Volume 25, No. 2, Second Quarter, 2024

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From the Director

Craig McAtee, NCATC Executive Director & CEO

June 2024

Unlocking Success: The Importance of Work-Based Learning, Apprenticeships, and Internships

Work-based learning, apprenticeships, and internships are crucial for education, employers, and students, as they provide hands-on experience and practical skills that prepare individuals for successful careers.

In an era where traditional education pathways are increasingly scrutinized for their ability to adequately prepare students for the workforce, work-based learning, apprenticeships, and internships emerge as pivotal alternatives that bridge the gap between theoretical knowledge and practical application.

There are many reasons these experiential learning models are needed, for education, employers, and students alike. Work-based learning, apprenticeships, and internships are not merely supplemental. They are crucial components of a comprehensive educational strategy designed to equip individuals with the hands-on experience and practical skills necessary for successful careers.

Despite their proven efficacy in fostering employability and professional competency, these programs often remain underutilized or misunderstood within broader educational policies. This oversight necessitates a re-evaluation of how we conceptualize career preparation at both institutional and governmental levels. By analyzing case studies and expert opinions—several of which are showcased in this newsletter by our members—the NCATC network aims to explain why integrating work-based learning opportunities into curricula is indispensable for creating a workforce that meets current market demands while also adapting to future challenges. Accordingly, we contend that work-based learning, apprenticeships, and internships should be universally recognized as essential elements in crafting an education system capable of producing not only knowledgeable but also adept professionals ready to excel in their respective fields.

Building on this foundation, the critical role of work-based learning (WBL), apprenticeships, and internships can be substantiated and is increasingly acknowledged as a key educational track providing youth with essential skills for seamless entry into employment. This approach merges classroom instruction with real-world experiences, effectively addressing the mismatch between academic curricula and industry needs. WBL further reinforces the integration of workplace knowledge and methodologies, enhancing students' comprehension of theoretical concepts through practical application.

Employers receive employees who are already versed in relevant industry practices, thereby reducing onboarding times and improving productivity from the outset. Moreover, students gain invaluable hands-on experience, which significantly bolsters their employability and readiness to tackle professional challenges upon graduation. Therefore, integrating WBL, apprenticeships, and internships into higher education systems is imperative for developing adept professionals who are well-equipped to thrive in dynamic job markets.

They offer a transformative approach to career preparation that benefits educational systems, employers, and students alike by fostering employability and professional competency. Yet, despite their proven success in equipping individuals with hands-on experience crucial for today's dynamic job market, these programs remain underappreciated within broader educational frameworks.

Addressing this oversight demands a fundamental re-evaluation at both institutional and governmental levels to universally acknowledge work-based learning opportunities as essential components of an effective education system. In doing so, we pave the way for producing not just educated but truly adept professionals capable of navigating and excelling in their respective fields amidst evolving market demands.

This recalibration holds the promise of crafting a workforce that is not only ready for current challenges but also adaptable to future uncertainties—a vital stride towards a more resilient and innovative economy.

REMINDER: On June 27th NCATC is holding our Q2-24Quarterly Drop-In which focuses on one of the four Strategic Pillars of Success: Work-Based Learning / Apprenticeships – Promising Practices and Needs Discussion. REGISTER HERE

As always, we encourage you to stay regularly connected and up to date on all ATC, WFD, and CTE-related activities and guidance, via the weekly updated NCATC website, social media (LinkedIn, Facebook, Instagram, Twitter, etc.), and quarterly e-newsletters like this one.

2023/24 Membership – Highlights

NCATC Membership Committee – 2024 Initiatives

Streamlined Membership Levels

  • Coalition Member replaces Full Center & Associate Level
  • Affiliate Level included CTE High Schools

Moving to Digital Badges and Updated Certificates

NEW Enhanced Member Benefits


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06.27.24 - webinar heading

NCATC is holding the Q2-24Quarterly Drop-In which focuses on one of the four Strategic Pillars of Success: Work-based Learning / Apprenticeships – Promising Practices and Needs Discussion with Members.


This session will feature three NCATC Board Directors highlighting recent best practices shared in this newsletter.


This peer-to-peer conversation is intended to build a stronger community of thought leaders in this NCATC Pillar. Bring your “What I Have” and/or “What I Need” mindset to share. 

Please join us on Thursday, June 27, 2024, at 2:00 PM ET!


In This Issue

  • The Work-Based Learning Continuum at College of the Canyons
  • Sinclair Community College Office of Work-Based Learning
  • South Central College Learn Work Earn Program
  • Jobspeaker Announces Strategic Acquisition of GradCast
  • NCATC Strategic Partner News (AWS / HEIDENHAIN / Mastercam, SkillsUSA / NIMS, Universal Robots, Intelitek)
  • Welcome, New Members and Strategic Partners

The Work-Based Learning Continuum at College of the Canyons

College of the Canyons has actively been applying the work-based learning continuum as defined by Jobs for the Future for several years now in our Career Education pathways. What follows are some examples of our work-based learning that took place this last academic year.

Project-Based Learning, Faculty as Employer Mentored Internships

We have learned that faculty are our most powerful champions in mentoring students in non-paid internships in which they are working on real-world projects that require real-world problem-solving. Faculty play the role of employer and mentor in this model. This past year we had students in our animation department create scenario patient care videos for our EMT classes to assist our EMT students with patient assessment. The videos have been a hit! We are hoping to expand more of these internships across the curriculum.

The Graphic Media Design (GMD) Intersect Lab

The GMD Intersect Lab is a faculty-guided, student-run, full-service design agency located on the College of the Canyons campus. Intersect brings students with diverse areas of expertise together to put their design education into professional practice. Students receive faculty guidance and senior design mentorship—all while providing high-quality design services to the college community and non-profit organizations. This approach creates a space where students are able to bridge their educational path to a career.

Intersect is in its sixth cohort! Over the last three years students have collaborated with campus-based stakeholders, most recently working with our public information office to produce environmental graphics in Canyons Hall. Many of the students who complete the Intersect Lab go on to prestigious internships with companies like Snap Chat.

Pre-apprenticeships and Apprenticeships

In the state of California, the community college system has two choices when working with industry to design pre-apprenticeship and apprenticeship opportunities for our students: the traditional DOL model and the California Apprenticeship Initiative or CAI. Using the CAI model, we have been encouraged to adopt models for non-traditional programs like early childhood education. We launched our first cohort in fall 2023 and will be graduating that cohort at the end of August as teacher assistants. Under this model we are not constrained by the traditional 2,000 hours of on-the-job training but instead are able to work with our industry partners to determine the number of hours required for students to demonstrate competency-based skills. Plans are underway to create an apprenticeship in clinical laboratory technician. This will be the first apprenticeship of its kind in the state of California.

Sinclair Community College Office of Work-Based Learning

In August 2019, Sinclair Community College located in Dayton, Ohio, launched the Office of Work-Based Learning (WBL). This initiative emerged from Sinclair’s 2018 Board Advance. The Board Advance is an annual event that is used to set the strategic direction at Sinclair. In 2018, the creation of the Office of WBL was an outcome of one of the Alignment Strategies identified at the Board Advance. The mission of the office is to assist students in obtaining careers in in-demand fields such as healthcare, IT, and manufacturing and to increase the number of students participating in experiential learning opportunities such as internships and apprenticeships. Hence, the Office of WBL plays a key role in enhancing the quality of the collaboration between K12, higher education, and employers.

The Office of WBL utilizes several key strategies to achieve its mission. First, information sessions and workshops are utilized to educate students about the benefits of WBL. By understanding the value of work-based learning, students can better navigate their career paths and make informed decisions about their futures. These sessions guide students on how to find meaningful WBL opportunities such as apprenticeships and internships and highlight key “tips and tricks” needed to ensure a successful WBL experience. Working collaboratively with industry partners to develop robust recruitment and outreach plans to hire interns is another strategy employed by the Office of WBL. These efforts ultimately contribute to the creation of a pipeline of skilled workers for employers while at the same time providing students with valuable hands-on experience that complements the learning occurring in the classroom. Since participating in an internship is a requirement of many academic programs at Sinclair, helping students satisfy this requirement is an added benefit of the Office of WBL.

Apprenticeship programs are a “tried and true” method of meeting the talent needs of employers by combining “on-the-job training” with theoretical learning. In 2018, Sinclair launched its Registered Apprenticeship (RA) program through ApprenticeOhio. Sinclair’s approach to apprenticeships has several key strengths. For example, it includes an individualized approach to working with employers and apprentices and provides a single point of contact for both employers and apprentices that facilitates registering for classes, billing of tuition and fees, and tracking of “on-the-job training” hours. In addition, apprentices at Sinclair are supported by a navigator. Similar to an academic advisor, the navigator plays a vital role in supporting the apprentices by monitoring their academic progress and connecting the apprentices to support services like tutoring and financial aid. Students who complete a Registered Apprenticeship at Sinclair, in addition to learning highly sought-after skills and earning a great wage, receive a journeyman’s card and complete either a short-term or one-year certificate. In addition, all of Sinclair’s apprenticeship programs are embedded within an associate degree.

One of the latest employers to collaborate with Sinclair’s Registered Apprenticeship program is United Grinding. Headquartered in Miamisburg, Ohio, United Grinding is an American supplier of computer-numerical control (CNC) machines and a leading provider of metal grinding solutions worldwide. In April, Sinclair’s director of WBL and apprenticeship program manager co-presented with the apprenticeship coordinator from United Grinding at the national Cooperative Education and Internship Association's (CEIA) spring conference regarding their outstanding collaboration. The CEIA conference brings together administrators of university and community college WBL programs. The presentation focused on leveraging the apprenticeship model as a recruitment strategy to meet the talent needs of employers. Currently, United Grinding has four active apprentices at Sinclair and plans to hire additional apprentices this fall. Sinclair currently has more than 100 registered apprentices this year. 

Pictured here are representatives from United Grinding, Sinclair College, Ohio’s Lt. Governor’s Office, and new apprentices from United Grinding and their families at a signing event in 2023.

To support the ongoing development of students and industry partnerships, the Office of WBL successfully secured two new grants in 2023. The first was a Department of Labor, Building Pathways to Infrastructure Jobs grant. This five-year, $1.9 million grant seeks to expand industry partnerships and develop training pathways for industrial maintenance technicians using apprenticeships and internships. The second initiative is the ECMC Work-Based Learning (WBL) Grant. This three-year, $750,000 grant focuses on enhancing the college’s infrastructure for tracking several types of WBL experiences and their impact on student outcomes. In addition, the office is playing a key role in supporting Sinclair’s participation in Unlocking Opportunity (UO).

In 2023, the Aspen Institute, in partnership with the Community College Research Center (CCRC) at Teachers College, Columbia University, selected Sinclair Community College as one of ten community colleges to participate in Unlocking Opportunity: The Post-Graduation Success and Equity Network. UO seeks to significantly increase the number of students, particularly students of color and those from lower-income backgrounds, who enter and complete programs that lead directly to jobs paying a family-sustaining wage or the completion of a bachelor’s degree. One strategy Sinclair is implementing as part of UO is to collaborate with employers and internal stakeholders to triple the number of students participating in experiential learning activities in living-wage programs, including internships, service learning, and apprenticeships. The Office of WBL is well positioned to support Sinclair’s efforts to achieve that goal!

In closing, the Office of WBL at Sinclair Community College plays a vital role in connecting students with valuable career opportunities. Through strategic priorities such as leading educational sessions, supporting industry recruitment efforts, and using apprenticeships and internships to create training pathways for in-demand jobs, the office creates a comprehensive and effective learning experience for students, in collaboration with faculty, while also assisting employers in meeting their talent needs. With the continued support of college leadership and industry partners, the Office of WBL is continuing to make significant impacts on the future of education and the “world of work” in Southwest Ohio and beyond!

South Central College Learn Work Earn Program

In today’s industry, there is but one constant and that is change. The ever-increasing integration of sophisticated high-tech systems by employers is bringing about tremendous change for the industries South Central College (SCC) serves, as well as ample employment opportunities for our students.


In response to this need, SCC is helping employers in southern Minnesota close the skills gap for current and future employees through our Learn Work Earn programs, which offer structured work-based learning opportunities, including apprenticeships. Apprenticeships are a proven method for growing a qualified workforce. They provide students with the unique opportunity to earn a living wage, work in the field, and practice technical skills on-site with an experienced mentor while simultaneously completing a college degree or industry credential.

National data demonstrates the ROI for employers that offer opportunities for apprenticeships. According to the US Department of Labor, employers realize an average return on investment of $1.47 for every $1 invested. Data also shows a significant impact on retention—94 percent of apprentices retain employment after six months after completion and 91 percent of apprentices retain employment nine months after completion (US Department of Labor. https://www.dol.gov/newsroom/releases/eta/eta20200918).

Additionally, apprenticeships are also an equity-based approach to building the skills of tomorrow’s workforce. Employers who partner with SCC’s Learn Work Earn programs support the cost of tuition, fees, and books up front, which removes a financial barrier that can keep learners from pursuing the education they need to advance in their careers. This opens the door for current students to find employment in the field and enables incumbent workers already in the field to pursue the next step in their career pathway. Naturally, this leads to a more diverse candidate pool and the opportunity for industries to reflect the communities they serve.

Accessible and inclusive learning that cultivates student success and advances regional economic development is at the heart of SCC’s mission. The college’s Learn Work Earn programs fully align with this mission, and the impact can be seen. What started with one partner and one student in a single manufacturing occupation has grown quickly. The program now partners with 10-15 employers each year in eleven different occupations within three industries (agriculture, manufacturing, and health care). Thus far, over 115 apprenticeships and work-based learning experiences have been provided to our students as a result of these partnerships.


Work-based learning is a valuable tool for colleges to integrate into their workforce programs. South Central College’s Learn Work Earn model allows the college to partner with employers to build the workforce they need, while simultaneously providing our students opportunities to take charge of their career and earn the life they want.

Jobspeaker Announces Strategic Acquisition of GradCast

Merger Provides Higher-Ed’s First AI-Driven Career Services Platform to Automate Employment Tracking

Jobspeaker, the leading AI-driven career services platform, is proud to announce the successful acquisition of GradCast.com, an innovative software for tracking college graduate placement. This strategic move, effective as of April 26, 2024, signifies a pivotal step in Jobspeaker’s mission to provide the tools needed for career services departments and job seekers to thrive.

The acquisition makes Jobspeaker the only platform available to offer everything from Career Exploration tools to automated graduate placement reporting.

“The Changes to Gainful Employment Rules that the Department of Education has outlined have a significant reporting requirement,” said Jarlath O’Carroll, Jobspeaker’s Founder and Chief Executive Officer. With this acquisition, our education clients will have enhanced tools to document placement and track a student’s employment into their desired career,” continued Mr. O’Carroll.

“We set out to automate the process of tracking student success. This merger with Jobspeaker is a natural alliance, and we are excited to be part of the only platform available to offer every tool needed to transition to skill-based hiring,” said Trenton Hightower, Chief Executive Officer of GradCast.

The combined companies will afford colleges, universities, and career & technical educators an unmatched suite of tools that benefit learners, educators, and employers equally. All while providing automated reporting and analysis for internal use and meeting the requirements of accreditors and regulators.

Jobspeaker is dedicated to a smooth integration process for GradCast.com and its workforce. Its hundreds of clients will continue to receive the same level of exceptional service and support.

About Jobspeaker:

Jobspeaker is leading the skills revolution. We build the tools learners, educators, and employers need to link skills to career pathways.

About GradCast:

GradCast enables schools to track their graduate job placement success rate. Partnerships with GradCast provide colleges with the data they need to ensure continued funding streams and eliminate time-consuming, tedious electronic, phone, and mail survey campaigns.

NCATC Strategic Partner News

Exciting News from the 2024 AWS WorldSkills Weld-Off Competition!

Last week, we witnessed an incredible showcase of talent and dedication at the AWS WorldSkills Weld-Off competition, where three outstanding competitors—Wyatt Hansen, Benjamin Cornaby, and Chace Duarte—vied for the opportunity to represent the United States in welding at the upcoming WorldSkills competition in Lyon, France, this September.

A heartfelt thank you goes out to all the volunteers who generously gave their time and expertise to guide and support our competitors throughout this rigorous competition. Your dedication is truly appreciated and makes events like these possible.

After much anticipation, we are thrilled to announce that Wyatt Hansen emerged as the winner of the 2024 AWS WorldSkills Weld-Off competition! Congratulations, Wyatt! Your hard work and determination have paid off, and we have every confidence that you will represent the United States with pride and distinction on the world stage.

Stay tuned for more updates as Wyatt prepares to showcase his skills on the global stage at the WorldSkills competition in Lyon. Let's cheer him on as he makes us proud! (Source: LinkedIn)

HEIDENHAIN Announces “CONNECT” Manufacturing Innovation Hub in Silicon Valley

HEIDENHAIN CORPORATION, a market leader in motion control technology, announces acquisition of a new Silicon Valley headquarters located in Fremont, California. The 12,000 square foot Manufacturing Innovation Hub will house office space for HEIDENHAIN CORPORATION’s regional sales and support staff as well as a 6,000 square foot equipment demonstration lab.

HEIDENHAIN CORPORATION will promote use of the facility with OEI/OEM partners seeking demonstration space in the Bay Area and will encourage collaborative projects across key market segments including Machine Tool, Semiconductor and Automation equipment applications.

David Doyle, President and CEO of HEIDENHAIN CORPORATION, said; “As a foundation company, we promote the development of innovative applications within our core markets and we apply our motion control technologies to emerging high-growth application segments. We represent ten brands of products from within the HEIDENHAIN Corporate Group and each brand offers unique strengths. Our broad technology and product portfolio enables us to provide best-fit solutions to our customers for their application specific needs.”

“We have systematically restructured our N.A. operations to redistribute our sales and support staff to improve proximity to our customer base. This is the third expansion step in Silicon Valley over five years and the new facility will enable hands-on demonstration and training capabilities, similar to those at our HEIDENHAIN Technical Academies (HTA) located in Traunreut, Germany and Schaumburg, IL.”

Doyle added; “We work closely with industry associations like SEMI, AMT, and A3, and welcome their participation in this initiative, including invitations to their member companies. Ultimately, in collaboration with industry partners, we seek an opportunity to expand our involvement in workforce development across the various industries which we serve. “

“Expanding involvement with technical schools, development centers and universities is central to that objective. We hope to educate and train the future industry workforce in the use of linear, rotary and angle encoder technology, control electronics technology and related system integration.”

“Our CNC programming software and integrated digital manufacturing technology, sold in conjunction with our OEM partner systems to the machine tool industry, is critical for expanding 5 Axis machining applications and supporting a growing user-base at Silicon Valley companies, where precision and accuracy are in high demand.”

Doug Woods, President of AMT stated: “Silicon Valley, as a nexus of technological innovation, provides an unparalleled environment to foster integrative advancements. For AMT in particular, our commitment is to drive innovation, productivity, and growth in manufacturing. The proposed center offers a unique opportunity to showcase the capabilities of modern manufacturing to a diverse audience, from potential clients and partners to policymakers and the next generation of engineers and innovators. This aligns with AMT’s mission to promote manufacturing technology.” www.amtonline.org

Ajit Manocha, President of SEMI commented; “HEIDENHAIN is a key supplier to front and back end of line semiconductor capital equipment companies, working to ensure next generation semiconductors technology nodes and new advanced packing strategies are possible. The global investment in semiconductor technology and production capacity will leverage HEIDENHAIN’s technologies throughout the industry. Their proposed Manufacturing Innovation Hub “CONNECT” will create collaboration opportunities with SEMI and across the supply chain, and their commitment to education and training will provide partnership opportunities with the SEMI Foundation and support its goal to ensure the success of semiconductor workforce development initiatives.” www.semi.org

Jeff Burnstein, President, the Association of Advanced Automation (A3) stated; “We welcome the opportunity to participate in collaborative initiatives like this, which enable our members to advance automation applications across different industry sectors. Advancements in automation and robotics are essential to the competitiveness of U.S. manufacturing. Ultimately, optimizing system performance and automation together improves the return on capital investment for manufacturing technology end-users.” www.automate.org

In 1965, the North American subsidiary of HEIDENHAIN opened in Niles, IL. Today, HEIDENHAIN CORPORATION represents all of HEIDENHAIN’s core brands, providing invaluable service and actionable know-how for each to the North American market base in Schaumburg, IL. At this location we offer a large inventory of replacement parts and all types of technical training, including the HEIDENHAIN Technical Academy (HTA). It is also home to ACU-RITE production and the ACU-RITE Technology Education Center (ATEC).

Mastercam and SkillsUSA Tackle Skilled Workforce Shortage Head-On

For more than 25 years, Mastercam has partnered with SkillsUSA to provide technology, support, and resources to ensure every SkillsUSA participant is learning the cutting-edge skills they’ll need to succeed.

The partnership is no accident. Mastercam’s mission is to create software and services that solve the world’s manufacturing challenges, and one of the world’s biggest manufacturing challenges is a lack of skilled workers. Partnering with an organization whose vision is to produce the most highly skilled workforce in the world makes even more sense now than it did all those years ago.

“SkillsUSA is a great opportunity for young machinists,” said Patrick Aiple, Technical Support/Instructor at Mastercam reseller CAD/CAM CONSULTING SERVICES INC. (CCCS), San Diego, CA. “This country must prepare employees for the future. We need machinists.” Aiple served as an advisor and judge for California’s recent SkillsUSA state competition in Ontario. He is a past WorldSkills International competitor and a WorldSkills Germany CNC Milling champion.

Mastercam’s relationship with SkillsUSA has grown over time. What started with free software and educational materials has evolved to include active participation in technical planning and competition committees, as well as working with state-level directors to ensure they have adequate resources.

Many technical schools have full licenses and access to technical support through Mastercam’s network of resellers, however, Mastercam takes it one step further, providing competing students with a temporary license of their own so they can prepare for competition outside of school.

Additional resources for both teachers and students provided by the SkillsUSA organization include STEP model designs for each discipline, setup sheets and process plans, a resource guide for competitors, engineering drawings and practice tests.

In many cases, Mastercam resellers also act as “boots on the ground” at state competitions, taking on roles as organizers, advisors, directors, and judges. Kevin Richardson from FASTech, Inc. in Findlay, OH, for example, acted as the state coordinator, while many of his coworkers acted as advisors and then judges on competition day.

Judges are ready to evaluate written tests, programming, and finished parts, and they also expect students to come to the competition fully prepared, to communicate effectively, and be professional.

All these skills are necessary to become a world-class skilled worker, and all these qualities are a part of the framework upon which SkillsUSA bases its program.

“What a ‘skilled workforce’ looks like varies from region to region depending on the industry in the area,” said Clint Smith, Mastercam’s Senior Education Market Specialist. “But ALL skilled workers, regardless of their trade or location, need to master both technical and ‘soft’ skills to be successful.”

Smith goes on to explain that SkillsUSA’s framework is based on career readiness and closing skills gaps in our national workforce—and to do that skilled workers need to be competent at more than just the technical aspects of their jobs. They also need to be team players and good communicators that can make independent decisions.

In addition to being judged on their technical abilities, students are also required to dress appropriately for their jobs (uniform standards are included in the technical manual), and to bring resumés. The intention is to ensure each competitor keeps all aspects of career readiness in mind, not just technical abilities.

Career readiness is more subtle in other aspects of the competition. For example, Smith sits on the SkillsUSA CNC Technical committee responsible for choosing the parts for competition. Committee members intentionally choose parts that challenge students’ technical skills but can also be machined in many ways to test their decision-making skills.

During competition, students sit down with judges to explain how they programmed their parts and why. During these interviews, judges assess each student’s ability to communicate and look them in the eye as much as they’re looking at their technical knowledge.

“We put a lot of hard work into the competition,” said Richardson. “But the real heroes here are the teachers. They work the hardest to make sure students learn what they need to learn, and they’re constantly pushing us to make SkillsUSA even better.”

“This is very true,” said Smith. “Our educators are so passionate about ensuring their students graduate ready to work. They’re not afraid to tell us what we can do better to help them achieve that goal.”

For example, in Ohio, the educators worked with local organizers to add a regional level to the competition to give students additional experience competing. They felt this improved the quality of state qualifiers and winners, giving Ohio winners a better shot at winning on the national level.

“We work with educators on a day-to-day basis to make sure they have the resources they need,” said Smith. “Our involvement with SkillsUSA is a big part of that.”

For more information on Mastercam’s SkillsUSA program, please visit https://www.mastercam.com/community/competitions/skills-usa/ or to find out more about SkillsUSA, please visit https://www.skillsusa.org/.

NIMS Releases New Industrial Robotics Standards and Credentials with Support from Universal Robots and Intelitek

NIMS is excited to announce a major development in industry–recognized standards and credentials with the release of the NIMS Industrial Robotics Discipline!

NIMS has partnered with Universal Robotics, a leading robotics vendor, and Intelitek, an industry education provider who work with Yaskawa robotics to jointly develop the standards. Both companies can deliver the training and tools to complete the NIMS Robotics Operator credential and will continue to work with NIMS on additional credentials for the robotics series.

The NIMS approach to developing industry standards and ensuring alignment is grounded in its dynamic duty-based framework, where each duty is an individual standard that can be updated independently from any other standards.

NIMS duties are defined by “statements of responsibility”, and each responsibility houses a list of relevant task-based standards. These duties define what industry professionals can agree on and the tasks are selected based on company specific workplace activities. This link between responsibilities and tasks empowers you to choose the right mix of tasks for a job while ensuring comprehensiveness.

“Most robotics vendors offer certifications, but these are vendor specific. With NIMS credentials, candidates earn credentials recognized by the entire industry and schools can use any equipment they choose. NIMS credentials apply to any vendor because it focuses on the most important aspects of mastering disciplines within manufacturing, best practices and critical thinking.” said Montez King, Executive Director of NIMS.

“Credentials from NIMS have the unique characteristic of being driven by industry needs and not by any specific vendor” said Corey Adams from Universal Robotics.

“We are fully supportive of this initiative,” said Tony Oran, CEO of Intelitek. “We are aligned to NIMS Industrial Technology Maintenance as well as NIMS Industry 4.0 Credentials and this is a huge addition to the portfolio.”

To view or survey NIMS duty-based standards visit our Interactive Standards Viewer (ISV). Watch the video on the Welcome page to learn more about dynamic standards.

NIMS Performance Measures (PMs) include task-based standards. To view PMs and learn more about the PM evaluation software, visit http://www.myststech.org and watch the Smart Training Solutions (STS) video for Educators. NIMS provides this evaluation software to educators at no cost.

Together, NIMS, UR, and Intelitek are revitalizing what credentialing can be!

About NIMS

NIMS is a 501(c)3 nonprofit that was formed in 1995 to develop and maintain a globally competitive American workforce. The vision of NIMS is to build a globally competitive American workforce through collaboratively established industry standards, proven training frameworks and processes that dynamically respond to our technology-driven economy. Our mission is to help organizations improve overall performance by executing and validating training with practical experiences that reflect what individuals and teams will face on the job, and to recognize all stakeholders for their success. Learn more at: https://www.nims-skills.org

About Universal Robots

Universal Robots is a leading provider of collaborative robots (cobots) used across a wide range of industries and in education. Founded in 2005 and headquartered in Odense, Denmark, Universal Robots aims to create a world where people work with robots, not like robots. Its mission is simple: Automation for anyone. Anywhere.

Since introducing the world’s first commercially viable cobot in 2008, Universal Robots has developed a product portfolio reflecting a range of reaches and payloads and has sold over 75,000 cobots worldwide. An extensive ecosystem has grown around the company’s cobot technology creating innovation, choice for customers and a wide range of components, kits, and solutions to suit every application. Learn more at: www.universal-robots.com

About Intelitek

Intelitek is at the forefront of training for STEM and CTE. With a focus on Kindergarten to Career the company offers CoderZ, a fun and equitable gamified for STEM and Computer Science to Industry 4.0 education for CTE. For four decades, the company’s innovative learning solutions have provided learners across the globe with the competencies needed for in-demand careers in production. Driven by its pedagogic commitment to students’ career readiness and lifelong learning skills, the company develops state-of-the-art tools and technologies for engineering, manufacturing, automation, and robotics technologies. These technologies, along with Intelitek’s programs, empower instructors and inspire students to pursue careers in cutting-edge businesses. For more information go to: https://www.intelitek.com

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NCATC Strategic Partners, Summer 2024