation. They offer a mutually beneficial approach to workforce development for employers and workers. Apprenticeships benefit employers by allowing them to train workers to their specifications while those workers contribute work time to the company. For workers, apprenticeships offer an opportunity for concurrent education and paid work. Workers who complete a registered apprenticeship program can expect to earn more than the median wage in their region, and employers that sponsor apprentices earn significant returns on their investment.6 Despite the documented value of apprenticeships, the United States falls far behind its competitor nations in using them to train workers for in-demand, middle-skill jobs.7 This section looks briefly at the history and structure of registered apprenticeships and addresses the calls to expand opportunities for apprenticeship in the United States and here in Virginia.8

Registered apprenticeships, the focus of this report, are approved and vetted for quality and rigor by either the U.S. Department of Labor’s (U.S. DOL) Office of Apprenticeship or a state apprenticeship agency.9 In Virginia that is DOLI. Registered apprenticeships must meet federal requirements to assure quality, safety, wage standards, and relevance to industry. These standards include progressive wage increases during the course of the apprentice’s 2,000 hours of on-the-job training, an appropriate amount of classroom-style instruction, and employer-provided mentorship. As is discussed in more detail below, registered apprenticeships are initiated and led by employers; state agencies such as DOLI simply provide support and structure. While traditional trades such as construction and manufacturing dominate apprenticeship activity in the United States, strides have been made to increase registered apprenticeships in industries such as healthcare and information technology. In fact, Virginia has already taken some steps toward expanding apprenticeships beyond traditional industries into areas like IT/cybersecurity, hospitality, water treatment, and early childhood and education.10 There are some youth and adult apprenticeship experiences that offer quality structured education and work experience but are not registered. Youth apprenticeships will be looked at in more detail below.

Apprenticeships have a long history in the United States. They are governed by the National Apprenticeship Act of 1937, which was enacted during the Great Depression by Franklin D. Roosevelt. This act codified registered apprenticeship as a national strategy for workforce development.11 In February 2021, the U.S. House of Representatives passed the National Apprenticeship Act of 2021, which, if enacted, would reauthorize the law for the first time.12 The 2021 bill outlines the creation of new apprenticeship opportunities and establishes federal standards for youth apprenticeship programs. Registered apprenticeships are also a major component of the Infrastructure Investment and Jobs Act that was signed into law in November 2021.

Scholars and policymakers have called for both the adaptation of apprenticeship programs for today’s economy and the expansion of apprenticeships in the education and training system.13 A 2017 report by Fuller and Sigelman at the Harvard Business School showed that apprentices are employed in just 27 occupations, primarily in the skilled trades. They argue that apprenticeships could be expanded as pathways to at least 21 occupations that typically do not require a bachelor’s degree and 26 occupations that commonly require a four-year degree but use skills that can be attained without one.14 The Youngkin administration has made calls here in Virginia for expanding the industries and occupations that use apprenticeships for training.15

Structure of Registered Apprenticeships

Depending on the industry, registered apprenticeships can range in length from one to six years. They include at least 2,000 hours of on-the-job training and 144 hours of technical instruction for every 2,000 work hours. Apprenticeships are flexible and meant to be tailored to an employer’s needs. Thus, they can be delivered in one of three approaches to suit the needs of each employer: time-based, competency-based, or both time- and competency-based. These structures exist to help employers meet their needs, but programs must meet these minimum qualifications to become registered apprenticeships.

In time-based apprenticeships, apprentices must complete a minimum number of hours of on-the-job learning and related technical instruction. The amount of time and instruction is determined by the employer. Progress through the apprenticeship is measured only by the number of hours completed in a set of work process categories.

In competency-based apprenticeships, apprentices must demonstrate that they have achieved a set of competencies identified by the employer. Progress is measured only on the attainment of required competencies, which are verified by the employer. As such, time in the apprenticeship can vary, and employers are not required to track the amount of time it takes apprentices to learn these skills. Time- and competency-based apprenticeships marry these two structures.

Youth Apprenticeships

Youth apprenticeships are apprenticeships that occur during high school. They are largely underutilized in the United States, but in recent years, national interest in these programs has been growing. In Virginia, youth registered apprenticeship provides young people with career opportunities while completing their high school education and is aligned with the Virginia Department of Education’s High-Quality Work-Based Learning schema. Part-time student apprenticeship is available to students in local public school divisions that have established programs.