Apprenticeships in USA

Apprenticeship programs in the United States are regulated by the Smith-Hughes Act (1917), The National Industrial Recovery Act (1933), and National Apprenticeship Act, also known as the "Fitzgerald Act."UNITED STATES DEPARTMENT OF LABOR

The number of American apprentices has increased from 375,000 in 2014 to 500,000 in 2016, while the federal government intends to see 750,000 by 2019, particularly by expanding the apprenticeship model to include white-collar occupations (White-collar worker) such as information technology.[ ][inc.com/salvador-rodriguez/trump-h1b-apprenticeships.html As Trump Stifles Immigration, Expect Tech to Turn to Apprenticeships]

In the United States, education officials and nonprofit organizations who seek to emulate the apprenticeship system in other nations have created school to work education reforms. They seek to link academic education to careers. Some programs include job shadowing, watching a real worker for a short period of time, or actually spending significant time at a job at no or reduced pay that would otherwise be spent in academic classes or working at a local business. Some legislators raised the issue of child labor laws for unpaid labor or jobs with hazards.

:''See also standards based education reform'' which eliminates different standards for vocational or academic tracks

In the United States, school to work programs usually occur only in high school. American high schools were introduced in the early 20th century to educate students of all ability and interests in one learning community rather than prepare a small number for college. Traditionally, American students are tracked within a wide choice of courses based on ability, with vocational courses (such as auto repair and carpentry) tending to be at the lower end of academic ability and trigonometry and pre-calculus at the upper end.

American education reformers have sought to end such tracking (Tracking (education)), which is seen as a barrier to opportunity. By contrast, the system studied by the NCEE (National Center on Education and the Economy) actually relies much more heavily on tracking. Education officials in the U.S., based largely on school redesign proposals by NCEE and other organizations, have chosen to use criterion-referenced tests that define one high standard that must be achieved by all students to receive a uniform diploma. American education policy under the "No Child Left Behind Act" has as an official goal the elimination of the achievement gap between populations. This has often led to the need for remedial classes in college.

Many U.S. states now require passing a high school graduation examination to ensure that students across all ethnic, gender and income groups possess the same skills. In states such as Washington, critics have questioned whether this ensures success for all or just creates massive failure (as only half of all 10th graders have demonstrated they can meet the standards).

The construction industry is perhaps the heaviest user of apprenticeship programs in the United States, with the US Department of Labor reporting 74,164 new apprentices accepted in 2007 at the height of the construction boom. Most of these apprentices participated in what are called "joint" apprenticeship programs, administered jointly by construction employers and construction labor unions.The Construction Chart Book: The US Construction Industry and its Workers For example, the International Union of Painters and Allied Trades (IUPAT) has opened the Finishing Trades Institute (FTI). The FTI is working towards national accreditation so that it may offer associate and bachelor's degrees that integrate academics with a more traditional apprentice programs. The IUPAT has joined forces with the Professional Decorative Painters Association (PDPA) to build educational standards using a model of apprenticeship created by the PDPA.

Persons interested in learning to become electricians can join one of several apprenticeship programs offered jointly by the International Brotherhood of Electrical Workers and the National Electrical Contractors Association. No background in electrical work is required. A minimum age of 18 is required. There is no maximum age. Men and women are equally invited to participate. The organization in charge of the program is called the National Joint Apprenticeship and Training Committee [http://njatc.org].

Apprentice electricians work 32 to 40+ hours per week at the trade under the supervision of a journeyman wireman and receive pay and benefits. They spend an additional 8 hours every other week in classroom training. At the conclusion of training (five years for inside wireman and outside lineman, less for telecommunications), apprentices reach the level of journeyman wireman. All of this is offered at no charge, except for the cost of books (which is approximately $200–600 per year), depending on grades. Persons completing this program are considered highly skilled by employers and command high pay and benefits. Other unions such as the United Brotherhood of Carpenters and Joiners of America, United Association of Plumbers, Fitters, Welders and HVAC Service Techs, Operating Engineers, Ironworkers (International Association of Bridge, Structural, Ornamental and Reinforcing Iron Workers), Sheet Metal Workers (Sheet Metal Workers International Association), Plasterers (International Union of Bricklayers and Allied Craftworkers), Bricklayers (International Union of Bricklayers and Allied Craftworkers) and others offer similar programs.

Trade associations such as the Independent Electrical Contractors and Associated Builders and Contractors also offer a variety of apprentice training programs. Registered programs also are offered by the

Aerospace Joint Apprenticeship Committee (AJAC) to fill a shortage of aerospace and advanced manufacturing workers in Washington State.

For FDA-regulated industries such as food (Food industry), pharmaceuticals (Pharmaceutical industry), medical devices, nutraceuticals and cosemecuticals (Cosmeceutical), companies may offer apprenticeships in Quality Assurance (Quality assurance), Quality Control (Quality control), Medical Affairs (MSLs) (Medical science liaison), Clinical Trials (Clinical trial), or Regulatory Affairs (Regulatory affairs). Apprentices may be placed at a host company and must continue to work toward an industry certification such as those offered by ASQ or RAPS while they remain in the apprenticeship. The costs of training and mentorship can be covered by the program and apprentices receive full pay and benefits.

A modified form of apprenticeship is required for before an engineer is licensed as a Professional Engineer in any of the states of the United States. In the United States, regulation of professional engineering licenses is the right and responsibility of the federated state. That is, each of the 50 states sets its own licensing requirements and issues (and, if needed, revokes) licenses to practice engineering in that state.

Although the requirements can vary slightly from state to state, in general to obtain a Professional Engineering License in a given state, one must graduate with Bachelor of Science in Engineering from an accredited college or university, pass the Fundamentals of Engineering (FE) Exam (Fundamentals of Engineering exam), which designates the title of Engineer in Training (EIT) (Engineer in Training), work in that discipline for at least four years under a licensed Professional Engineer (PE), and then pass the Principles and Practice of Engineering Exam. One and two years of experience credit is given for those with qualifying master’s and doctoral degrees, respectively.NCEES: Students

In most cases the states have reciprocity agreements so that once an individual becomes licensed in one state can also become licensed in other states with relative ease.