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Practices with Promise Workforce Outcomes eShowcase

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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!


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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 1Completed 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 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage 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 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated 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 34Exception

 

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