AACC recommends that executives be prepared to make a thorough data-driven case to their college board members when advocating for electric vehicle (EV) Registered Apprenticeship Programs (RAPs). This case should not only outline the reasons for pursuing RAPs but also detail the strategies the institution will use to implement them. The presentation should include labor market information (LMI), such as employment projections, wage and salary data, and regional economic trends, as well as relevant sector strategies. This can be obtained using a resource such as Lightcast. Internal data, including student completion rates and job placement success, should also be incorporated to highlight the institution’s potential for program success.
Community college trustees play a critical leadership role, internally and externally, serving as stewards of public interest, fostering a climate of learning, and ensuring institutional effectiveness. While trustees do not manage day-to-day operations, they set standards through policymaking and oversight. Their support as champions for RAPs is vital to program success, making effective communication with board members essential.
To gain board support, AACC recommends framing the value of RAPs in the EV industry around the benefits they provide to both the college and the community. Executives should emphasize how RAPs contribute to workforce and economic development, attract new student populations, and generate additional revenue streams. Data showing strong employment projections, a demand for skilled workers, and the potential for RAPs to address workforce gaps strengthen the case. Identifying specific employers with urgent or projected workforce needs and demonstrating their interest in RAPs—ideally with formal commitments—will further bolster the argument.
Collaboration with local workforce boards and economic development organizations is also crucial. These partnerships not only highlight the tangible economic and workforce benefits RAPs can deliver but also demonstrate that the institution is working alongside trusted community stakeholders. This collective approach reassures board members that the initiative has broad-based support and aligns with community goals.
Executives must also address the college’s internal capacity to develop and sustain RAPs. Key areas to evaluate include budgetary impact, human resources, curriculum alignment, and infrastructure readiness. A comprehensive asset assessment will help identify the institution’s strengths and areas needing development. Additionally, executives should tailor their messaging to reflect the specific role the college plans to play in the RAP—whether as a sponsor, intermediary, or related technical instruction (RTI) provider.
Other Resources
- Apprenticeship and Community Colleges, Do They Have a Future Together? (American Enterprise Institute)
- Connecting Apprenticeships and Higher Education (New America)
- An Effectiveness Assessment and Cost-Benefit Analysis of Registered Apprenticeships in 10 States (Mathematica Policy Research)
- Skilling Up the Scope of Modern Apprenticeship (The Urban Institute)
- What We Know About Equity and Diversity in Apprenticeship (Jobs for The Future)