Registered Apprenticeship in workforce programs

Accessible letter PDF: https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2007/TEGL2-07acc.pdf

CLASSIFICATION
   EMPLOYMENT AND TRAINING                         Registered Apprenticeship/
 ADMINISTRATION ADVISORY SYSTEM                    Workforce Investment System
    U.S. DEPARTMENT OF LABOR                       CORRESPONDENCE SYMBOL
        Washington, D.C. 20210                     OA/OWI
                                                   DATE
                                                   July 12, 2007

TRAINING AND EMPLOYMENT GUIDANCE LETTER NO. 2-07

TO:           ALL STATE WORKFORCE AGENCIES
              ALL STATE WORKFORCE LIAISONS
              ALL STATE WORKFORCE INVESTMENT BOARDS AND STAFF
              ALL LOCAL WORKFORCE INVESTMENT BOARDS AND STAFF
              ALL BUSINESS RELATIONS GROUP STATE LIAISONS
              ALL STATE RAPID RESPONSE COORDINATORS
              OFFICE OF APPRENTICESHIP FIELD TECHNICIANS
              OFFICE OF APPRENTICESHIP STATE AND REGIONAL
                 DIRECTORS
              STATE APPRENTICESHIP DIRECTORS

FROM:         EMILY STOVER DeROCCO /s/
              Assistant Secretary

SUBJECT:      Leveraging Registered Apprenticeship as a Workforce Development
              Strategy for the Workforce Investment System

1. Purpose. The purpose of this Training and Employment Guidance Letter (TEGL) is
to provide information and resources to support the use of Registered Apprenticeship
by the workforce investment system as an effective approach to building a skilled and
competitive workforce in regional economies.

The 21st century economy demands a workforce with postsecondary education
credentials, and the adaptability to respond immediately to changing economic and
business needs. The public workforce system is playing a leadership role in meeting
these demands by catalyzing the implementation of innovative talent development and
lifelong learning strategies that will enable American workers to advance their skills
and remain competitive in the global economy. Registered Apprenticeship, a critical
postsecondary education, training, and employment option available in every state in
the country, is an important component of these talent development strategies.
Registered Apprenticeship is business- and industry-driven, with more than 29,000
programs impacting 250,000 employers and almost 450,000 apprentices —
predominantly in high-growth industries that face critical skilled worker shortages now
and in the foreseeable future. Full collaboration between the publicly funded workforce

RESCISSIONS                                       EXPIRATION DATE
None                                              Continuing


investment system and Registered Apprenticeship leverages each system’s strengths to
maximize the benefits in the context of regional talent development strategies.

This TEGL provides information, examples, and policy guidance to support the full
integration of Registered Apprenticeship into workforce system activities. The
document is one of a number of products that the Employment and Training
Administration (ETA) is releasing to assist regions in developing Workforce Investment
Act and apprenticeship efforts that are mutually supportive.

2. References. The Workforce Investment Act, Title I (P.L. 105-220 – August 7, 1998);
20 CFR parts 663, 665, and 666; National Apprenticeship Act (P.L. 75-308); The Wagner-
Peyser Act (29 USC 49 et seq.); Training and Employment Guidance Letter No. 17-05,
“Common Measures Policy for the Employment and Training Administration’s
Performance Accountability System and Related Performance Issues;” Training and
Employment Guidance Letter No. 18-05, “Using Workforce Investment Act Funds to
Serve Incumbent Workers and Employed Workers;” Training and Employment
Guidance Letter No. 13-06, “Instructions for Workforce Investment Act and Wagner-
Peyser Act State Planning and Waiver Requests for Years Three and Four of the
Strategic Five-Year State Plan (Program Years 2007 and 2008);” Training and
Employment Notice No. 17-06, “Vision for 21st Century Apprenticeship;” Training and
Employment Guidance Letter No. 28-05: The Employment and Training
Administration’s (ETA’s) New Strategic Vision for the Delivery of Youth Services
Under the Workforce Investment Act (WIA): “Expanding ETA’s Vision for the Delivery
of Youth Services under WIA to include Indian and Native American Youth and Youth
with Disabilities;” and Training and Employment Guidance Letter No. 3-04: “The
Employment and Training Administration's (ETA's) New Strategic Vision for the
Delivery of Youth Services Under the Workforce Investment Act (WIA).”

3. Overview of the National Registered Apprenticeship System. Registered
Apprenticeship is a national training system that combines paid learning on-the-job and
related technical and theoretical instruction in a skilled occupation. The purpose of a
Registered Apprenticeship program is to enable employers to develop and apply
industry standards to training programs that can increase productivity and improve the
quality of the workforce. In the United States today, 250,000 separate employers offer
Registered Apprenticeship employment and training to almost 450,000 apprentices in
such industries as construction, manufacturing, transportation, telecommunications,
information technology, biotechnology, retail, health care, the military, utilities,
security, and the public sector. By providing on-the-job learning, related classroom
instruction, and guaranteed wage structures, employers who sponsor apprentices
provide incentives to attract and retain more highly qualified employees and improve
productivity and services. Regions that adopt robust Registered Apprenticeship
programs in the context of economic development strategies create seamless pipelines


of skilled workers and flexible career pathways to meet current and future workforce
demands.

Principal Partners. The National Registered Apprenticeship system is a partnership
among DOL, State agencies, industry leaders, employers, employer associations, labor-
management organizations (primarily consisting of labor organizations and employers),
and educational institutions. Industries, in partnership with state and federal
apprenticeship offices, develop and operate apprenticeship programs based on the
skills and knowledge that business and industry needs from its employees, ensuring
that apprentices develop up-to-date and relevant skills. Program sponsors, which
include employers, employer associations, and labor-management organizations,
voluntarily operate and cover most or all costs of the program. The programs are
registered with DOL or a federally recognized State Apprenticeship Agency (SAA).
Through a formal apprenticeship agreement, program sponsors and apprentices agree
to the requirements of the registered program.

The National Apprenticeship Act (NAA) (also known as the Fitzgerald Act), enacted in
1937, authorizes the Federal government, in cooperation with the states, to oversee the
nation's apprenticeship system. DOL’s Office of Apprenticeship (OA), in conjunction
with SAAs, is responsible for registering apprenticeship programs that meet Federal
and State standards, issuing Certificates of Completion to apprentices, encouraging the
development of new programs through outreach and technical assistance, protecting
the safety and welfare of apprentices, and assuring that all programs provide high
quality training to their apprentices. DOL/OA staff in 24 states and SAA staff in 26
states, the District of Columbia, and three territories share these responsibilities.

Apprenticeship Program Structure. Registered Apprenticeship programs offer
employment and a combination of on-the-job learning and related technical and
theoretical instruction through a training provider. Apprentices are employed at the
start of their apprenticeship and work through a series of defined curricula until the
completion of their apprenticeship programs.

The duration of training, and the skills and competencies required for mastery, are
driven by industry. Traditional apprenticeship programs require a specific number of
hours of on-the-job training. Increasingly, industries are requiring competency-based
training programs that reflect mastery of key skills and allow motivated workers to
progress at their own pace. Currently, the Registered Apprenticeship system approves
time-based, competency-based, and a hybrid of time- and competency-based programs,
and helps industries transition to competency-based apprenticeship programs for
enhanced effectiveness.

Certifications earned through Registered Apprenticeship programs are recognized
nationwide as portable industry credentials. The primary apprentice certification is a


Certificate of Completion, which is awarded at the end of the apprenticeship. Many
apprenticeship programs—particularly in high-growth industries such as health care,
advanced manufacturing and transportation—also offer interim credentials and
training certificates based on a competency model that leads to a Certificate of
Completion. There may be beginning, intermediate, advanced, and specialty
certification levels. Registered Apprenticeship programs also allow credit for previous
apprenticeship-related experience.

4. Pre-Apprenticeship Strategies. For workers who may not have the fundamental
skills to succeed in a Registered Apprenticeship program and youth who are exploring
career options, pre-apprenticeship training programs act as a bridge. These training
programs, which are operated by education, community- or faith-based organizations,
can help apprenticeship candidates decide on an occupational track, develop
foundational skills, and improve productivity once employed. Pre-apprenticeship
programs operate an approved plan under which candidates participate in a short,
intensified training period in a school or training center, with the intent to place them
into Registered Apprenticeships upon completion or soon after completion of the
program. Pre-apprenticeship can be used as a means of selecting apprentices under a
particular program sponsor’s approved program standards. DOL recognizes pre-
apprenticeship programs, but does not formally register them. Many pre-
apprenticeship programs also operate in partnership with the workforce investment
system.

5. Benefits of the Registered Apprenticeship Training Model. Registered
Apprenticeship is a key component to the nation’s talent development strategies in
many high demand industry sectors. This unique, industry-driven training is a proven,
effective method with many benefits.

For employers, benefits include:
   • Skilled workers trained to industry/employer specifications to produce quality
      results.
   • Increased productivity and knowledge transfer due to well-developed on-the-job
      learning.
   • Enhanced retention. In FY 2006, 82 percent of registered apprentices were still
      employed nine months after registration as apprentices.
   • A stable pipeline of new skilled workers. Apprenticeship programs offer a
      predictable pipeline of program completers, while established pre-
      apprenticeship programs provide access to the next generation of workers.
   • An emphasis on safety training that may reduce worker compensation costs.

For apprentices, benefits include:


   •   Immediate employment in jobs that usually pay higher wages and offer career
       growth opportunities. In FY 2006, the average starting wage for an apprentice
       was $12.16.
   •   Higher quality of life and skills versatility.
   •   Portable credentials recognized nationally and often globally.
   •   Formal articulation agreements between apprenticeship training programs and
       2- and 4-year colleges that create increased opportunities for college credit and
       future degrees.

6. Registered Apprenticeship Aligns with Workforce System Priorities. Registered
Apprenticeship is a highly versatile training strategy that aligns with and advances the
goals of key workforce investment system initiatives. Features of Registered
Apprenticeship, including its customized format, the extensive industry knowledge of
state and federal apprenticeship staff, and its significant employment, retention, and
wage outcomes, make the program an effective means of meeting workforce system
goals. By coordinating and collaborating with the knowledgeable professionals that
make up the Registered Apprenticeship system, the workforce system can increase the
quality of its services to both its employer and worker customers and enhance activities
in support of current workforce system priorities. Apprenticeship is an important
addition to the suite of potential education and training services the workforce system
provides to its customers. Below are goals of the workforce system that can be met by
incorporating apprenticeship as a workforce strategy.

Increasing access to workforce education and training. Adult learners with families and
financial obligations frequently are unable to stop working while they gain additional
education or workforce skills. Young adults may not be able to go to school full time
without benefit of a job. Registered Apprenticeships are “earn and learn” opportunities
and provide access to education and training that may not otherwise be accessible to
many adults.

Designing innovative programs that fuel regional economic competitiveness and create
employment opportunities for career seeker customers. Registered Apprenticeship training
can be a valuable tool in the broader suite of talent development approaches that
support competitive regional economies and flexible talent that can adapt as jobs grow
and/or change. As an employer-driven model for competency development and skill
mastery, Registered Apprenticeship can support the development and advancement of
worker pipelines for both emerging and established employers and regional industry
sectors. Because apprenticeship programs include immediate employment for
apprentices, they are an excellent option for dislocated workers and others who are
transitioning from declining industries. Registered Apprenticeship programs can also
be an important part of industry growth strategies in regions where significant
reskilling of the workforce needs to take place. Implementing apprenticeship and pre-


apprenticeship models that are aligned with growth strategies for regionally-critical
industry sectors and clusters creates opportunities for workers at all levels of the career
ladder to up-skill and advance to meet evolving skill needs, and provides employers
with the talented human capital needed for economic prosperity.

Meeting the needs of at-risk youth. Apprenticeship is an important talent development
option for youth as they seek postsecondary education and training that will lead to
career opportunities in demand-driven occupations. Registered Apprenticeship and
pre-apprenticeship programs provide many benefits that allow the workforce
investment system to respond to the call of DOL’s Youth Vision. In addition to the
industry-driven nature of apprenticeship training, apprenticeship involves high school,
community colleges, and technical or alternative schools in the delivery of job-related
classroom instruction. Apprenticeship also provides youth with the opportunity to
earn while they learn, offers professional development and employability skills training
curricula, such as that available from SkillsUSA, and incorporates instruction that leads
to the completion of a high school diploma or GED.

7. Call to Integrate Apprenticeship throughout the Workforce Investment System. In
a demand-driven environment, the public workforce system, at the federal, state, and
local levels, works collaboratively with business and industry, economic development,
education, training providers, and other key partners on talent development strategies
and workforce solutions to provide workers with the skills businesses need. Registered
Apprenticeship is a potential workforce solution that contributes to the development of
industry-defined competencies, and also serves as a proven industry-driven workforce
education and preparation strategy for workers.

The Registered Apprenticeship system is administered by ETA and represents a
significant investment of knowledge, systems, and resources in our nation’s talent
development strategies. Registered Apprenticeship opportunities can and should be
integrated throughout the workforce investment system as a means of leveraging
resources across systems to better serve regional needs. In order to ensure that
apprenticeship is consistently integrated into service delivery strategies for businesses
and the workforce, it is critical to support collaboration between the apprenticeship
infrastructure, the workforce investment system, and the continuum of education at all
levels. Strategies for collaboration and integration are discussed below. Specific
examples of state and local collaborative efforts are provided in more detail in
Attachments A and B. Attachment C provides contact information for specific models.
Attachment D provides informational tools and resources to support development of
new registered apprenticeship opportunities and models.

WIA State and Local Strategic Planning. State and local Workforce Investment Boards
(WIBs) have an opportunity to support integration of Registered Apprenticeship


through their regular strategic planning processes for WIA and the Wagner-Peyser Act.
 One highly effective strategy is to include apprenticeship training as a workforce
strategy in the WIA state and local plans as a workforce solution for growing skills in
targeted industry sectors.

Business Engagement Strategies. WIBs and/or One-Stop Career Centers can integrate
apprenticeship into business engagement strategies by encouraging the development of
new apprenticeship programs as a solution to meet business customer needs. WIBs and
One-Stops can leverage business relationships and engage businesses jointly with
apprenticeship staff. WIBs can further enhance strategic regional partnerships by
integrating apprenticeship programming into their strategies for talent development
and linking apprenticeship programs to other economic development entities and
school district administrations, alternative education programs, adult basic education
programs, prisons, and city, county, and state governments. An important asset that
can be marketed to employers is the ability of apprenticeship staff to develop
competency models which break the skills needed for any particular task into learning
objects that then become the foundation for classroom curricula and training. This
ensures that apprentices achieve the right skills to meet industry needs.

Expanding Available Eligible Training Providers for ITAs. The WIA statute and regulations
explicitly provide for flexibility in determining registered apprenticeship training
programs as initially eligible providers of ITA-funded training services. This enables
expanding the available training options to ITA recipients. Specifically, the WIA
regulations at 20 CFR 663.505(b)(2)(ii) identify entities that carry out programs under
the National Apprenticeship Act (NAA) as potential eligible providers of training
services, and the WIA regulations at 20 CFR 663.515(b) empower local WIBs to
determine the eligible training provider application procedures for apprenticeship
programs registered under the NAA. As such, apprenticeship programs may benefit
from streamlined processes for becoming initially approved as eligible providers of
training to ITA recipients, without having to undergo the standard State agency review
process (20 CFR 663.515(d)).

One-Stop Career Center Operations. At the One-Stop Career Center level, a range of
programmatic and operational activities can support closely integrated and coordinated
functions.
   • Career Guidance Strategies. Referral to apprenticeship and pre-apprenticeship
       programs can be routinely integrated into the career guidance and career
       exploration services offered through the One-Stop Career Center system, both
       virtually and as part of staff-assisted services.
   • Service Delivery Design. Co-locating apprenticeship staff in One-Stop Career
       Centers allows them to work collaboratively with WIA case managers and
       veterans’ representatives to place career seekers with apprenticeship sponsors


       and to market and establish programs. Even when programs are not co-located,
       One-Stop Career Center and Registered Apprenticeship staff can be encouraged
       to work together to market apprenticeship and refer appropriate candidates.
   •   Coordinated Education and Career Outreach. One-Stop Career Centers can co-
       sponsor career fairs and other outreach activities related to education and career
       opportunities with local representatives of the Registered Apprenticeship
       system, and can market apprenticeship opportunities to both employers and
       workers.
   •   Coordination for Pre-Apprenticeship. One-Stop Career Center staff can
       coordinate the development of pre-apprenticeship or training venues between
       participating Registered Apprenticeship programs and community-based
       organizations committed to provide related work experience to prepare
       candidates for Registered Apprenticeship.

Policy Development and Funding Strategies. Collaboration with apprenticeship can be
further enhanced through the development of policies that facilitate and encourage
partnership. For instance, states may issue policy to provide guidance around the
operation of such partnerships, and to highlight models of successful collaboration.
States and local areas may organize regular roundtables or other policy forums in which
workforce system, apprenticeship system, education, and employer stakeholders are
brought together to discuss policy issues and explore collaborative opportunities. State
and local workforce system leaders may explore opportunities for leveraging existing
workforce system funding with other funding sources to support and advance
apprenticeship models. A more detailed discussion of opportunities to leverage
funding follows.

8. Funding Sources to Support Registered Apprenticeship. Historically, employers,
industry associations, and labor-management organizations have been instrumental in
developing and funding Registered Apprenticeship programs. The public workforce
system has an important role to play in leveraging and advancing these investments.
This can be accomplished both through workforce system funding strategies, and
through the system’s unique position as the convener and catalyst of a broad array of
workforce and economic development partners, all of whom have a stake in the
acceleration of competency-based education and training models that enable workers to
meet the evolving skill needs of the 21st century work environment. Workforce system
leaders, with their education and employer partners, can play the critical role of
identifying and aligning funding that may support both theoretical and practical
education, advancing skills upgrading models, and supporting workers’ career
advancement based on increasing mastery of the skills required in current and
emerging workplaces. In today’s economy, states and economic regions must
continuously identify new approaches to ensuring that the education levels of the
current and projected workforce align with the anticipated skill and competency needs


of both established and emerging industries. The workforce system can support these
efforts by ensuring that the full complement of education, employer, and economic
development partners, including new or “non-traditional" partners, are at the table and
involved in discussions related to the alignment and commitment of resources to
support innovative training and advancement models.

Leveraging Workforce Investment Act Funding. Ensuring that apprenticeship is
included as part of the full complement of education and training resources provided to
job seekers and employers presents multiple opportunities for the public workforce
system to leverage WIA funds in innovative and creative ways. The Workforce
Investment Act provides the workforce system with significant flexibility to implement
responsive training and education solutions, and state and local workforce system
leaders are urged to consider ways in which their existing WIA training resources may
be invested strategically to support apprentices and apprenticeship sponsors. For
example, while most Registered Apprenticeship programs are funded by program
sponsors, the workforce system can help to expand apprenticeship programs regionally
by strategically deploying WIA funds to temporarily offset training costs for employers
who might need to understand the potential returns on their investment before
undertaking significant training costs. See Attachment B for specific examples of how
states are using WIA funds to offset training costs.

Individual Training Accounts (ITAs)
ITAs, described at 20 CFR 663.400 – 663.440, are training and education financing
accounts established on behalf of eligible adults and dislocated workers that enable
these individuals to purchase training for in-demand occupations and careers from
eligible providers of their own choosing. Both employed and unemployed adults and
dislocated workers may be eligible to receive ITAs, though employed individuals must
be determined to be in need of training services to obtain or retain employment that
leads to self-sufficiency in order to receive ITAs (see 20 CFR 663.220 (b), 20 CFR 663.230,
and 20 CFR 663.310, as well as the Preamble to the Final Rule for WIA, 65 Fed. Reg.
49294, 49326, Aug. 11, 2000). As the primary method of training service purchase and
delivery in the public workforce system, ITAs can provide eligible apprentices with
financial support for the related instruction portion of their apprenticeships. In
addition, ITAs may be used to provide eligible individuals with access to pre-
apprenticeship training in preparation for formal apprenticeships.

The use of ITAs to support the related instruction (e.g., classroom and distance
learning) portion of apprenticeship training or pre-apprenticeship training may be
advantageous for a number of reasons. ITAs support customer choice in selecting
training providers, empowering apprentices and pre-apprentices to make informed
education and career decisions. WIA funded training must be directly linked to
employment opportunities in the local area (20 CFR 663.310(c)). This can be a useful


tool to support Registered Apprenticeships’ focus upon employer-driven training
design and delivery.

When WIBS and One-Stop Career Centers use ITAs as a mechanism to support
apprenticeships, it is important to remember the eligibility requirements associated
with the WIA Adult and Dislocated Worker programs. Another consideration to keep
in mind is that ITAs are only available to eligible individuals who are unable to obtain
grant assistance from other sources to pay for education and training (such as State-
funded training funds, Pell Grants, and Trade Adjustment Assistance), or who require
assistance beyond that which is available from other grant sources in order to pay for
the costs of training (see 20 CFR 663.310(d) and 20 CFR 663.320(a)(2)). The intent of
these limitations is to ensure that complementary education and training resources are
leveraged to the greatest extent possible, and to reduce duplication in service provision.
Thus, in designing education, apprenticeship program sponsors and local WIBs should
jointly identify the full complement of education and training funding available in the
area.

Customized Training Models
When working with employers on training and workforce solutions, WIBs and One-
Stop Career Centers may find it valuable to utilize customized training to subsidize the
classroom training portion of an apprenticeship model. For example, a local WIB could
offer a particular course of training for apprenticeship sponsors in a targeted sector,
such as advanced manufacturing, across a region whose economic base revolves around
this sector.

Local WIBs could also offer “linked” courses of training across connected industry
sectors, such as construction and transportation, to more broadly support the economic
clusters driving job growth in that particular region. This approach provides the ability
to leverage employer investments with WIA funding to increase the skilled labor pool
in a regional economy.

Customized training is typically based upon a contractual agreement between a local
WIB and an employer (or group of employers) to provide specialized training to
employees. Under WIA, both potential new hires and incumbent employees may
participate in customized training, though incumbent employees must be determined
by the local WIB to not be earning self-sufficient wages in order to participate (20 CFR
663.720(a)), and their training must be related to the introduction of new technologies in
the workplace, skills upgrading for new jobs, or other related purposes (20 CFR
663.720(c)).

Customized training arrangements entail the commitment by the employer to hire
trainees after successful training completion, or to continue to employ incumbent


employees after successful training completion (20 CFR 663.715(b)). In addition,
employers that enter into customized training agreements under WIA typically pay for
at least 50 percent of the cost of the training (20 CFR 663.715(c)), though ETA has
granted waivers of this matching requirement to allow for employer match on a sliding
scale, based upon business size. Under the waiver, the following scale is permitted in
two targeted categories of business with 100 or fewer employees:

   •   No less than 10 percent match for employers with 50 or fewer employees, and
   •   No less than 25 percent match for employers with 51 – 100 employees.

WIA-funded customized training models offer several operational advantages that
facilitate their use in the Registered Apprenticeship context. Customized training may
be designed and delivered for multiple employers, such as in an industry sector, or for
groups of targeted employees of a single employer, creating the opportunity to develop
economies of scale that truly maximize and leverage the contribution of the workforce
system and participating employers. In addition, while providers of customized
training must meet the performance requirements outlined at 20 CFR 663.595, they are
not subject to the other requirements for eligible training providers outlined in 20 CFR
663, Subpart E, or in WIA Section 122. These streamlined requirements for eligible
providers of customized training may facilitate the ability of apprenticeship sponsors to
collaborate with the public workforce system in the design and delivery of programs of
customized training. Finally, in states that have obtained waivers to permit small- and
medium-sized employers to fund customized training on a sliding scale below the
mandated 50 percent, customized training provides a flexible model for assisting these
smaller businesses in expanding their talent pool and upgrading the skill levels of
current employees.

On-the-Job Training (OJT)
Defined at WIA Section 101(31), OJT can be a useful training methodology for
employers wishing to upgrade the skills of new hires and incumbent workers and keep
workplaces current with the evolving skill and technology demands of the 21st century
economy. Under traditional OJT partnerships, employers fund and deliver skills
upgrade training at the workplace to participating employees, and the public workforce
system leverages employers’ training investments by contributing up to 50 percent of
the OJT participants’ wages, in recognition of the costs associated with providing the
training (20 CFR 663.710). Like customized training models, OJT may provide
apprenticeship sponsors with a talent development strategy that supports apprentices’
increasing mastery of technical skills. Furthermore, because the content of OJT is
largely designed by employers, the workforce system may find that this training model
is an attractive tool for increasing and expanding its partnership with Registered
Apprenticeship programs.


Similar to WIA-funded customized training models, OJT also offers several operational
advantages that may facilitate workforce system and Registered Apprenticeship
collaboration. Like providers of customized training, providers of OJT may take
advantage of the streamlined eligible training provider requirements outlined at 20 CFR
663.595. In addition, ETA has granted waivers to states to increase their capacity to
offer OJT as a talent development strategy for small- and medium-sized businesses.
Under this waiver, approved states may match employers’ training contributions up to
75 percent for businesses with 100 or fewer employees, which may provide an attractive
incentive for smaller apprenticeship sponsors to partner with the public workforce
system in the design and delivery of the OJT component of Registered Apprenticeship.

WIA State-wide Reserve and Other State Funding Sources
Governor’s statewide 15 percent funds, reserved under WIA Section 128(a) for
statewide activities, provide the most flexible WIA funds available to states. Up to 15
percent of funds allotted to states for adult, dislocated worker, and youth activities may
be reserved by the Governor for statewide workforce investment activities and may be
combined and used for any of the activities authorized in WIA Sections 129(b),
134(a)(2)(B), or 134(a)(3)(A) (which are further described in 20 CFR 665.200 and 665.210)
regardless of originating funding streams. The Act and the regulations identify
required statewide activities and other optional activities; these lists, however, are not
all-inclusive. States have considerable flexibility to develop and implement these and
other activities, including apprenticeship and pre-apprenticeship models, using reserve
funds, as long as these activities are consistent with the purpose of WIA. Because
individuals served with Governor’s 15 percent reserve funds are not subject to the
eligibility requirements of the respective funding streams from which the reserve is
drawn, these funds offer a particularly flexible way to develop and grow training and
education partnerships for pre-apprentices and apprentices.

Local activities funded with WIA Adult and Dislocated Worker program formula funds
must conform with the eligibility requirements associated with these funding streams.
States may want to seek waiver authority to allow greater flexibility in using funds to
support apprenticeships. ETA has granted waivers to states to enable local areas to use
up to 50% of their Adult and Dislocated Worker funds as though it were state set-aside
funding, which makes the funding much more flexible and eliminates the need to
determine eligibility.

In addition, incentive funds received by states under WIA Title V – General Provisions,
Sections 503(a) and 503(b) and described at 20 CFR 666.200 and 666.210 are also highly
flexible, and provide an opportunity for states to implement creative programs in
partnership with apprenticeship sponsors. States may use these funds to carry out
innovative programs under WIA Titles I and II and the Carl D. Perkins Vocational and
Technical Education Act, regardless of which Act is the source of the incentive funds.


Should states wish to modify their approved incentive grant plans and corresponding
grant documents to incorporate models for leveraging incentive funding for pre-
apprenticeship and/or Registered Apprenticeship, the Department will work with
states to make any necessary and allowable modifications.

State workforce system leaders and apprenticeship stakeholders are strongly
encouraged to consider other state funding sources to support and advance innovative
pre-apprenticeship and Registered Apprenticeship. Other potential sources of funding
for apprenticeship programs include state general revenue funds as well as other funds
appropriated by state legislatures, such as state education monies targeted for career
and technical education.

9. WIA Performance Measures and Apprenticeship. Apprenticeship strategies offer
the opportunity for states and local WIBs to enhance their performance under the
Workforce Investment Act. Apprenticeship is a proven model for effectively educating
and training workers, promoting retention, and advancing the apprentice’s career and
earnings. Below is information related to performance measurement that may be useful
to consider when integrating apprenticeship as an employment or training opportunity
provided under WIA and/or Wagner-Peyser.

Registered Apprenticeship as Employment. WIA and Wagner-Peyser clients who receive
core and intensive services resulting in their entry into a Registered Apprenticeship
program become employees of the Registered Apprenticeship sponsor and can be
tracked against Common Measures associated with employment.

Registered Apprenticeship as Training. Apprentices who receive WIA services after
enrollment in Registered Apprenticeship to support classroom or on-the-job training, or
to provide other services, should be treated as incumbent workers. Retention and
earnings outcomes should be tracked in this case, but not the placement outcome.

Identifying the Point of Exit. For the purposes of tracking and common measures, WIA
and Wagner-Peyser clients associated with apprenticeship programs should be exited
from the workforce system after the completion of WIA/Wagner-Peyser associated
activities. It is not necessary to track apprentices through to the completion of their
apprenticeship program unless they are supported by workforce system resources for
the entire duration. Thus, an apprentice who receives workforce system resources to
support specific portions of classroom training may be exited from the program upon
completion of that training, even if they continue in the apprenticeship program for a
longer period of time.

Tracking Earned Credentials. The workforce system should track only those credentials
that are earned by an apprentice while they are enrolled in WIA or Wagner-Peyser.


Where tracking of earned credentials is required, the workforce system should track the
interim credential earned by the apprentice while co-enrolled. For example, apprentices
in competency-based programs may receive a Certificate of Training upon completion
of each level working towards a Certificate of Completion. Additionally, many
apprenticeship sponsors have negotiated articulation agreements with community and
technical colleges that give college credit for the related instruction component of the
program. All of these interim credentials may be recorded as appropriate credentials
for the purposes of reporting under the Common Measures.

Please note that the DOL Office of Apprenticeship (OA) tracks cohorts of apprentices
throughout their participation in the Registered Apprenticeship system for the purpose
of reporting outcomes and drawing conclusions about program effectiveness. The
Common Measures are also used for this purpose.

10. Action Required. Registered Apprenticeship is a critical component of talent
development strategies across the country. With the combination of on-the-job
learning, related instruction, and mentoring, the apprenticeship model is a powerful
tool for addressing the skill shortages that many industries face. It also provides the
grounded expertise and knowledge individuals need to do their jobs well and advance
in their careers. The model offers an efficient, flexible training strategy, responsive to
new technology that will keep workers up-to-date on skills they need to do their jobs.

In the current environment of global economic competition, it is critical that the
workforce investment system integrate the resources of the Registered Apprenticeship
system into its talent development strategies. ETA urges state and local leaders to
consider the benefits of Registered Apprenticeship while developing their workforce
investment systems plans and programs and to fully utilize apprenticeship as a unique
model that incorporates employment, postsecondary education, and training. Some
next steps to consider include.

   •   Mapping existing Registered Apprenticeship programs in your region.

   •   Strengthening collaborative relationships between WIBs and apprenticeship staff
       to explore opportunities to leverage Registered Apprenticeship as a significant
       workforce development strategy.

   •   Educating One-Stops Career Centers and WIBs about Registered Apprenticeship,
       including how to collaborate with apprenticeship staff, how to use WIA funding
       in support of Registered Apprenticeship, and how Registered Apprenticeship
       applies to performance outcomes under the Common Measures.


   •   Discussing apprenticeship as a workforce tool with leaders focused on workforce
       issues, such as legislators, governor, mayors, county executives, council
       members, and department heads, and sharing with them the concepts addressed
       in this TEGL.

   •   Adopting policies and procedures to better integrate Registered Apprenticeship
       training as an option offered by the workforce investment system using, but not
       limited to, the examples found in this TEGL.

   •   Encouraging Registered Apprenticeship sponsors to contact their local WIBs to
       inform them about their training programs, inquire about becoming eligible
       training providers, and discuss opportunities for collaboration and partnership.

11. Inquiries. Questions should be directed to the appropriate ETA Regional Office,
Office of Apprenticeship Regional Director, or State Director. Contact information can
be found in Attachment D.

Attachment 1 PDF: https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2007/TEGL2-07a1.pdf

Attachment A
       Promising Practices in Integrating Registered Apprenticeship
                 and Public Workforce System Activities

 Several states have integrated the Registered Apprenticeship model at various levels of
state government as a tool to help employers meet their workforce needs and for
individuals—from high school to adult learners—to enhance their career paths.
Although no state is yet using the model to its maximum capacity, several states are
creatively applying Registered Apprenticeship as an important workforce and career
solution. The following are examples of some states that have used the Registered
Apprenticeship model in innovative ways to address many economic development and
workforce challenges of its business community.

                                  Washington State

Leaders in Washington State have integrated Registered Apprenticeship into workforce
strategies in a broad way. They not only use WIA funding to support training
programs, but Registered Apprenticeship is included in the state strategic plan as a
workforce tool. They also bring together support from other public sources, most
notably the state legislature which has appropriated general funds for a variety of
Registered Apprenticeship programs including outreach and awareness to schools and
businesses and supporting related instruction and on-the-job training. WIA
discretionary dollars have been used for programs; the WIBs and One-Stops have
provided funding and support.

State Plan
The Washington State strategic workforce plan incorporates language calling for the
expansion of Registered Apprenticeship training in emerging fields and expansion of
preparation programs for apprenticeship in high-demand clusters. Additionally, they
include language to develop new programs and to increase student enrollments and
apprenticeship retention and completion.

As a result of the state’s workforce policies on Registered Apprenticeship, Washington
has—
   • Advanced development of Registered Apprenticeship programs in health care,
       information technology, maritime/transportation, energy, public utilities, and
       advanced manufacturing among the high-growth industries.

   •   Prepared individuals to enter Registered Apprenticeship programs or gain
       employment in supportive roles in industries that use the apprenticeship model.


   •   Supported projects to provide training to more than 500 pre-apprentices and
       apprentices in food processing, biotechnology, communications, health care,
       construction and manufacturing.

WIA Funding
WIA state-wide reserve funds have been used for Registered Apprenticeship programs
through competitive solicitations.

Local WIBs and One-Stops
The Pierce County WIB funded an innovative program, Get Electrified, an Electrical
School to Apprenticeship program, offered to high school juniors in the Tacoma School
District. It is a pre-apprenticeship program that prepares students to meet the rigorous
application requirements of an electrical apprenticeship. During the nine-week summer
program, students attend work and class and earn a wage for work done. Upon
completion of high school, the graduate can enter a Registered Apprenticeship program
in electrical work.

Apprenticeship Integration into K-12, and Post-secondary Education Systems
The state has embraced Registered Apprenticeship as a career path in and of itself as
well as a path in conjunction with community college and a four-year degree, as many
of the training programs require an advanced degree. Now state leaders see the
importance of career and educational guidance starting in middle school and are
incorporating information about apprenticeship into that effort.

The state legislature has recently funded an initiative by the Department of Labor and
Industry to enhance an Educational Guidance model for 6th through 12th graders,
Navigation 101, which shows students various careers and what classes and activities
they need to pursue for the job. The model includes a lively, student-friendly website,
curriculum, and other material. Information on Registered Apprenticeship is
prominently featured.

The legislation also:
   • Authorized existing Community Colleges’ Centers of Excellence to compile and
       provide information related to grants, scholarships, job openings, and growth
       industries;
   • Required the Washington State Apprenticeship and Training Council (WSATC)
       to lead an educational outreach program about apprenticeships for students and
       educators; and
   • Required the Washington State Apprenticeship Training Council to manage
       direct-entry programs, including awarding ten incentive grants for school
       districts to negotiate and implement agreements with local apprenticeships.


Inter-agency collaborations
The legislature passed a law to allow the Washington State Department of
Transportation to implement an apprenticeship program for Washington State
Department of Transportation construction. This apprenticeship utilization
requirement started with local municipalities and private contractors 12 years ago and
has grown over the years to include school districts, counties, other state agencies and
private work also to encourage the development of more opportunities for young
people.

The Washington State Apprenticeship Program Manager is an active participant and
member of the Washington State Workforce Education and Training Coordinating
Board Interagency Committee and attends their regularly scheduled meetings. At these
meetings, the program manager is able to talk with other state agencies’ representatives
about how apprenticeship can be better integrated with other State workforce
investment system partners. Apprenticeship in Washington State aligns with the
Governor’s economic plan called “Next Washington” and the Workforce Board’s
“Washington Works” report that reviews the workforce development system.

Next steps
Washington State would like to develop structured training on Registered
Apprenticeship for all One-Stop Career Center staff to be more effective in educating
the business community about the benefits of Registered Apprenticeship.

                                        Kansas

Kansas State leaders have recognized the value of Registered Apprenticeship as a tool
to help employers meet their workforce needs and the overall necessity to link
workforce development to economic development.

State Organization of Registered Apprenticeship in Workforce Development
The state has looked at how structurally it can best organize government functions to
meet their goals. To this end, state government was reorganized with many workforce
functions placed in the Commerce Department including Registered Apprenticeship,
Veterans Affairs, and WIA functions. These programs had previously been in the State
Department of Labor. Among some of the other structural shifts, several Registered
Apprenticeship staff members are housed in One-Stops across the state so they can
work with employers seeking assistance.

Internal Staff Development
To better train its own staff, and to address the newly established roles and
responsibilities under Public Law 107-288 and the requirements to develop a
certification program, the Department of Commerce established a Registered


Apprenticeship program for Career Development Technician for the Disabled Veterans
Outreach Program and Local Veterans Employment Representative staff.

WIA Funding
The state uses some of its 15 percent state set-aside funds to support Registered
Apprenticeship staff.

Local WIBS and One-Stops
Several local WIBs fund components of Registered Apprenticeship programs including
the cost of related instruction, uniforms and tools for apprentices. WIA Incumbent
Worker monies are used to help Registered Apprenticeship programs in manufacturing,
construction, and health care in four of the five workforce investment regions in the
state. Additionally, the Department of Social and Rehabilitation Services funds the
Early Childhood Associate Apprenticeship program through a grant.

            Additional Examples of Apprenticeship Integration
                         in the Workforce System
   Action                                                                           State
   Include apprenticeship in the WIA state plan                                      AK
                                                                                     MO
                                                                                     WA
   Apprenticeship and WIA functions located in same department                        HI
                                                                                      KS
   State Apprenticeship Council member sits on the state WIB                         NC
   Co-locate apprenticeship staff in One-Stop Career Centers                          KS
                                                                                      VT
   One-Stop and Apprenticeship staff jointly market apprenticeship even              NC
   when not co-located                                                               OH
                                                                                      OR
   Use Registered Apprenticeship for staff development                                KS
   Link apprenticeship programs to other public entities such as school               PA
   districts, prisons, and city, county and state governments.                       NC
                                                                                      OR
                                                                                     WA
   Integrate the apprenticeship electronic database with the state job-              OH
   matching system                                                                    OR
                                                                                      VT

Attachment 2 PDF: https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2007/TEGL2-07a2.pdf

Attachment B
                      Use of Workforce Investment Act Funds to Support Registered Apprenticeship
Activity
Encourage entities to       Guam in partnership with the           The Durham, North Carolina WIB               Pennsylvania’s Job Ready            The West Virginia
sponsor and register        Guam Shipyard and Guam Power           recently issued a RFP for a health care      program, which is a                State WIB has
new programs and            Authority. Since inception, nearly     initiative using the DOL Health Career       combination of WIA and private     funded
occupational training,      $1.4 million in WIA funding has        Lattice model, which integrates              funds, supports apprenticeship     apprenticeship
including the cost of OJT   been invested in salaries, benefits,   apprenticeship for the Certified Nursing     training programs. The local       programs in
and related instruction     and educational assistance.            Assistant level. The Winston-Salem           WIBs also regularly support        aerospace and
                                                                   WIB granted $15,000 to a tool & die          apprenticeship training.           wastewater
                                                                   trade program.                                                                  treatment.

Provide related             Kansas WIBS pay the cost of            The Winston-Salem, North Carolina            South Dakota provides
instruction or other        related instruction and purchase       WIB provided $37,000 to a sponsor to         $50,000 to 10 sponsors to help
education that satisfies    uniforms and tools for apprentices.    pay for related instruction for the Senior   pay for related instruction from
specific apprenticeship                                            Maintenance Tech trade.                      the Governor’s WIA
requirements.                                                                                                   Discretionary Fund.

Supplement                  Idaho and Boise State University
Apprentices’ wages          will fund a pilot project in
                            Advanced Manufacturing. The
                            state will use $50,000 from WIA
                            set-a-side funds to pay half the
                            apprentices’ wages for the first
                            three months. The university will
                            fund the costs of related
                            instruction for the first year.
Provide on-the-job          Alaska’s local workforce centers       Maryland used its WIA discretionary
training/learning           agree to pay up to 50 percent of       dollars to provide matching funds for
                            the employers wage costs for the       customized training. In 2006, it granted
                            first 1,000 hours of apprenticeship.   a 50-50 match for an incumbent health
                             In this way, employers evaluate       care worker apprenticeship program.
                            the trainee’s soft skills and can
                            make a reasonable assessment of
                            the individual’s capacity to
                            complete the training.


Disseminate information     Many states routinely co-sponsor     Maryland’s state WIB has provided
about apprenticeship        career expos with the state          $50,000 of its performance measures
programs                    apprenticeship office and the        incentive funding to the State
                            federal Office of Apprenticeship.    Apprenticeship Agency to market
                                                                 apprenticeship in the state.
Pre-apprenticeship or       California’s Greater Long Beach      Pennsylvania’s Lancaster County           Washington State supports
preparatory training        WIB sponsors a Construction Jobs     WIB has partnered with the Keystone       pre-apprenticeship programs
designed to provide         Initiative which provides pre-       Chapter of the Association of Builders    for 500 individuals in food
related work experience     apprenticeship training and builds   and Contractors to conduct pre-           processing, biotechnology,
to prepare candidates for   connections between the One-         employment training; the Wilkes-Barre     communications, health care,
Registered                  Stop Centers and Registered          WIB is partnering with the Building and   construction and manufacturing
Apprenticeship              Apprenticeship programs.             Construction Labor-Management             from the Governor’s WIA
                                                                 Council and local school districts to     Discretionary Fund.
                                                                 prepare at-risk youth to enter into
                                                                 apprenticeship programs.


                                                       Attachment B
                                      Other Funding Sources for Apprenticeship Program

Activity
Encourage entities to sponsor       Alaska’s Denali Fund uses state                 Guam signed into law the Guam     Vermont’s Workforce Education and
and register new programs and       Department of Labor funds to support           Registered Apprentice Program      Training Fund, a state program funded
occupational training including     tuition, instructor’s wages, books, tools,     (GRAP) to invest in skilled        by the state legislature to help
the cost of OJT and related         required clothing, incidental stipends,        training in the form of tax        employers with workforce development
instruction                         lodging, transportation, and administration.   incentives                         issues, has regularly funded
                                                                                                                      apprenticeship proposals.
To provide related instruction or   Seventy percent of Guam’s Manpower             Washington State Legislature       The Texas Workforce Commission
other education that satisfied      Development Fund goes to the                   awarded 10 incentive grants from   supports the apprenticeship program
specific apprenticeship             Apprenticeship Training Program at the         the General Fund for school        with $1.6 million per year from General
requirements.                       Guam Community College. The revenue            districts to negotiate and         Revenue funds under Chapter 133 of
                                    source is registration fees on non-            implement agreements with local    the Texas Education Code. The
                                    immigrant temporary workers.                   apprenticeship programs.           program helps support the cost of
                                                                                                                      classroom instruction.
To provide on-the-job               Alaska has a state training and
training/learning                   employment program (STEP) which is
                                    funded by UI Trust fund contributions.
                                    Funds have been used for individuals who
                                    don’t qualify for WIA support. STEP funds
                                    have been used for construction
                                    apprenticeships.
To disseminate information about    Washington State legislature provided
apprenticeship programs:            funds to the Apprenticeship and Training
                                    Council to promote apprenticeship to high
                                    school students and educators in 2006.
To develop and provide pre-         The District of Columbia provides $1.2
apprenticeship or preparatory       million to support pre-apprenticeship
training designed to provide        programs with General Revenue funds to
related work experience to          apprenticeship sponsors. Upon
prepare candidates for              completion, sponsors have agreed to take
Registered Apprenticeship.          students who complete the program.

Attachment 3 PDF: https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2007/TEGL2-07a3.pdf

Attachment C
                  Contact Information for Cited Programs

Alaska: John Hakala (federal), State Apprenticeship Director, 907/271-5035,
[email protected]; Mike Shiffer, Assistant Director, Division of Business
Partnerships, Alaska Department of Labor and Workforce Development, 907/269-3729,
[email protected]

California: Long Beach WIB: Patty Garcia (federal), Acting State Apprenticeship
Director, 415/975-4007, [email protected]; Glen Forman, Division of
Apprenticeship Standards
Department of Industrial Relations, [email protected], 415/703-4920; George
Fernandez
Program Coordinator, Center for Working Families, Long Beach CA 90806, 562/570-
3728, [email protected]

District of Columbia: Lewis Brown, Director, D.C. Apprenticeship Council, 202/698-
5099, [email protected]; Daryl Hardy, Administrative Officer, Department of
Employment Services, 202/698-5146, [email protected]

Guam: Alfred Valles (federal) State Apprenticeship Director, 808/541-2519,
[email protected]; Maria Connelley, Director of Labor, 671/565-2237,
[email protected]

Hawaii: Alfred Valles (federal) State Apprenticeship Director, 808/541-2519,
[email protected]; Elaine Young, Administrator, Workforce Development Division,
Department of Labor and Industrial Relations, 808/586-8837, [email protected]

Kansas: Loretta Shelly, Director, Apprenticeship Program, Kansas Department of
Commerce, 785/296-4161, [email protected]; Armand Coprology, WIA
Program Manager, Kansas Department of Commerce, 785-296-7876,
[email protected]

Maryland: Robert Laudeman (federal) State Apprenticeship Director, 410/962-2676,
[email protected]; David Ghee, (state) Maryland Apprenticeship & Training
Program
Division of Workforce Development, 410/767-2246, www.dllr.state.md.us

Missouri: Neil Perry (federal), Apprenticeship Director, 314/539-2522,
[email protected]; Janeen Osborne, Workforce Development Specialist, Division of
Workforce Development 573/526-8260, [email protected]

Pennsylvania: Thomas Bydlon (federal), Apprenticeship Director, 717/221-3496,
[email protected]; A. Robert Rascality, (state) Director Bureau of Labor Law
Compliance,
PA Department of Labor and Industry, 800/932-0665, [email protected]


Ohio: Mary Ann Dayspring (federal) Apprenticeship Director, 614/469-7375,
[email protected]; Jean Sickles (state) Director, Ohio State Apprenticeship
Council, 614/644-2242, [email protected]; Julie McKay, program specialist, Ohio
Department of Job & Family Services, 614/466-9692, [email protected]

Oregon: Anne Wetmore (federal), Apprenticeship Director, 206/553-0076,
[email protected]; Stephen Simms, Director, Apprenticeship and Training Division,
Oregon State Bureau of Labor and Industries, 503/731-4891, [email protected];
match Skills: David Allen, 503/526-2774, [email protected]

South Dakota: Don Reese (federal), Apprenticeship Director, 605/330-2566,
[email protected];

Texas: Dennis Goodson (federal) Apprenticeship Director, 512/916-5435,
[email protected]; Desiree Holmes, 512/936-3059, [email protected]

West Virginia: Kenneth Milnes (federal), Apprenticeship Director, 304/347-5794,
[email protected]

Washington State: Anne Wetmore (federal), Apprenticeship Director, 206/553-0076,
[email protected]; Elizabeth Smith, Apprenticeship Program Manager, Department
of Labor and Industries, 360/902-5320, [email protected]; Jamie Krause, WA State
Workforce Training Coordinating Board, 360-753-5660, [email protected]

Attachment 4 PDF: https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2007/TEGL2-07a4.pdf

Attachment D
     Informational Tools & Resources to Support Development of
      New Registered Apprenticeship Opportunities and Models

Informational Materials available through Office of Apprenticeship Web site
http://www.doleta.gov/OA/eta_default.cfm

   General Information Brochures
   • For Employers - Registered Apprenticeship – Building a Skilled Workforce in the
     21st Century
     (http://www.doleta.gov/oa/brochure/building_skilled_workforce.pdf)
   • For General population: High Wage, High Skill – Career Opportunities in the 21st
     Century
     (http://www.doleta.gov/oa/brochure/high_wage_high_skill_careers.pdf)

   Industry Facts Sheets provide explanations of Registered Apprenticeship in various
   industries (http://www.doleta.gov/oa/e-tools2.cfm#factsheets)

   Setting Up an Apprenticeship Program presents information about how to start a
   program and provides a link to local apprenticeship staff who can offer free
   technical assistance. (http://www.doleta.gov/OA/setprgm.cfm)

   Bulletins/Circulars of High Growth Occupations – Announcements and
   information about new apprenticeship programs and apprenticeable occupations
   (http://www.doleta.gov/oa/whatsnew.cfm)

   Demand-Driven Case Studies - “Registered Apprenticeship Trends in Six
   Industries” (http://www.doleta.gov/oa/e-tools.cfm#brochures)
   • Advanced Manufacturing                    • Information Technology
   • Geospatial Technology                     • Maritime
   • Health Care                               • Military

   Contact Information
     • Office of Apprenticeship, State Offices
         (http://www.doleta.gov/oa/stateoffices.cfm)
     • State Apprenticeship Agencies
         (http://www.doleta.gov/oa/stateagencies.cfm)
     • Office of Apprenticeship Regional Offices
         (http://www.doleta.gov/oa/regdirlist.cfm)
     • Office of Apprenticeship, National Office
         (http://www.doleta.gov/oa/national.cfm)


Related Information

WIRED Web site - The WIRED Web site is a comprehensive online resource for the
WIRED initiative. The Web site houses information about the initiative, a fact sheet,
and a description of the Road to WIRED. The WIRED resource library provides
resources to communicate the concepts and ideas of economic transformation and the
WIRED Initiative and offers a suggested reading list. The “WIRED Regions” page
shows the map of WIRED Regions, a one-page description of the regional projects, and
each region’s working implementation plan. This tool is available on-line at:
http://www.doleta.gov/wired/

Careervoyages.gov – This joint Departments of Labor and Education Web site focused
particularly on young people and career changers includes useful apprenticeship
information by industry (http://www.careervoyages.gov/apprenticeship-main.cfm).
Contact information for Registered Apprenticeship program sponsors can be found
through a search locator on each industry’s web page.

InDemand Magazine - This resource from the Employment and Training
Administration is for students, guidance counselors, and parents to provide
information on careers in high-growth industries, including those in science,
technology, engineering, and math. This magazine is available at:
www.careervoyages.gov/indemandmagazine-stem.cfm

YouthBuild Guide to Expanding Opportunities with Trade Unions – This manual
developed by YouthBuild U.S.A provides information for local interactions between
YouthBuild programs and skilled trades labor management organizations. The manual
is available on-line at:
http://www.youthbuild.org/site/c.htIRI3PIKoG/b.1360529/apps/s/content.asp?ct=1
974993