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INTRODUCTION
The fact that many companies outsource jobs and contracts for manufactured products can be attributed to the shortage of technically trained and skilled workers in America's workforce. Today, business and industry, educators, parents, and students are significantly interested in STEM education and technological literacy. Technology and engineering teachers provide a broad base of technological experiences, problem-solving and critical-thinking skills development, and awareness of technical careers in business and industry. With the majority of emphasis being placed on careers in engineering and science, it is beneficial to know that many rewarding and well-paying careers are readily available through apprenticeship programs.
For many years, apprenticeship has been thought of as an outdated form of education. Visions of the early American colonist apprenticing under a blacksmith or shoemaker may come to mind. However, it is beneficial to know that apprenticeships still exist today and provide many advantages to individuals, schools, and businesses that make the bottom-line investments (Stoner, 2011; Oates 2011). On the national level, President Obama (2009, p. 4) referenced apprenticeship as an answer to the need to compete globally and urged all Americans to "commit to at least one year or more of higher education or career training; this can be community college or a four-year school, vocational training or an apprenticeship." Subsequent State of the Union Addresses have not backed off this directive. This article provides a fresh perspective and new understanding of apprenticeships in the 21st century, including how important it is to rethink the current educational model in the United States. After reviewing the history of apprenticeship in the context of workforce development, a case study of an apprentice school is presented that provides an example of an exemplary model.
HISTORICAL PERSPECTIVE
Apprenticeships were in existence long before the United States was founded and are among the earlier forms of vocational education (Barlow, 1974; Brewer, 2011; Keller, 1947; Lerman, 2009). Lerman (2009) explains that Ancient Egypt and Babylon organized training in craft skills to maintain an adequate number of craftsmen, and in the 18th century BC, the Code of Hammurabi required artisans to teach their crafts to future generations. Brewer (201 1 ) indicates that many authors have defined apprenticeship as a form of education where a master craftsperson provides direct instruction...