Choosing the Right Youth Apprenticeship Model
How to Use Our New Tool
Visitors can use the tool in the next section below – the Youth Apprenticeship Pathway Navigator – to learn about YA models and determine which facets align with prospective program goals and local context, including needs of priority populations and employer partners. This tool can also be used collaboratively across YA stakeholders to support a co-design approach.
Before using the tool, program stakeholders should come together to define the program’s goals and needs. Stakeholder groups should lead with their ideal outcomes for both young adults and employers participating in their YA program and understand their localized policy environment, including apprenticeship governance structure and landscape, public and private funding, guidelines, and restrictions.
This comparison chart can help match desired outcomes and context with different models and approaches.
| Component | Pre-Apprenticeship | Registered Youth Apprenticeship | Non-Registered Youth Apprenticeship |
|---|---|---|---|
| Primary Purpose | Career exploration and preparation for apprenticeship or other education and job training. | Pathway from high school to employment and college degree attainment via federal credentialing. | Pathway from high school to employment and college degree attainment via industry credentialing. |
| On-the-Job Training | High ratio of RTI. Often exploratory/introductory. Lower intensity. Intended to grow an learner’s career readiness. Often not paid. | Structured to follow approved work process schedules. Minimum hours mandated by occupation. Supervised by manager and mentor. Progressive wages. | Hours and processes determined by program rather than regulation. Significant variation based on occupation and employer needs. Potential for progressive wages. |
| Related Technical Instruction | Focuses on foundational skills (academic, technical, essential workplace). Should align with in-school curriculum. | Must align with Registered Apprenticeship Program standards. Approved curriculum. Delivered by high schools, colleges, unions, or employers. | Curriculum can be adjusted immediately based on industry needs. No government approval process. Same delivery options as registered apprenticeship. |
| Credential Outcome | May lead to foundational credentials or industry certifications. | Leads to a certificate of completion of Registered Apprenticeship, provided by either OA or an SAA. Credentials are nationally recognized and portable. Potential for college credit. | Industry-recognized credentials; College certificates or credit; Employer-issued certifications. |
| Quality Assurance | Program-designed standards. May have articulation agreements with apprenticeship programs. Industry vetted and aligned. | External validation through SAA or OAA registration. Subject to compliance reviews. | Program-created quality standards enforced through articulation agreements with employers and education partners. Some programs are subject to state approval and oversight even though they are still considered non-registered. |
| Oversight and Compliance | Unless registered, program self-monitors. | Registration agencies approve, monitor compliance, and validate credentials. Progress tracked through RAPIDS. Standardized data collection. | Programs self-monitor. Create own tracking systems. Documentation based on funding sources or partner agreements. |
A Note About Registered Apprenticeship
Registered Apprenticeship programs, specifically, follow one of three models for measuring completion: time-based, competency-based, or hybrid (PDF). The selection of which model to use, if choosing to register a youth apprenticeship, is often guided by sector norms and credential requirements. Systematically tracking progress through one of the three methods below helps support apprentice retention and shows where additional coaching is needed.
- Time-based: Completion is based on meeting the number of related- technical instruction and on-the-job-training hours required by the program.
- Competency-based: Completion is based on demonstrating mastery of defined occupational skills and competencies; often used where flexibility is needed and supports self-paced learning.
- Hybrid: Completion is based on a mix of minimum hours and competency attainment, blending structure with flexibility.
If your answers don’t clearly point to a single model, reach out to Jobs for the Future for additional guidance or technical assistance—we’re here to point you in the right direction and help you take your next steps.
Prefer a different approach? Download our worksheet (PDF) to compare youth apprenticeship pathways side by side and identify which options may be the best match for you.
To Register or Not to Register
JFF recommends that when building a youth apprenticeship program, the design is modeled after the quality elements and requirements of Registered Apprenticeship. This allows the apprenticeship sponsor or provider to have a program model that can be easily registered with the appropriate approval body, if they choose. Below are key considerations for registration:
- Access to federal or state funding. These resources, which include grants, contracts, employer incentives, and more, are almost always exclusive to Registered Apprenticeship. If you intend to utilize this type of funding to stand up or sustain your program, you should strongly consider a registered approach.
- Access to data and data management systems. Registered Apprenticeship programs include access to federal and/or state data systems, which can support tracking of participant progress and outcomes and provide programs with important information to demonstrate and validate success.
- Access to nationally recognized, portable, and stackable credentials. While credentials and certifications can be offered through both registered and non-registered apprenticeships, registered programs provide a credential that is nationally recognized and portable. This can support apprentices as they seek to move within or beyond a sector.
If the program has a greater need for rapid start-up, nimbleness, and a less compliance-oriented approach, non-registered apprenticeship offers a strong starting model. This approach can also require less administrative capacity, which can be ideal for new or smaller programs.
It is important to note that the model you choose to start with is not the model you have to stick with. If you begin a non-registered youth apprenticeship, you can register it later. Regardless of whether you choose to register a program or not, it is essential to use the Partnership to Advance Youth Apprenticeship (PAYA’s) quality principles in your design. This will ensure quality, responsiveness, and access for young people and employers.