Indicate if the program meets U.S. Department of Education gainful employment criteria. A complete set of resource documents is available on the U.S. Department of Education website under the Gainful Employment Information section (https://ifap.ed.gov/GainfulEmploymentInfo/indexV2.html).
Apprenticeships are regulated in multiple sections of state regulations and code, including title 5, section 55250.5, and Labor Code, section 3070. These regulations define an apprenticeship as preparation for any profession, trade, or craft that can be learned through a combination of supervised on-the-job training and off-the-job formal education. The California Division of Apprenticeship Standards (DAS) within the California Department of Industrial Relations and the Chancellor’s Office of the California Community Colleges share responsibility for the approval of credit and noncredit apprenticeship programs. This shared responsibility has created a partnership for developing apprenticeship programs that includes the community college and the employer, also known as the program sponsor.
The DAS approves matters dealing with on-the-job instruction and maintains the standards. Both the California Apprenticeship Law and the annual California Budget Act refer to the off-the-job formal education as related and supplemental instruction (RSI). Providing RSI is the job of the community colleges, adult schools, and regional occupational program centers. In addition, Labor Code section 3074 states that apprenticeship RSI shall be the responsibility of and be provided by state and local boards in charge of CTE in partnership with the program sponsor, who is normally the employer. The program or courses must have the approval of the Chancellor’s Office for both curriculum and RSI funding.
Required documentation must be signed by the Chief of the DAS or his or her designee to indicate that the apprenticeship has been approved, including the specific campus approved for the RSI, apprenticeship title, file number, and sponsor contact information. Justification of the need for any new CTE programs, including apprenticeships, is specifically required through a job market study (LMI), pursuant to Education Code section 78015.
The Chancellor’s Office has delegated authority to the Apprenticeship Program Coordinator, who provides support to the college and the program sponsor throughout the development and implementation of an apprenticeship program. The Vice Chancellor of Academic Affairs, or his/her designee, reviews the programs and courses offered by the community college using criteria that represent the standards of good practice established in the field of curriculum design.
Pursuant to Education Code section 78015, labor market information (LMI) data are specifically required for new Career Technical Education (CTE) program proposals, where available. Current LMI and analysis, or other comparable information, must show that jobs are available for program completers within the local service area of the individual college and/or that job enhancement or promotion justifies the proposed curriculum. Regional, statewide, or national labor market evidence may be included as supplementary support but evidence of need in the specific college service area or region is also necessary.
The proposal must include projections from LMI for the most applicable Standard Occupational Classification (SOC) codes and geographical regions to be served by the program. If these projections do not suggest adequate job openings in the college service area to provide employment for all program completers, then the proposal must explain what other factors may justify the program and make the LMI figures misleading.Program proposals will be evaluated in light of the data regarding expected job openings within the next five years and the number of students that will complete the program per year – taking into account the number of completers in similar programs at other institutions within the geographical region. Chancellor’s Office staff refers to the Data Mart, available on the Chancellor’s Office website (http://datamart.cccco.edu/), to confirm the number of completers in a particular discipline.
Title 5, section 55130, requires the college seeking approval of a new program to show "the relation of the proposed program to a job market analysis." The CTE Data Unlocked Initiative, part of the Chancellor’s Office actions on the Strong Workforce Task Force recommendations, will help colleges find, understand, and use CTE data at the CTE Launchboard.
Discussion Points for Labor Market Analysis (from PCAH)
Net Job Market
Program Credibility /
When job market data are not available or are not appropriate for a new CTE program in an area of emerging social need or technology, it becomes important to provide a careful analysis and explication of the specific demands of this new occupation. A carefully designed employer survey can elicit documentation demonstrating that employers:
When a proposed program is in an emerging occupation, finding relevant regional or local data can be challenging. One source of data for emerging occupations is available from the Centers of Excellence, an initiative of the California Community Colleges Economic and Workforce Development Division. The Initiative website (www.coeccc.org) includes comprehensive reports on emerging occupations, called “Environmental Scans,” as well as information about requesting customized reports if no scan has been published.
Colleges are often called upon to provide training that students greatly desire, even where the job prospects are limited and the field is highly competitive. In such occupations—often in the arts and entertainment—it is talent rather than education that drives hiring. While no community college certificate can substitute for talent, a program that is exceptionally well designed to identify and develop talent can still be justified when few programs of similar quality exist in the college service area.
Many kinds of certificates are of occupational benefit to students already employed. In such circumstances, the program objectives and design, including the sequencing of courses, must fit the needs of students likely to be already employed. The course sequence must build on students’ prior experience, and courses must be scheduled to accommodate working students. A program must not establish provisions that exclude students who are not already employed in a particular industry, unless the college makes available to such students a practicable entry level pathway that would qualify them, upon completion, for the advanced training.
Small Businesses or
Entrepreneurial opportunities and the market for cottage industries yield few statistics. Yet entrepreneurial opportunities are of value to an increasingly large proportion of the workforce, especially in rural areas. A proposal for approval of a program designed to meet the needs of students interested in pursuing entrepreneurial activities must include a careful analysis of needs and of the market within which they must compete.
Enter the estimated number of annual job openings, minus the annual number of program completers of other programs within the counties in the college service areas. The number entered here must be explicitly stated and consistent with the Labor Market Information and Analysis provided as supporting documentation. The figure entered must be greater than zero.
Demonstrate how the advisory committee is comprised of typical/prospective employers, discipline faculty from transfer institutions, entrepreneurs, or others qualified to provide guidance in developing and reviewing the program by providing a list of advisory committee member names, job titles, and business affiliations.
Provide a summary of the advisory committee recommendations and discuss how the proposed program aligns with the recommendations. If it was not possible to incorporate all of the recommendations, describe how decisions were made when selecting major topics to be addressed in the program.
Minutes of the advisory committee meetings at which the program was discussed and approved must be included in Attachments. Highlight the approval action in the minutes using an electronic highlighter or another easily visible method in the attachment . Meeting minutes must include the date and place of the meeting and names of all who attended.
Note that Regional Consortia Approval Meeting Minutes – showing program endorsement by the North-Far North regional consortium, one of the seven consortia of CTE faculty and administrators that serve the 10 California community colleges economic regions (http://www.cccaoe.org/) – are also required by the state. These are added after the proposal receives local Board approval.