Outcomes of Two Construction Trades Pre-Apprenticeship Programs: A Comparison

Worthen, Helena; Haynes, Rev. Anthony

doi:10.1080/10705420902856191

Cited by 5 publications

(7 citation statements)

References 5 publications

(5 reference statements)

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“…Usually in Australia, pre-apprenticeships are unconnected with secondary schooling, although in the State of Victoria, pre-apprenticeships can be undertaken at school (Brown 2008), but in the USA they are quite often offered in schools. In the USA, there seems to be greater emphasis on equity concerns than in Australia; many American programmes are targeted at minority groups, whether young people or adults; this seems to be connected with the comparative difficulty of gaining apprenticeship positions which in trades like construction are tightly controlled by the trade unions (Conway and Gerber 2009;Worthen and Haynes 2009).…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Pre-apprenticeships in Australia: differing orientations and their policy implications

Dumbrell

Smith

2013

Journal of Vocational Education & Training

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Little has been published in the Australian vocational education and training (VET) literature on the topic of pre-apprenticeships, which are a loose type of preparatory courses for apprenticeships available in some trades. Nevertheless, pre-apprenticeships have been in existence for several decades. With continuing concern over skill shortages in Australia, the research study on which this paper is based investigated the role of pre-apprenticeship courses in addressing skill shortages in the electrotechnology, automotive and engineering trades, some of the largest 'traditional trades' in Australia, and those with sizeable numbers in pre-apprenticeships. The principal objective of the overall study was to determine whether the use of pre-apprenticeships increased the size and suitability of the supply of entrants to the traditional apprenticeships and whether pre-apprenticeships do or might increase completion rates in apprenticeships. The paper uses findings from the study to develop a typology of pre-apprenticeship courses, proposing two fundamental orientations and discussing whether different orientations towards pre-apprenticeships are compatible with one another.

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Section: Background and Literature Reviewmentioning

confidence: 99%

Pre-apprenticeships in Australia: differing orientations and their policy implications

Dumbrell

Smith

2013

Journal of Vocational Education & Training

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“…Participants who failed the math test were subjected to an attendance hurdle, i.e., they were referred to an intensive one-on-one math tutoring program. Fourth, an interview; a practical physical agility test, and drug test constituted the last hurdle (Worthen & Haynes, 2009). All applicants who survived the hurdles and still wanted to enter the program were accepted (Worthen & Haynes, 2009).…”

Section: Participant Recruitment and Selection-the N/mentioning

confidence: 99%

“…Fourth, an interview; a practical physical agility test, and drug test constituted the last hurdle (Worthen & Haynes, 2009). All applicants who survived the hurdles and still wanted to enter the program were accepted (Worthen & Haynes, 2009). Support-students in the N/ECCC program received case management and counseling services during and after the program, a stipend of $50 a week during the winter and spring terms (and $100 a week during the summer), tutoring for classes and the union apprenticeship test, job counseling, and low-interest loans (Mabe, 2007).…”

Section: Participant Recruitment and Selection-the N/mentioning

confidence: 99%

“…The Carpenters Class provided stipends (i.e., $300.00 per week or the Illinois minimum wage for 11 weeks), child care, a bus pass, text books, tools, and a high level of case management. Specific requests for items such as car repair could be made by grant recipients (Worthen & Haynes, 2009). The programs employed similar approaches to recruit potential applicants, but they employed different approaches to select participants and provide support.…”

Section: Participant Recruitment and Selection-the N/mentioning

confidence: 99%

“…It was an 11-week full-day program that included hands-on carpentry training. The classes were located in the Carpenters Training Facility and they were taught by journeymen carpenters (Worthen & Haynes, 2009). All of the programs offered specific academic preparation courses such as reading, math, and life skill classes that focused on skills participants needed to pass the apprenticeship exams after graduation.…”

Section: Curriculummentioning

confidence: 99%

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Pre-Apprenticeship Urban Workforce Training Programs

Martin

Smith

2011

Adult Learning

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O ver the past two decades, inner-city communities have witnessed double-digit joblessness among an increasing number of residents who are relegated to the status of the "permanent" unemployed or the permanent underclass (O'Regan & Conway, 1993). These residents cannot hope to be competitive in a changing and evolving labor market. Relying on public assistance, low-wage part-time work without benefits, and struggling through spells of unemployment, these residents scuffle to survive during economically successful years and they are the last to experience long-term employment with family sustaining wages during an economic recovery. Particularly problematic for residents of inner-city communities is finding employment opportunities that pay well, and which cannot be exported to suburban communities, other states, or other countries. Although highly sensitive to economic boom and bust cycles, construction jobs offer this opportunity. However, in many urban settings, these jobs are controlled largely by unions, wherein membership is still highly evasive for people of color.Since the 1990s several federal, state, local and community-based initiatives emerged to meet the employment readiness needs of these residents and others through comprehensive training. While adult education and training efforts are recognized as important to the future employment endeavors of these residents; the designers of the intervention programs do not seem to view theoretically-based adult education and training as a central concern. Further, the adult education literature does not contain a critical lens on the quality of these programs. Therefore, we do not know the extent to which these education and training intervention programs employ theoretically-based adult education approaches. Nor do we know the extent to which they create opportunities for the unemployed, undereducated, and low-income residents of these communities to obtain the appropriate knowledge, skills, and attitudes to enter (or reenter) the workforce and earn family sustaining wages. The purpose of this article is therefore to begin to fill this void by providing an adult education theory-based critical analysis of published case evaluations of three very different pre-apprenticeship workforce training programs. The programs include the Newark/Essex Construction Careers Consortium (N/ECCC) (Mabe, 2007), the Building Bridges Project (BBP) Night Class, and the BBP Carpenters Class (Worthen & Hayes, 2009). Composites and Analysis of Three Pre-Apprenticeship Training ProgramsIn this section, we provide a composite of key elements of the case analyses found in the literature. Immediately following each of the key elements of the composites, we analyze the programs by using adult education literature and theories to highlight both the strengths and weaknesses of the program components.

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Apprenticeships: What happens in On-the-Job Training (OJT)?

Worthen

Berchman

2010

Learning Through Practice

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Outcomes of Two Construction Trades Pre-Apprenticeship Programs: A Comparison

Cited by 5 publications

References 5 publications

Pre-apprenticeships in Australia: differing orientations and their policy implications

Pre-apprenticeships in Australia: differing orientations and their policy implications

Pre-Apprenticeship Urban Workforce Training Programs

Apprenticeships: What happens in On-the-Job Training (OJT)?

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