Examines more than 23 million job postings and analyzes them against underlying skills addressed through apprenticeship training models to determine the growth potential of apprenticeships in the United States in terms of job openings, occupations, and sectors.
“This analysis…is designed to answer a basic question about apprenticeships: What is the true scope or potential for apprenticeships in the U.S. economy? Armed with this analysis, employers can…pursue a targeted strategy for expanding apprenticeships into more occupations, especially those areas where they see a shortage of middle skills talent” (p.3).
“Apprenticeships are one of the few bipartisan ideas in the realm of workforce development, promising an alternative way of training skilled workers without requiring higher education. Instead of accumulating debt, students get to ‘earn while they learn’….Yet, while apprenticeships are a common part of the employment landscape in Europe, they represent a relatively small number of jobs in the United States. There were only 410,000 active civilian apprentices in 2016, a small fraction of the 23.4 million job postings that year. And that is after decades of widespread agreement across the political spectrum about the effectiveness of apprenticeships and the desirability of expanding them” (p.3).
“To determine answers, [the authors] examined the skills demanded in job postings for more than 23 million openings in 2016. [They] identified the underlying skills in apprenticeship roles and looked for similarities in other positions” (p.3).
“In order to identify occupations that represent expansion opportunities for apprenticeships, [the authors] first examined the characteristics distinguishing occupations that commonly use apprenticeship programs from those that do not….[They] used a three-part methodology:
- Identify characteristics that distinguish current occupations in which apprenticeships feature prominently as training programs;
- Based on those characteristics, develop criteria for assessing the universe of occupations in which apprenticeships do not feature prominently; and
- Identify occupations with similar characteristics to those for which apprenticeships are commonly used” (p.13).
(Abstractor: Author and Website Staff)
Major Findings & Recommendations
The authors “found, based on this skills analysis, that there is significant opportunity to expand apprenticeships in the United States: •The number of occupations commonly filled via apprenticeships could be nearly tripled, from 27 to 74; •The number of job openings covered by this approach could be multiplied eightfold, to roughly 3.2 million; •Many of these additional opportunity areas unlock higher-value careers, offering more than a 20 [percent] salary premium, compared with traditional apprenticeship occupations; and •The occupations covered by those expanded opportunities are ones employers find difficult to fill” (p.3). “The occupations…identified outside the 27 core group of current apprenticeships fall into two groups. [The authors] dubbed one group ‘Expanders’ (21 occupations), those that significantly increase the number of sub-B.A. occupations available to apprenticeships. [They] named the second group ‘Boosters’ (26 occupations), those that extend apprenticeships into high-value, middle-skills jobs facing ‘degree inflation,’ the phenomenon of employers raising the credentials required for a middle-skills job to include a four-year college degree. Both groups include jobs that pay a living wage and offer upward mobility” (p.3). “[T]his analysis shows that there is significant unrealized potential in the apprenticeship field, across many occupations in the U.S. economy. By using an apprenticeship approach, businesses struggling with skills gaps can take steps to ensure workers are trained to employer specifications—not to mention getting the value of apprentices’ apprentices’ work during training. For many middle- and lower-skills workers seeking to move up career ladders, apprenticeships offer a more viable alternative to traditional trade and technical schools. One barrier in the technical school system is that students either miss out on gaining work experience while they attend school, or they work but can only attend school part-time. Apprenticeships offer workers an alternative that requires neither sacrificing income nor risking exhaustion. Another significant barrier to apprenticeships is that technical schools often find it challenging to forge relationships with potential employers. In an apprenticeship model, employers and local educators can work together to define a curriculum as well as on-the-job training that is aligned with employers’ needs and helps direct young talent into the workforce” (p.3). (Abstractor: Author and Website Staff)