Business Performance Improvement Driver

National IT Apprenticeship System, Database 
Services Concentration 

Program Guide

Introduction to the
IT Apprenticeship System 


By Alice Rowland

Executive Summary


The National Information Technology Apprenticeship System (NITAS) is a 21st Century apprenticeship system that reflects the state of the art in apprenticeship. The system was created jointly by the U.S. Department of Labor (DOL) and the Computing Technology Industry Association (CompTIA) to provide American corporations and American workers with the benefits of high productivity and economic value through voluntary participation in a nationally recognized and industry-validated system of apprenticeship.  A major objective of the NITAS program is to ensure that the U.S.  IT workforce possesses the required skills and offers the necessary value to be competitive in a global economy.

NITAS contains seven apprenticeship programs. These programs are designed to ensure that the U.S.  IT workforce maintains global competitive advantage across the full range of wage-proficiency price points in the labor market. 

The guideprovides an overview of the National Information Technology Apprenticeship System (NITAS).

IT workers and employer organizations can participate in NITAS by registering

Apprenticeship as a Training Methodology and a Business Performance Improvement Driver

⦁    Apprenticeship is a proven training strategy that involves both On-the-Job Learning (OJL) and Instructor Led Training (ILT) provided by classroom instruction or Computer Based Training (CBT).

⦁    The uniqueness of apprenticeship as a training methodology lies in the coordinated and combined use of structured OJL and related ILT. 

⦁    Individuals master the practical aspects of work by performing work tasks under the guidance of a more experienced or journey worker coach. 

⦁    Theoretical aspects of work are mastered during the related ILT. 

This arrangement ensures the individual's employ-ability and guarantees competent workers for an employer by providing for the learning of a complete range of relevant skills and knowledge during training.


The synergy resulting from the combination of ILT and highly contextualized OJL delivered through the apprentice-coach interactions and other methods shorten the time required to bring a worker up to predictable productivity. 

In the traditional model of IT training, classroom education is followed by on-the-job experience whereby an individual first spends a substantial amount of time in general schooling with little or no hands-on experience prior to employment. 

Under the traditional model, the worker’s credentials are based solely upon the fulfillment of the classroom training, which can be very general and non-specific to the work at hand, requiring workers to extrapolate general principles to specific work activities. 

Quite often workers find these kinds of extrapolations difficult, which reduce the value and relevancy of their training and make the credential an incomplete indicator of competency.

The apprenticeship approach overcomes such training deficiencies.  Under apprenticeship ILT, highly contextualized OJL, competency validation, certification and performance measurement are combined elements in a worker’s credentialing process.  The result is a better-trained worker who becomes fully productive in a shorter time. 


Apprenticeship is changing the workforce educational paradigm in America.  To be competitive in a 21st century global economy, workers’ credentialing must include demonstrated competency on the job.  Classroom instruction remains an important part of a worker’s training, but performance on the job remains the target measure of competency.


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Another scandal..Another scandal... There is a new investigation into alleged misconduct and improper prescriptive practices by Cincinnati VA chief of staff according to cryptic messages from the agency. At the center of the allegations is acting chief of staff is a thoracic surgeon Barbara Temeck, MD. The investigation involves prescriptive privileges and scripts written for numerous people including VISN 10 director Jack Hetrick. Hetrick recused himself from the investigation since it involves his wife... [read on] Get the rest Numerous state attorney generals are demanding that the US Department of Veterans Affairs reinstate GI Bill benefits for veterans defrauded by for-profit colleges. Attorney generals (AGs) in California, Connecticut, Illinois, Kentucky, Massachusetts, New Mexico, Oregon and Washington sent Secretary Bob McDonald a letter demanding restoration of GI Bill benefits. The justification is that for-profit colleges uses deceptive tactics to recruit veterans while the agency failed to verify education quality. According to Illinois AG Lisa Madigan: “Veterans earn educational benefits through their heroic service to our country… They should not return home and become targets of predatory, bogus colleges whose only interest in our veterans is to profit off them. It’s critical that our tax dollars allow student veterans to get a true education and the opportunities it provides.” The problem with the schools was that they promised veterans jobs after graduation that never materialized. In fact, those colleges provided such low quality educations that employers do not accept nor would other colleges accept them for transfer credits. Recruiters used proven psychotherapy techniques to manipulate veterans into enrolling. VA then paid benefits without verifying the claims made by such colleges. Veterans used up the benefits without the result they were promised. GI BILL RESTORATION STRATEGY The AGs are also suggesting VA adopt the following four strategies to protect veterans moving forward. According to Progress Illinois, those strategies are: Exercising current federal statutory authority to provide relief to these veterans. In cases where the VA has authorized the use of benefits contrary to its own governing statutes and regulations, federal law (38 U.S.C. §503) provides the VA discretion to offer equitable relief that would give back to the veterans full eligibility and entitlement to their benefits that they have lost from the schools’ conduct. Restoring these benefits would allow the veterans to obtain an education that will help them advance their careers. Triggering Automatic Reviews. The VA should establish that a review to exercise this discretion will automatically take place in any of the following cases: (1) when the U.S. Department of Education, a state regulatory agency, or a state attorney general takes a regulatory or enforcement action against a school; (2) when a court enters a judgment against a school, or (3) upon application by a veteran or a group of veterans alleging that an education program or college has utilized advertising, sales, or enrollment practices which are erroneous, deceptive, or misleading. Taking Proactive Steps To Provide Full and Accurate Information. The VA should take proactive steps to guarantee that veterans will be furnished full and accurate information about their education options to prevent them from enrolling in schools that employ aggressive and misleading marketing practices. Increasing Cooperation. The VA should continue and increase its support of efforts of state regulatory agencies and attorneys general in protecting veterans from misconduct. So what do you think about the plan? Should veterans receive the benefit, or harm, of their own educated choice of attending for-profit colleges? Or, should VA reinstate the GI Bill benefits of veterans defrauded? I used to be rather cynical about this, but VA does have a fiduciary duty to ensure colleges provide the quality education they promise before approving a veteran’s attendance. The past two presidential administrations were clearly asleep at the wheel while veterans were ripped off.

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