You are a helpful assistant generating synthetic data that captures *System 1* and *System 2* thinking, *creativity*, and *metacognitive reflection*. Follow these steps in sequence, using tags [sys1] and [end sys1] for *System 1* sections and [sys2] and [end sys2] for *System 2* sections.

1. *Identify System 1 and System 2 Thinking Requirements:*
   - Carefully read the text.
   - Identify parts of the text that require quick, straightforward responses (*System 1*). Mark these sections with [sys1] and [end sys1].
   - Identify parts that require in-depth, reflective thinking (*System 2*), marked with [sys2] and [end sys2].

2. *Apply Step-by-Step Problem Solving with Creativity and Metacognitive Reflection for System 2 Sections:*

   *2.1 Understand the Problem:*
   - Objective: Fully comprehend the issue, constraints, and relevant context.
   - Reflection: "What do I understand about this issue? What might I be overlooking?"
   - Creative Perspective: Seek hidden patterns or possibilities that could reveal deeper insights or innovative connections.

   *2.2 Analyze the Information:*
   - Objective: Break down the problem logically.
   - Reflection: "Am I considering all factors? Are there any assumptions that need challenging?"
   - Creative Perspective: Explore unique patterns or overlooked relationships in the data that could add depth to the analysis.

   *2.3 Generate Hypotheses:*
   - Objective: Propose at least 10 hypotheses, each with a Confidence Score (0.0 to 1.0) and Creative Score (0.0 to 1.0), reflecting originality, surprise, and utility.
   - Reflection: "Have I explored all possible explanations or approaches, both conventional and unconventional?"
   - Creative Perspective: Consider novel angles that might provide unexpected insights.

   *2.4 Anticipate Future Steps and Obstacles:*
   - Objective: Make predictions, accounting for potential outcomes and obstacles.
   - Reflection: "What challenges might I face? Is my plan flexible for different scenarios?"
   - Creative Perspective: Visualize unforeseen outcomes and adapt plans to make use of them effectively.

   *2.5 Evaluate Hypotheses:*
   - Objective: Assess hypotheses based on feasibility, risk, and potential impact.
   - Evaluation: Refine Confidence and Creative Scores as needed.
   - Reflection: "Am I unbiased in my assessment? Which options fit best with the overall objectives?"
   - Creative Perspective: Identify hidden opportunities or overlooked details in each hypothesis.

   *2.6 Select the Best Hypothesis:*
   - Objective: Choose the most promising, strategic hypothesis.
   - Reflection: "Why does this hypothesis stand out? How does it uniquely address the issue?"
   - Creative Perspective: Consider any underutilized potential in the selected approach.

   *2.7 Implement the Hypothesis:*
   - Objective: Outline actionable steps for testing the hypothesis.
   - Reflection: "Is this plan practical? What resources or preparation are required?"
   - Creative Perspective: Refine steps to maximize effectiveness and yield unexpected benefits.

   *2.8 Monitor and Review Progress:*
   - Objective: Review progress, noting areas for improvement.
   - Reflection: "What’s working well? What could be improved?"
   - Creative Perspective: Look for emerging patterns that could refine future approaches.

   *2.9 Reflect and Capture Insights:*
   - Objective: Summarize lessons learned and insights gained for future reference.
   - Reflection: "What new understanding has emerged from this process?"
   - Creative Perspective: Identify innovative insights or patterns that could be applied to similar challenges.

3. *Generate Text Output with Interleaved System 1 and System 2 Responses:*
   - Use the tags [sys1] and [sys2] throughout.
   - Aim for a lengthier, detailed response. Combine both direct, straightforward *System 1* insights and reflective, deeply analytical *System 2* segments to capture a blend of quick observations and thoughtful analysis.

---

### *Example Input Text:*

You are tasked with analyzing a sudden shift in customer preferences in a tech market. There has been a noticeable decline in demand for physical devices, with customers increasingly interested in digital-only options. The challenge is to understand this shift, generate hypotheses for why it might be occurring, and explore potential strategies for adapting to this new trend.

---

### *Processed Output with System 1 and System 2 Thinking:*

The tech market is experiencing a shift in customer demand, moving away from physical devices toward digital-only options.

[sys1]
Customer demand has shifted from physical devices to digital-only options.
We need to understand why this change is happening and find strategies to address it.
Key factors may include cost, convenience, and technological trends.
[end sys1]

[sys2]
**2.1 Understand the Problem:**
The goal is to understand the underlying reasons for the shift in demand from physical devices to digital-only options, then develop a strategy to adapt.

*Reflection:* 
"I understand that preferences are changing, but what might be driving this? Is it primarily cost, or are there other factors such as convenience or sustainability?"

*Creative Perspective:* 
"Could there be a larger trend in digital minimalism or a preference for eco-friendly solutions that we’re missing? What unseen motivations might explain this shift?"

**2.2 Analyze the Information:**
There are multiple possible factors driving this shift, from economic influences to cultural shifts. It’s essential to isolate each factor and understand its impact.

*Reflection:* 
"Am I fully considering the various economic and social influences? Could there be a technological factor, like better internet speeds, that makes digital-only products more accessible?"

*Creative Perspective:* 
"Are there patterns or trends in other markets that could shed light on this shift? Could this be part of a larger trend toward virtual experiences?"

**2.3 Generate Hypotheses:**
1. Customers prefer digital options due to lower costs. (Confidence: 0.8, Creative: 0.4)
2. There’s a growing trend toward minimalism and reduced physical clutter. (Confidence: 0.7, Creative: 0.7)
3. Digital products offer greater flexibility and ease of use. (Confidence: 0.6, Creative: 0.6)
4. Environmental concerns are pushing consumers away from physical goods. (Confidence: 0.6, Creative: 0.8)
5. Advances in tech make digital-only options more functional. (Confidence: 0.8, Creative: 0.5)
6. Pandemic-era remote work increased demand for digital solutions. (Confidence: 0.7, Creative: 0.6)
7. Media coverage of the environmental impact of physical devices affects preferences. (Confidence: 0.5, Creative: 0.7)
8. There’s an increase in global digital literacy, expanding market access. (Confidence: 0.6, Creative: 0.6)
9. Customers view digital as more convenient and scalable for future needs. (Confidence: 0.7, Creative: 0.5)
10. Younger consumers prefer the aesthetics and convenience of digital products. (Confidence: 0.6, Creative: 0.6)

*Reflection:* 
"Have I considered all possible influences? Are there any surprising factors that could explain this shift?"

*Creative Perspective:* 
"Could specific social trends, like the rise of influencer culture or digital-first lifestyles, be influencing customer choices?"

**2.4 Anticipate Future Steps and Obstacles:**
*Objective:* Anticipate possible challenges, such as resistance from segments still preferring physical products.

*Reflection:* 
"What market obstacles might we face if we shift our focus to digital-only? Are there sub-segments that still prioritize physical products?"

*Creative Perspective:* 
"Could expanding digital options help us reach a more global audience? Are there emerging trends that we could leverage in our strategy?"

[end sys2]

[sys1]
To address this shift, consider a strategy that incorporates both digital-only offerings and educational campaigns about the benefits of digital solutions.
Use insights from customer feedback and current trends to guide product development.
Focus on flexibility and adaptation to cater to different customer segments.
[end sys1]


Registered Apprenticeship Frequently Asked Questions

What is Registered Apprenticeship?
Registered Apprenticeship programs meet the skilled workforce needs
of American industry, training millions of qualified individuals for
lifelong careers since 1937. Registered Apprenticeship helps
mobilize America's workforce with structured, on-the-job learning in
traditional industries such as construction and manufacturing, as
well as new emerging industries such as health care, information
technology, energy, telecommunications and more. Registered
Apprenticeship connects job seekers looking to learn new skills with
employers looking for qualified workers, resulting in a workforce
with industry-driven training and employers with a competitive edge.

What are the minimum requirements for becoming a Registered
Apprentice?
Registered apprenticeship program sponsors identify the minimum
qualifications to apply into their apprenticeship program. The
eligible starting age can be no less than 16 years of age; however,
individuals must usually be 18 to be an apprentice in hazardous
occupations. Program sponsors may also identify additional minimum
qualifications and credentials to apply, e.g., education, ability to
physically perform the essential functions of the occupation, proof
of age. All applicants are required to meet the minimum
qualifications. Based on the selection method utilized by the
sponsor, additional qualification standards, such as fair aptitude
tests and interviews, school grades, and previous work experience
may be identified.

Who operates Registered Apprenticeship programs?
Registered Apprenticeship program sponsors (e.g. employers, employer
associations and labor management organizations) vary from small,
privately owned businesses to national employer and industry
associations.How does Registered Apprenticeship benefit sponsors?
In addition to available tax benefits and workforce development
grants in some states, Registered Apprenticeship benefits employers
and sponsors by providing them with a pipeline of skilled workers
with industry-specific training and hands-on experience. Registered
Apprenticeship programs are customizable to match employers' needs,
and highly flexible to always to meet employers' changing
requirements.

How does Registered Apprenticeship benefit states, regions
and communities?
Registered Apprenticeship programs mean a more highly skilled
workforce. Nationally certified employees give your state, region or
community a competitive edge, attract companies, increase wages and
ultimately increase tax revenue. Because apprentices pay income
taxes on their wages, it is estimated that every dollar the federal
government invests yields more than $100 in revenues.

How Many Occupations are Apprenticeable?
Nationwide, there are registered apprenticeship programs for over
1000 occupations and that number continually grows. A few of the
traditional skilled occupations in which apprentices are being
trained are: automotive technician, baker, bricklayer, carpenter,
electrician, machinist, maintenance mechanic, operating engineer,
painter, roofer, sheet metal worker, structural steel worker, and
tool and die maker. However, there are many other occupations that
have apprenticeship programs. Examples of these occupations are
computer programmer, computer service mechanic, dairy technologist,
dental assistant, electronics technician, environment analyst, fire
fighter, horticulturist, insurance claims adjuster, laboratory
technician, optical technician, wastewater treatment plant operator,
chef, and many others.

Who are our partners?
Through a proven system of public-private partnerships, Registered
Apprenticeship partners with a wide range of organizations including
(but not limited to):
• Businesses, employer and industry associations
• Labor management organizations
• State and local workforce development agencies and programs
• Two- and four-year colleges that offer associate and bachelor's degrees
in conjunction with apprenticeship certificates
• U.S. military
• Community leaders and economic development organizations

How does Registered Apprenticeship benefit individuals?
From day one, apprentices receive a paycheck that is guaranteed to
increase as their training progresses. Apprentices also complete a
combination of industry-specific classroom education and hands-on
career training leading to nationally recognized certifications.

How Many Occupations are Apprenticeable?
Nationwide, there are registered apprenticeship programs for over
1000 occupations and that number continually grows. A few of the
traditional skilled occupations in which apprentices are being
trained are: automotive technician, baker, bricklayer, carpenter,
electrician, machinist, maintenance mechanic, operating engineer,
painter, roofer, sheet metal worker, structural steel worker, and
tool and die maker. However, there are many other occupations that
have apprenticeship programs. Examples of these occupations are
computer programmer, computer service mechanic, dairy technologist,
dental assistant, electronics technician, environment analyst, fire
fighter, horticulturist, insurance claims adjuster, laboratory
technician, optical technician, wastewater treatment plant operator,
chef, and many others. The Office of Apprenticeship provides a list
of the officially recognized apprenticeable occupations. See
www.iowaworkforce.org/apprenticeship.

How long are Apprenticeship programs?
The length of an apprenticeship program depends on the complexity of
the occupation and the type of program (Time Based, Competency
Based, or a Hybrid). Apprenticeship programs range from 1 year to 6
years, but the majority are 4 years in length. During the program,
the apprentice receives both structured, on-the-job learning (OJL)
and related classroom instruction (RTI). For each year of the
apprenticeship, the apprentice will receive normally 2,000 hours of
on-the-job training and a recommended minimum of 144 hours of
related classroom instruction.What is the link between RA and the Workforce Development
System?
The 21st century economy demands a workforce with postsecondary
education credentials, and the adaptability to respond immediately
to changing economic and business needs. The public workforce system
is playing a leadership role in meeting these demands by catalyzing
the implementation of innovative talent development and lifelong
learning strategies that will enable American workers to advance
their skills and remain competitive in the global economy.
Registered Apprenticeship, a critical postsecondary education,
training, and employment option available in every state in the
country, is an important component of these talent development
strategies. Registered Apprenticeship is business- and
industry-driven, with more than 29,000 programs impacting 250,000
employers and almost 450,000 apprentices - predominantly in
high-growth industries that face critical skilled worker shortages
now and in the foreseeable future. Full collaboration between the
publicly funded workforce investment system and Registered
Apprenticeship leverages each system's strengths to maximize the
benefits in the context of regional talent development strategies.

For more detailed information, this
Training and Employment Guidance Letter ((TEGL) provides
information, examples, and policy guidance to support the full
integration of Registered Apprenticeship into workforce system
activities. The document is one of a number of products that the
Employment and Training Administration (ETA) is releasing to assist
regions in developing Workforce Investment Act and apprenticeship
efforts that are mutually supportive.

Incorporating Registered Apprenticeship directly into your workforce
development system will strengthen your local and regional economy
by developing highly trained and educated residents. It will also
help your state meet important performance goals for workforce
development. Let Registered Apprenticeship be your competitive
advantage.

How will Registered Apprenticeship improve performance for most
major workforce development programs?
Registered Apprenticeship can have a positive impact on each of the
following common measures for workforce development programs:
• Adult Measures
• Entered employment
• Employment retention
• Average earnings
• Youth Measures
• Placement in employment or education
• Attainment of degree or certificate
• Literacy/numeracy gains

For more detailed information, this
Training and Employment Guidance
Letter (TEGL) provides information, examples, and policy guidance to
support the full integration of Registered Apprenticeship into
workforce system activities. The document is one of a number of
products that the Employment and Training Administration (ETA) is
releasing to assist regions in developing Workforce Investment Act
and apprenticeship efforts that are mutually supportive.

Are there specific apprentice and or training programs that are
actually approved by the State of Iowa? If so, are there specific
crafts for which the State of Iowa approves training or apprentice
programs? How are the programs approved? What is the training
actually provided?
In Iowa all registered apprenticeship programs are approved by the
USDOL/Office of Apprenticeship. Nationwide, there are registered
apprenticeship programs for over 1000 occupations and that number
continually grows. A few of the traditional skilled occupations in
which apprentices are being trained are: automotive technician,
baker, bricklayer, carpenter, electrician, machinist, maintenance
mechanic, operating engineer, painter, roofer, sheet metal worker,
structural steel worker, and tool and die maker. However, there are
many other occupations that have apprenticeship programs. Examples
of these occupations are computer programmer, computer service
mechanic, dairy technologist, dental assistant, electronics
technician, environment analyst, fire fighter, horticulturist,
insurance claims adjuster, laboratory technician, optical
technician, wastewater treatment plant operator, chef, and many
others.

The Office of Apprenticeship provides a
list of the
officially recognized apprenticeable occupations. There are general
guidelines for developing procedures and standards recommended by
the Office of Apprenticeship (OA). There are published bulletins for
every occupations approved by the office of apprenticeship.
Apprenticeship Representatives from the Office of Apprenticeship,
U.S. Department of Labor, or from State Apprenticeship Agencies, are
ready and willing to provide knowledgeable assistance in the
development of apprenticeship programs, in the State of Iowa the
Apprenticeship and Training Representative working with the sponsor
will develop the standards of apprenticeship for the Sponsor and/or
provide all technical assistance. There are Community and Private
Colleges, Vocational Schools, Correspondence Courses, Organizations
at the State, county and municipal levels who will assist in
arranging for the necessary related instruction courses.

Through a proven system of public-private partnerships, Registered
Apprenticeship partners with a wide range of organizations including
(but not limited to):
•
Businesses, employer and industry associations
•
Labor management organizations
•
State and local workforce development agencies and programs
•
Two- and four-year colleges that offer associate and bachelor's
degrees in conjunction with apprenticeship certificates
•
U.S. military
•
Community leaders and economic development organizations

Is there any type of restriction on apprenticeship programs
regarding membership with a specific employer or labor/union group
or is the training/apprenticeship open to all applicants?
Apprenticeship programs are operated by both the public and private
sectors. Apprenticeship programs that are registered with the office
of apprenticeship are called sponsors. A sponsor of a registered
apprenticeship program may be employers, employer associations, and
labor-management organizations. Recently Community Colleges,
Workforce Development Centers, Faith, and Community Based
Organizations have collaborated with business and industry to
develop registered apprenticeship programs through sponsoring
employer-participation agreements. The sponsor of an apprenticeship
program plans, administers and usually pays for the program.
Registered Apprenticeship program sponsors (e.g. employers, employer
associations and labor management organizations) vary from small,
privately owned businesses to national employer and industry
associations. Apprenticeship programs are operated by both the
public and private sectors. Apprenticeship sponsors, who are
employers, employer associations and labor-management organizations,
register programs with federal and state government agencies.
Sponsors provide on-the-job learning and academic instruction to
apprentices according to their industry standards and licensing
requirements (if applicable). Registered Apprenticeship is open to
all applicants.

Is there an advantage or benefit conferred by State of Iowa
apprenticeship/training programs? If so, what are those advantages
and benefits?
Regions that adopt robust Registered Apprenticeship programs in the
context of economic development strategies create seamless pipelines
of skilled workers and flexible career pathways to meet current and
future workforce demands. Registered Apprenticeship programs mean a
more highly skilled workforce. Certified employees give our state,
region or community a competitive edge, attract companies, increase
wages and ultimately increase tax revenue. Because apprentices pay
income taxes on their wages, it is estimated that every dollar the
federal government invests in apprenticeship yields more than $100
in revenues.

Advantages and Benefits for the Apprentice: Skilled work pays more than unskilled work. That is why
apprenticeships lead to higher wages. Apprenticeship graduates
usually advance more rapidly than other workers, so higher-paying
jobs come more quickly. Some apprentices move into supervisory
positions within just a few years of completion of apprenticeship.

A paycheck: from day one, apprentices will earn a paycheck
guaranteed to increase over time as they learn new skills.

Hands-on career training: an apprentice will receive practical
on-the-job training in a wide selection of programs, such as health
care, construction, information technology and geospatial careers to
name a few.

An education: an apprentice receives hands-on training and has the
potential to earn college credit, even an associate or bachelor's
degree.

A career: once apprentices complete their apprenticeship, they will
be on their way to a successful long-term career with a competitive
salary, and little or no educational debt.

National industry certification: when apprentices graduate from a
registered apprenticeship career training program, they will be
certified and can take their certification anywhere in the U.S.

Recognizable partners: many of the nation's most recognizable
companies, such as CVS/pharmacy, UPS, ALCOA and TMC Trucking have
Registered Apprenticeship programs.

Advantages and Benefits for the Employer:
Employers experience benefits in two categories: economic and
intrinsic. The economic benefits are derived from your eligibility
to pay apprentice wages (usually 40% - 50 % of journey worker
wages). Registered apprenticeship sponsors are also exempted from
paying overtime to apprentices for the related instruction portion
of their training. Furthermore, many sponsors report reduced
turnover. We believe this is because the apprentice knows that the
employer values trained employees; thus, employee morale is
improved.

The intrinsic benefits are many. Overall, apprentices in registered
training programs know they have jobs in the future. By working for
an employer who values lifelong learning, apprentices become
invested in improving their skills and in achieving a Certificate of
Completion which is a nationally recognized credential. Because
apprentices not only learn the techniques of the occupation, they
also understand why they do what they do. They become good problem
solvers, work better as team members and demonstrate better
interpersonal skills. Apprentices become skilled, motivated craft
workers with a strong work ethic who are well versed in company
policy. They average better attendance, possess the latest
technological skills, fill critical needs for skilled workers in the
face of retirements and the need to be highly productive with a
reduced workforce. Apprentices become skilled workers, flexible and
productive, who are dedicated to the industry and the employer.

Apprenticeship equals trained employees. By combining on-the-job
training with classroom instruction, apprenticeship provides an
employer with fully-trained employees. It creates better skilled
workers for the company by providing skill training and job-related
theory to meet the company’s needs. Participating in an
apprenticeship program ensures that the company will have employees
that are trained to industry standards, as well as the company’s
needs.

Apprenticeship means fewer turnovers. Invest in employees and they
will invest in the company. When employer commits to training the
workforce, they will see employee motivation increase, improvements
in overall work ethics and increased employee loyalty. Training
apprentices in their business creates skilled and experienced
employees, many of whom will stay with the employer for the long
term.

Apprenticeship saves money. Although many employers pay for
apprenticeship training, the actual cost to company is minimal. The
program includes both classroom and on-the-job training, so
apprentices will be producing for the employer while they learn. The
result is employees ready to contribute to your bottom line. Also,
if the business is in a field requiring licensing, when the
apprentices finish the program, they are prepared for the exam.
Apprenticeship improves productivity. The completion of an
apprenticeship program results in highly trained professionals who
contribute noticeably to the employers bottom line and ensures a
high level of quality production. Their knowledge, skills, and on
the job experience enables them to develop a thorough understanding
of the business needs and how best to meet them.

Registered Apprenticeship helps provide career opportunities. The
apprenticeship program is the best way to train qualified
individuals by providing career opportunities and trained people.
This means companies/business will have trained employees when they
need them. It will also raise the overall status of their industry.

What is meant by “active, registered apprentices”? Does the State
register all apprentices for all crafts?
Active Registered Apprentices are apprentices who are still in a
Registered Apprenticeship Program. In Iowa All apprentices in a
USDOL Registered Apprenticeship program are registered in our
National System known as Registered Apprenticeship Partner
Information Data System (RAPIDS).

Can apprentice/training programs be valid and State of Iowa approved
even without a graduate in each of the preceding three calendar
years?
Yes. (See Question Below.) Registered Apprenticeship Programs are
approved and registered by the USDOL/OA.

What is the duration of training/apprenticeship programs? How long
must an employee be in a craft prior to graduating from the
training/apprentice program?The length of an apprenticeship program depends on the complexity of
the occupation and the type of program (Time Based, Competency
Based, or a Hybrid). Apprenticeship programs range from 1 year to 6
years, but the majority are 4 years in length. During the program,
the apprentice receives both structured, on-the-job learning (OJL)
and related classroom instruction (RTI). For each year of the
apprenticeship, the apprentice will receive normally 2,000 hours of
on-the-job training and a recommended minimum of 144 hours of
related classroom instruction.

Time-Based Requirements
A time-based occupation requires a minimum of 2,000 hours, which
includes an outline of the specific work processes and the
approximate time requirement for each individual work process under
that occupation.

Competency/Performance Program Requirements
Competency/performance based apprenticeship programs are premised on
attainment of demonstrated, observable and measurable competencies
in lieu of meeting time based work experience and on-the-job
learning. However, these programs still have to comply with the
requirement for the allocation of the approximate time to be spent
in each major process. Therefore, work experience process schedules
and related instruction outlines must specify approximate time of
completion or attainment of each competency, which can be applied
toward the 2,000-hour requirement (competencies demonstrated not
withstanding and assuming no credit for previous experience). In
competency/performance based programs apprentices may accelerate the
rate of competency achievement or take additional time beyond the
approximate time of completion or attainment due the open entry and
exit design. Competency is defined as, “An observable, measurable
pattern of skills, knowledge, abilities, behaviors and other
characteristics that an individual needs to perform work roles or
occupational functions successfully.”
Competency/performance based training programs have the following
characteristics:

• Competencies should be identified and defined through a job/task
analysis and directly related to the job/role.
• Organized learning activities should be structured and wherever
possible, self-paced with open entry and open exit.
• Measures or tests of competency attainment should be observable,
repeatable and agreed to in advance.
• Work experience process schedules and related instruction outlines
should include the approximate time/hours or minimum - maximum
times/hours for each competency attained in order to document
successful completion.

Hybrid Program Requirements
In addition to time-based programs which have a fixed set time for
completion (i.e., 2,000, 4,000, 6,000 hours) and
competency/performance based programs, a third alternative has
evolved which, in effect, is a “hybrid” of the two types of programs
previously mentioned. This third type of program is basically a
combination of time and performance considerations whereby work
processes are developed with a minimum - maximum time/hours for each
task or job requirement (i.e., minimum 200 hours maximum 400 hours).

How does the state’s programs interact or relate to any U.S.
Department of Labor programs?
The economy demands a workforce with postsecondary education
credentials, and the adaptability to respond immediately to changing
economic and business needs. The Iowa workforce system is playing a
leadership role in meeting these demands by catalyzing the
implementation of innovative talent development and lifelong
learning strategies that will enable Iowa workers to advance their
skills and remain competitive in the global economy. The State
offers limited funding (260 F) to registered apprenticeship
sponsors. Iowa workforce and the office of apprenticeship has been
recognized nationally for our integration efforts.

Registered Apprenticeship can have a positive impact on each of the
following common measures for workforce development programs:
• Adult Measures
• Entered employment
• Employment retention
• Average earnings
• Youth Measures
• Placement in employment or education
• Attainment of degree or certificate
• Literacy/numeracy gains