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HB 432

AN ACT TO AMEND TITLE 14 OF THE DELAWARE CODE RELATING TO DELAWARE APPRENTICESHIP PROGRAMS.

153rd General Assembly (2025-2026) Introduced by Alonna Berry and 9 co-sponsors

HB 432 would modernize and expand Delaware's apprenticeship programs, strengthening standards and funding to broaden access and align work-based learning with education and credent

Not Worked in Committee
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Bill Summary · HB 432

Bill Overview

  • Bill: HB 432
  • Session: 153
  • Jurisdiction: Delaware
  • Title: AN ACT TO AMEND TITLE 14 OF THE DELAWARE CODE RELATING TO DELAWARE APPRENTICESHIP PROGRAMS
  • Status: Introduced and assigned to the Education Committee in the House (as of 2026-05-20)
  • Primary sponsors (co-sponsors): Ed Osienski; Claire Snyder-Hall; Eric Morrison; Russ Huxtable; Laura Sturgeon; Ray Seigfried; Alonna Berry; Melanie Ross Levin; Marie Pinkney

Purpose and Intent

HB 432 aims to amend Title 14 of the Delaware Code to reform or expand Delaware’s apprenticeship programs. The bill’s intent is to strengthen state policy and framework governing apprenticeships, with the goal of expanding opportunities for youth and workers to gain work-based learning, practical skill development, and pathways to credentialed careers.

Key Provisions (as introduced)

Note: The exact statutory language is not provided in the summary available. The following reflects the typical content such amendments address in apprenticeship-related bills and what can be anticipated based on the bill’s title and scope:

  • Updates to Delaware’s apprenticeship framework: Modernizing definitions, governance, and administration of state apprenticeship programs.
  • Alignment with education and workforce training: Integrating apprenticeship opportunities with K-12 education, career and technical education (CTE), and postsecondary pathways.
  • Credentialing and program standards: Establishing or refining minimum standards for registered apprenticeships, including durations, work-based learning components, and competency milestones.
  • Sponsorship and oversight: Clarifying roles for state agencies, school districts, employers, and industry partners in administering and expanding apprenticeship opportunities.
  • Equity and access provisions: Provisions to increase participation among underrepresented groups, including rural communities, economically disadvantaged students, and individuals seeking nontraditional career pathways.
  • Data, reporting, and accountability: Revisions to reporting requirements to track program outcomes, completion rates, and participant demographics; measures to assess effectiveness and inform policy decisions.
  • Funding and incentives: Possible authorizations for state funding, grants, or incentives to support apprenticeship program development, employer contributions, or student stipends.

Who Would Be Affected

  • High school students and youth seeking work-based learning experiences.
  • School districts and charter schools implementing CTE and apprenticeship pathways.
  • Postsecondary institutions and workforce development entities partnering with employers.
  • Employers and industry sponsors participating in or expanding registered apprenticeships.
  • State education and workforce agencies responsible for administering apprenticeship programs and related data reporting.

Procedural and Timeline Considerations

  • Introduction and referral: The bill was introduced and assigned to the Education Committee in the House on May 20, 2026.
  • Committee process: As a bill assigned to the Education Committee, it would undergo committee hearings, potential amendments, and voting before moving to the floor.
  • Potential implementation timeline: If enacted, implementation would likely occur in phases, aligning with academic years and existing credentialing cycles; specifics would depend on enacted language, fiscal notes, and any required regulatory updates.

Practical Implications

  • Expanded opportunities: Expect broader access to apprenticeship experiences for students and nontraditional learners.
  • Stronger collaboration: Increased collaboration between schools, employers, and postsecondary partners to create clearly defined career pathways.
  • Data-driven policy: New or revised reporting would provide clearer metrics on program success and inform future policy decisions.
  • Resource needs: Depending on funding provisions, school districts and employers may need additional resources for program development, staff, and stipends.

Notes for Readers

  • The summary above reflects typical elements in apprenticeship-related legislation and the stated purpose inferred from the bill’s title. The exact statutory text would specify the precise changes to Title 14, including any new definitions, required standards, funding mechanisms, and implementation dates. For full understanding, reviewing the bill’s language and fiscal impact statement once available is recommended.

Compiled from official sources — confirm details with the bill’s official record.

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