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The agenda explains how higher education institutions, industry representatives, and workforce stakeholders can jointly expand high-quality apprenticeship degrees. It recommends a shared definition, identification processes for fitting occupations, mentorship and supervision models, practitioner communities of practice, proactive accreditor guidance, course alignment, cross-sector partnership, and employer-linked funding structures—especially for health care—so programs remain sustainable and mutually beneficial.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-workforce-systems-higher-ed-and-industry-can-expand-apprenticeship-degrees-action-items-for-practitioners/588022/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-workforce-systems-higher-ed-and-industry-can-expand-apprenticeship-degrees-action-items-for-practitioners/588022.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What definition of apprenticeship degrees is recommended?","Question",{"text":112,"@type":113},"The field should adopt a definition covering the hallmarks of Registered Apprenticeships: paid work experience with wage progression, on-the-job learning, and supplemental education, leading to a journeyworker credential plus an accredited associate’s, bachelor’s, or master’s degree.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can stakeholders identify which occupations fit apprenticeship degree programs?",{"text":117,"@type":113},"A process should involve higher education institutions, apprenticeship registration agencies, and employers to determine which occupations and existing programs of study are good candidates for apprenticeship degree offerings.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are accrediting bodies important for scaling apprenticeship degrees?",{"text":121,"@type":113},"Accrediting bodies validate postsecondary quality, but approval uncertainty persists; the agenda recommends proactive communication that apprenticeship degree programs will be approved when established quality standards are met.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588022,1792919924,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","How Workforce Systems, Higher Ed, and Industry Can Expand Apprenticeship Degrees  \nAction Items for Practitioners  \nJohn Marotta, Julia Payne, and Deborah Kobes  \nApprenticeship degrees remain in a demonstration phase in the United States, with programs emerging in an organic, disconnected way. Today, there are 579 apprenticeship degree programs operating across the US, but roughly half are in just five states.  \nApprenticeship degrees combine the benefits of on-the-job training, a nationally recognized journeyworker credential, and related instruction that results in an academic degree. Teaching occupations have been among the first to adopt and expand apprenticeship degrees—and their success suggests many other industries and occupations could benefit from the apprenticeship degree model.  \nBelow, we outline how higher education institutions, industry representatives, and other workforce development stakeholders could work together to expand high-quality apprenticeship degrees. We developed this agenda through extensive stakeholder consultation and refined it through a consensus-driven engagement process.  \n1. Establish a shared definition of apprenticeship degrees across practice, policy, and research.  \n» We recommend the field adopt the following definition:  \n» Apprenticeship degrees possess all the hallmarks of any Registered Apprenticeship: they are industry-led programs that offer paid work experience with wage progression, on-the-job learning, and supplemental education. Upon completion, apprentices earn both a nationally recognized journeyworker credential and an accredited associate’s, bachelor’s, or master’s degree.  \n2. Create a process for higher education institutions, apprenticeship registration agencies, and employers to identify which occupations and existing programs of study could be a good fit for apprenticeship degree programs.  \n» As Erin Crisp of the University of Tennessee explained,“Higher education…has existing degree pathways that could be repurposed for apprenticeship degrees. Integrated Studies degrees provide that option with affordances for…experiential learning credit and other [options] to award credit for apprenticeship.”  \n3. Develop innovative models for mentorship and quality supervision.  \n» Employers can collaborate with higher education institutions and workforce system partners to identify external mentors if an employer’s fully skilled staff lack capacity to mentor apprentices.  \n4. Launch communities of practice to support peer learning among apprenticeship degree practitioners, such as  \nhigher education administrators, faculty, and staff; workforce, economic development, and apprenticeship professionals; and industry representatives.  \n» Higher education administrators sometimes have a limited understanding of apprenticeships or how they could add value to an academic degree. Faculty and staff already have a multitude of responsibilities. To build capacity across higher education institutions, convening organizations can launch communities of practices that promote peer learning and more seamlessly facilitate sharing lessons across geographies and industries.  \n5. Higher education accrediting bodies can publish guidance that clarifies how apprenticeship degree programs can meet established quality standards.  \n» Accrediting bodies play a crucial role in the US system of higher education by validating the quality levels of postsecondary institutions and educational programs. However, uncertainty about accreditor approval of apprenticeship degree programs remains widespread. We recommend that accrediting bodies proactively communicate to postsecondary institutions that apprenticeship degree programs will be approved so long as they meet established quality standards.  \n6. Explore opportunities for adjusting existing courses and programs of study to more closely align with elements of the apprenticeship model.  \n» Apprenticeship degrees will be hard to implement unless they operate w","cbCaic6BuLTcwNis","https://ap.wps.com/l/cbCaic6BuLTcwNis","pdf",240348,"English","# Action Items for Practitioners\n## Establish a shared definition of apprenticeship degrees\n## Create an identification process for fitting occupations and programs\n## Develop mentorship and quality supervision models\n## Launch communities of practice for peer learning\n## Publish accreditor guidance on quality standards\n## Adjust courses and programs to align with apprenticeship elements\n## Identify quality opportunities for cross-sector connections\n## Design full-time equivalent funding structures with employers","[{\"question\":\"What definition of apprenticeship degrees is recommended?\",\"answer\":\"The field should adopt a definition covering the hallmarks of Registered Apprenticeships: paid work experience with wage progression, on-the-job learning, and supplemental education, leading to a journeyworker credential plus an accredited associate’s, bachelor’s, or master’s degree.\"},{\"question\":\"How can stakeholders identify which occupations fit apprenticeship degree programs?\",\"answer\":\"A process should involve higher education institutions, apprenticeship registration agencies, and employers to determine which occupations and existing programs of study are good candidates for apprenticeship degree offerings.\"},{\"question\":\"Why are accrediting bodies important for scaling apprenticeship degrees?\",\"answer\":\"Accrediting bodies validate postsecondary quality, but approval uncertainty persists; the agenda recommends proactive communication that apprenticeship degree programs will be approved when established quality standards are met.\"}]","How Workforce Systems, Higher Ed, and Industry Can Expand Apprenticeship Degrees - Action Items for Practitioners | PDF",1792064058]