Practices with Promise Success Story
Submitted By: Sandra Slivka, CA Life Sciences Initiative
Apprenticeships and 3rd Party Credentials Life Sciences/Biotech
- Type of Practice: Industry Engagement
- Type(s) of Users Served: Apprenticeship, Associate Degree Students, Faculty/Teachers, Higher Unit Certificate Students, Lifelong Learning Students, Pre-Apprenticeship, Returning Students, Transfer Students
- Sector(s): Life Sciences/Biotech
- Momentum Point(s) & Leading Indicators : MP 27, MP 28, MP 29, LI 3 (click here for description)
- Regions Involved: Los Angeles, San Diego/Imperial
- Colleges Involved: San Diego Miramar College
- Other Organizations: CA Division of Apprenticeship Standards
The Challenge
In 2014 the Life Sciences Biotechnology Initiative working with the Centers of Excellence identified performed a labor market analysis that identified Quality/Regulatory and Clinical jobs as hard to fill throughout the state. Apprenticeships are need for Microbiology Quality Control Technician, Chemistry Quality Control Technician, Regulatory Compliance Associate, Regulatory Affairs Specialist, Clinical Research Coordinator, Quality Assurance Associate GXP Auditor, Clinical Trail Assistant, Drug Safety Associate, Clinical Data Coordinator. All these apprenticeships will lead to Certified Quality Inspection Associate (CQIA) certification (American Society for Quality) plus additional certifications specific to the job title.
The Solution
All apprenticeships have been approved by the CA-Division of Apprenticeship Standards. The apprenticeship model is unique in that RX Research Services, Inc. will serve as the industry sponsor and find host companies for the required OJT (on the job training). The required Related and Supplemental Instruction (RSI) will be delivered through credit and non-credit models. Industry demand for apprentices will be met through a California Apprenticeship Initiative (CAI) New Innovative Program grant recently awarded to San Diego Miramar College ($600,000 for 30 apprentices). This innovative apprenticeship builds career ladders and 3rd party credentials into the current portfolio of programs at the CA Community Colleges.
Outcomes
In addition to these jobs being hard for industry to fill, the industry has a sense of urgency for these apprentices. In 2011 the Obama administration passed the Food Safety Modernization Act (FSMA) and enforcement of this act began Oct. 1, 2015. As proof of concept, five apprenticeships were placed in 2015. Three apprentices have already received the CQIA certification; the host companies are delighted as they are training to fill ‘hard to fill’ jobs. A list of more than 10 companies awaiting apprenticeships has been developed.This innovative apprenticeship builds career ladders and 3rd party credentials into the current portfolio of programs at the CA Community Colleges.
The Data
$600,000 in funding for apprentices; 5 placed to date. A Pre-Apprenticeship program is being piloted in the LA/OC region to articulate between college programs these apprenticeships. Partners of the 28 colleges with active biotechnology programs and 2 nascent bachelor’s degrees programs in bio-manufacturing (Solano and Mira Costa College) will be engaged to provide apprenticeship candidates. This innovative apprenticeship builds career ladders and 3rd party credentials into the current portfolio of programs at the CA Community Colleges. These efforts taken together show that the initiative is creating an effective and sustainable model of apprenticeships that serves an important need of the industry.
Supporting Information
Video on Food Safety Modernization Act and Shows 1 Apprentice!
Common Metrics
Leading Indicators
| LI 1 | Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market | |
| LI 2 | Regionalization of stackable certificates aligned with a particular occupation ladder | |
| LI 3 | Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification | |
| LI 4 | Creation of a credit certificate from non-credit certificate | |
| LI 5 | Curriculum articulation along a career or multi-career educational pathway | |
| LI 6 | Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs | |
| LI 7 | Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines |
Momentum Points
| Middle School Cluster | ||
| MP 1 | Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector | |
| Transition from Middle School to High School | ||
| MP 2 | Completed a bridge program between middle school and high school and revised student career/education plan | |
| MP 3 | Completed a student orientation and assessment program while in middle school or high school | |
| High School Cluster | ||
| MP 4 | Completed one course in high school within a CTE pathway | |
| MP 5 | Completed two or more courses in high school within a CTE pathway | |
| MP 6 | Completed a CTE articulated course | |
| MP 6a | Successfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits | |
| MP 7 | Completed a program in high school within a CTE pathway | |
| Transition from High School to College Cluster | ||
| MP 8 | Completed a bridge program between high school and college in a CTE pathway | |
| MP 9 | Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway | |
| MP 10 | Transitioned from a high school CTE pathway to a similar community college CTE pathway | |
| MP 11 | Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway | |
| MP 12 | Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway | |
| MP 13 | During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway | |
| MP 14 | Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level | |
| Community College Cluster | ||
| MP 15 | Completed two courses in the same CTE pathway | |
| MP 16 | Retention rate between Fall and Spring within a CTE pathway | |
| MP 17 | Completed a non-CCCCO-approved certificate within a CTE pathway | |
| MP 18 | Completed a CCCCO-approved certificate within a CTE pathway | |
| General Education and Transfer Progress Cluster | ||
| MP 19 | Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway | |
| MP 20 | Completed college level English and/or math, for students in a CTE pathway | |
| MP 21 | Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway | |
| MP 22 | Completed requirements in a CTE pathway, but did not receive a certificate or a degree | |
| MP 23 | Completed an associate degree in a CTE major | |
| MP 24 | Completed an associate degree in a major different from student’s college CTE pathway | |
| MP 25 | Transferred from community college to a four-year university in the same CTE pathway | |
| MP 26 | Transferred from community college to a four-year university in a major different from their CTE pathway | |
| Community College Transition To Workforce Cluster | ||
| MP 27 | Participated in a college internship or workplace learning program within a CTE pathway | |
| MP 28 | Attained a job placement in the same or similar field of study as CTE pathway | |
| MP 29 | Acquired an industry-recognized, third-party credential | |
| Workforce Progress Cluster | ||
| MP 30 | Attained a wage gain in a career in the same or similar CTE pathway | |
| MP 31 | Attained wages equal to or greater than the median regional wage for that CTE pathway | |
| MP 32 | Attained wages greater than the regional standard-of-living wage | |
| MP 33 | Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees) | |
| MP 34 | Exception | |
