Tasks

Paris and Mason (1995) describe the tasks of key partners in youth apprenticeship and work-based learning programs:

"Work Team

• Assess local and state environment for youth apprenticeship and work-based learning programs.
• Establish program structure--schools, delivery system.
• Identify local employment resources.
• Recruit employers.
• Develop employer's guide outlining child labor laws and policies and procedures.
• Establish hours and pay rate for students.
• Develop marketing strategy to inform parents, students, and community about program.
• Identify student selection criteria.
• Orient all teachers to program.
• Plan mentor training and provide mentor training materials.
• Determine who will provide instruction, curriculum and orientation for workplace mentors.
• Provide parent education and training.
• Establish and administer grievance process for students.
• Develop format for credential awarded to students on completion specifying their skills and knowledge.

Business, Industry, Labor

• Participate in all phases beginning with initial planning.
• Provide information to civic and professional groups to encourage employer participation and develop support for the program.
• Work in partnerships with schools.
• Provide training sites.
• Pay wages.
• Identify, provide and help train mentors.
• Select students.
• Train students to occupational skill standards.
• Evaluate students.
• Provide feedback to students, parents, and schools.
• Establish certification procedures for youth apprentices.

Postsecondary Teachers and Administrators

• Participate in developing agreements for advanced standing/dual credit arrangements to facilitate transition to postsecondary education.
• Link structure of youth apprenticeship to postsecondary schools and colleges.
• Assist in curriculum development.
• Provide instruction for youth apprentices as required.

District Administrators

• Initiate and support the broader school-to-work effort.
• Define structure for program administration.
• Establish mechanisms for hiring, identifying staff, including teacher(s) and coordinators.
• Provide resources for implementation.

Principals

• Support program with resources of time, staff development.
• Facilitate necessary scheduling changes, logistical accommodations.
• Participate in all phases of planning.
• Ensure program is monitored and evaluated.
• Identify participating instructors.

Counselors

• Lead implementation of classroom-based developmental career guidance for all students.
• Facilitate participation of teachers, parents, community members in classroom developmental guidance process.
• Conduct student assessments (prior to program entry).
• Provide career counseling and support.
• Provide labor market information to parents and students.
• Create a system in which all students have individual career plans.

Teachers

• Participate in all phases beginning with initial planning.
• Teach supporting academic and vocational courses in an applied and integrated fashion so in-school courses relate to work-site training.

Youth Apprenticeship or Work-Based Learning Coordinator

• Coordinate efforts of academic and technical instructors for the youth apprenticeship program and help coordinate their efforts.
• Assess and recommend students for employer interview (in cooperation with counselor and vocational instructor if appropriate).
• Monitor and evaluate program.
• Act as liaison to state agencies (education and labor).
• Develop linkages to other programs in community where appropriate.
• Keep program records systems including data on post-program outcomes.
• Secure appropriate funding.
• Confirm job slots.
• Maintain program insurance, liability, and industry regulations and standards.
• Schedule initial program design meetings (identify and recruit stakeholders) and maintain meeting schedule.
• Determine costs and financing.
• Ensure completion of signed agreements between parties.
• Ensure that youth apprenticeship-related instruction meets requirements for high school graduation.
• Ensure that credentials for completers meet industry standards.
• Ensure that students are instructed in 'all aspects of the industry' as defined in the federal school-to-work legislation.
• Ensure that completers receive assistance in transition to postsecondary education and/or work.

Workplace Mentors

• Demonstrate work tasks, skills and methods to students consistent with contemporary industry standards.
• Provide instruction in 'all aspects of the industry' as defined in the federal school-to-work legislation.
• Provide consultation to students on all aspects of the worksite experience.
• Participate in mentor training and orientation.
• Monitor student performance and progress.
• Communicate with employer, youth apprenticeship coordinator and teachers.

Parents

• Participate in discussions and decision making process for program participation.
• Meet several times during the year with youth apprenticeship or work-based learning coordinator and/or employer to remain aware of student's progress and provide feedback.
• Provide transportation for students.
• Sign education and training agreement.

Students

• Attend in-school classes and required related training courses regularly.
• Be at worksite on time, as scheduled, except for illness or emergency.
• Complete high school requirements.
• Participate in regular feedback sessions with employer and youth apprenticeship or work-based learning coordinator.

State Level Business, Industry, and Labor (Youth Apprenticeship)

• Coordinate development, validation and dissemination of state-wide curriculum that reflects industry standards.
• Facilitate process of local level curriculum articulation through state-level activity and/or agreements.
• Ensure that state youth apprenticeship regulations and structure maximize students' options for entry into adult apprenticeship programs and/or postsecondary education.
• Develop curriculum standards.
• Participate in state planning/policy bodies.
• Ensure linkage with adult apprenticeship programs." (p. 60-62)

Source: Planning and Implementing Youth Apprenticeship and Work-Based Learning, by Kathleen A. Paris and Sarah A. Mason, 1995, Madison, WI: Center on Education and Work, University of Wisconsin.