US Apprenticeships See 80.5% Increase Since 2016: A Game Changer for Workforce Development

New America published research this month on what separates teacher apprenticeship programs that work from the ones that stall out. After talking with program leaders and technical assistance providers across the country, they landed on three things — not funding, not enrollment numbers, but design choices: Sponsorship. Is the lead partner — a university, a district, a state agency — actually positioned to build the collaborative relationships the program needs, or are they stretched too thin to hold it together? Affordability. Not just for the apprentice, but for the districts and colleges footing part of the bill. A program that's affordable for one side and not the other doesn't last. Accessibility. Can apprentices actually progress and finish, given everything else going on in their lives — work, family, the realities of a 30-40 hour week on top of coursework? None of these are flashy. They're also exactly the things that don't show up in a program's pitch deck but absolutely show up in its completion rate three years later. Which of these three is hardest for your program right now?

In this K-12 Dive article, Karen Gardiner, senior fellow in the Work, Education, and Justice division at the Urban Institute, highlights the need to make sure more students and families know about pathways like apprenticeships and other WBL experiences — and understand that these pathways can lead to good jobs while still leaving the door open to continued education.   At Ascend Indiana, we are committed to helping regional partners connect students and employers with WBL opportunities, so more students see the many pathways available to a good career.   Read more from Karen and K-12 Dive:

This Chalkbeat Indiana article explores how Indiana is addressing workforce development. It mentions the Indiana Career Apprenticeship Pathway (INCAP) as one of the programs that aligns with the state's goal of helping "more students land high-paying jobs without debt in fields that are projecting workforce shortages, such as manufacturing and healthcare." Read more: https://loom.ly/_H9plco.

New America's newest research identifies three design considerations that separate teacher apprenticeship programs that work from the ones that stall: sponsorship, affordability, and accessibility. Sponsorship means the lead partner — university, district, or state agency — is actually positioned to build the program's collaborative relationships, not stretched too thin to sustain them. Affordability means the model works financially for apprentices and for the districts and institutions funding it, not just one side. Accessibility means apprentices can realistically progress and complete, given the 30-40 hour weeks most are already balancing. None of these show up in a pitch deck. All three show up in a completion rate.

Yesterday's report from the Social Mobility Foundation (https://lnkd.in/e7ksbAAw) on the barriers to students from disadvantaged backgrounds undertaking degree apprenticeships is interesting, important and, to be frank, not particularly surprising. It's disappointing, though, that it isn't until recommendation 4 that it gets to what is probably the biggest issue that needs to be addressed: the distribution and number of degree apprenticeships. And when it does, the recommendation is focused on action by the state; national government and metro mayors. It's welcome that this responsibility isn't being laid at the feet of the higher education sector, but thinking about something I wrote in the summer about degree apprenticeships (https://lnkd.in/ePDpgjEJ) isn't this something that all organisations, private and public; and additional, state-set bureaucratic targets don't feel like the most effective way forward.

A good read from K-12 Dive today. Karen Gardiner of the Urban Institute makes a simple but important point: alternative pathways like registered apprenticeships aren't failing students, awareness is. Too many students and families still see a four-year degree as the only "respectable" path, even as options like apprenticeships and sector-based training programs show real results. A few stats from the piece stood out: the U.S. now has over 714,000 registered apprentices, up more than 80% since 2016, and one study found apprentices saw roughly a 49% earnings increase, on average, in the year after completing their program. Her takeaway is that proving these pathways work isn't enough. Students and parents need to actually see that evidence and know the options exist in the first place. That's exactly the gap we're working to close at Starteryou. Before a student can pursue a work-based learning opportunity or apprenticeship, they need to know it's on the table. Giving students visibility into those paths, and giving schools a way to actually run and track that exposure, is where we're focused. Worth a read: https://lnkd.in/ei-ptCrY

An important piece from Hazel Shearing this morning sheds light on the gap between the growing competition for apprenticeships in England, and lack of opportunities. As demand and opportunities grow, we must make sure expansion does not come at the expense of quality. Great apprenticeships depend on great teachers, trainers, assessors and workplace mentors. Creating more opportunities is not simply about increasing the number of places. The system can only deliver if we invest in the people behind it, turning occupational expertise into high-quality learning. That investment in the professional workforce matters as much as the places themselves, and it is what will lead to better outcomes for learners, employers and the economy. Education Training Foundation

It is GCSE results day, and I am waiting patiently to see how my little cousin has got on However, a new article caught my eye on the BBC website about Degree apprenticeships. Apprenticeships as you guys know, are my favourite subject. Within this article it tells us the hard hitting numbers... In 2026, 21,800 people applied for a degree apprenticeship But there were only 3,700 degree apprenticeships available That means 18,100 potential apprentices being lost Now I know, there a lot of factors as to why the amount of degree apprentices available has gone down from 7,300 to only 3,700 in the last years. Geo-political factors, rising employment costs and resource depletion, I can see that and we can all agree that uncertainty is bad for business. I also know that the 18,100 are not all for engineering but we also know from the recent UCAS Early Careers insights that there has been a 16.3% increase in applications for Engineering and Technology, which is absolutely something to be celebrated. Which when compare to the Institute for Manufacturing (IfM), University of Cambridge Women in Manufacturing UK Initiative (WiM UK) 2025 finding that nearly a quarter of the current workforce will retire within the next decade, still leaves us with a significant gap in our skills market. Recent headlines from our new PM Andy Burnham, shows that he and the new Department for Education are very pro-vocational and technology education and apprenticeships which is a fun and dandy, and great to hear. But with all the momentum that Engineering and apprenticeships are having over the last 3 years particularly, I hope they also give some well needed certainty to the employers who they need to give the 18,100 their first step on the career ladder. Let's see what happens but in the meantime, here at Automate BEST we will continue to support and promote apprenticeships within Automate UK member companies. Support the retention of the apprentices currently on their programme and give them opportunities to share their experience with other young people to keep the momentum going. Stay positive gang, and good luck to all those getting their GCSE results today- I got mine 20 years ago and I still remember my lovely Nan celebrating my results with me, and then she asked 'what does the B or C mean, is that good?' I realised that the letters didn't matter it is how I reacted/felt about them, that's what mattered. Ted talk over and out! https://lnkd.in/e3Eu8uWq

This increase in demand for degree apprentices is genuinely impressive. Caveat, the funding model for Degree Apprentices in England is different from Northern Ireland but still very good. I'm privileged to be a Programme Director for a Degree Apprenticeship course at Ulster so I have some thoughts. What's needed here? 1) A one-stop Degree Apprenticeship site for all - employers, training providers, and applicants across Northern Ireland. It's hard for school kids and their career teachers to know where and when to apply. Too often it's word of mouth and people miss out. 2) More funding for training providers 3) Encouraging all schools to view Degree Apprenticeships as a worthy path for their pupils. Companies will employ different metrics for hiring - soft skills are key here. It's not just about academic ability. https://lnkd.in/eS4U5N5g