By: Rafael A. Castaneda, VP Workforce Development, MedCerts
Do you know anyone named “Miller, Cooper, Fletcher, Smith, Shepard”? If so, the nomenclature of these surnames comes from activities associated with or coming directly from on-the-job training, the definition of apprenticeship. The transfer of knowledge from a subject matter expert to novice has been ingrained in how humans learn a new skill and date back to as early as codified laws in ancient Babylon, Egypt, and Rome. (Lotha, 1998)
Perhaps the jobs that we perform in the modern world no longer include, for most workers; milling flour or making barrels or arrows but the concept holds viable. The inclusion of modern technologies and complex processes might appear vastly more difficult to build skills and competencies around, but I argue, these are no more difficult than learning the blacksmith trade for an apprentice in colonial America.
The Healthcare and Healthcare adjacent IT fields are experiencing unprecedented growth and that growth is forecasted to expand an additional 16% from 2020-2030. (BLS, 2021) The need for qualified talent positions in this landscape is a perfect opportunity for training providers, community colleges, employers and governmental entities to partner on building and funding apprenticeship models at scale across the nation.
A case study from the Monterey County Workforce Development Board in partnership with MedCerts in early 2021 underscores the essential need for these programs but the inhibitions associated with executing them are pronounced. The program is simple in design and the benefit to the learner is obvious but the challenge of coordination between all these actors is anything but. The completion rate of learners in this model is in the 80%+ range, which is higher than most academic programs, thereby making it a viable training program. Also, since this is an apprenticeship model the employer involved is intentionally seeking to have these learners fill job roles at their place of business. The issue at hand was the lack of volumes of interested learners seeking to take advantage of the opportunity on the front end.
It is worth examining the reasons why apprenticeship programs are not always considered viable by many given their relative availability, affordability, and direct line of sight to gainful employment. The Covid19 pandemic has further impacted the pivots learners are driving in the postsecondary landscape. Learners are seeking quality education and training that does not put them into debt or offers a measurable ROI and leads directly to gainful employment. The ability to undertake training programs via an online modality that leads to certification is a rising option in terms of viability for many learners.
Organizations like the National Association of Workforce Boards, JFF, CAEL, DOL and MedCerts are seeking to utilize their resources to continue to work on building apprenticeship programs. Amplifying these opportunities to learners as they progress from K-12 and are faced with a decision on the next steps of their education journey will lead to more adoption and less associated stigma. It is critical to establish a “K-Job” pathway for learners seeking a viable, affordable, accessible pathway that is viewed and promoted as leading to success.
Reference:
Lotha, G. (Ed.). (1998). https://www.britannica.com/topic/Code-of-Hammurabi. Electronic Resources Review. https://doi.org/10.1108/err.1999.3.10.123.113
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