Apprenticeship training is strongly developed in Switzerland. During the COVID-19 pandemic, training firms however faced severe difficulties and many decided not to (or were unable to) hire apprentices. To minimize negative consequences, authorities from the canton of Geneva introduced a series of measures to support the creation of apprenticeship…

This study's goal was to explore how new learning cultures might capture the many new needs of the retail industry sector and how apprentices can be trained for future work. Due to the inductive nature of this study, we found a rather implicit but important role of vocational education and training in retail that promotes the social advancement of…

This study aimed to analyze how career adaptability and job control can influence apprentices' perceptions of their work as being decent and stressful. The participants included 530 Swiss apprentices enrolled in a three-year vocational education training (VET) program. Structural equation modeling showed a positive association between career…

Based on the social cognitive model and on the psychology of working theory, this research aims to study the job and life satisfaction of apprentices, considering proactive personality, person-supervisor and person-group fit, occupational self-efficacy, and decent work as antecedents. The participants were 530 Swiss apprentices enrolled in a…

Context: Providing learners with quality resources at work and school is a key element of apprenticeships and is essential for developing vocational competencies and successful vocational careers. Drawing on previous research on situational and personal resources, we first explored work-related and school-related resource profiles of apprentices'…

Standardized curricula define the set of skills that must be trained within a training occupation and thus are a key regulatory element of apprenticeship systems. Although clear economic rationales support the usage of such curricula, they necessarily impose costs, especially on firms that train apprentices, but do not use the full set of skills…

Over the last 15 years, different countries have developed low-level vocational education and training (VET) programmes for young people who struggle to enter or complete education at upper secondary level. Switzerland introduced nationally standardised two-year initial VET programmes in 2005, Norway in 2016. Data of interviews with curriculum…

Collective skill formation systems thrive if employers' skill needs are reflected in apprenticeship training programmes and firms offer apprenticeship positions. Occupation-level adaptation processes underpin these systems, which offer upper-secondary level vocational education leading to hundreds of occupations. Yet, it is considered challenging…

Despite the fact that the Swiss VET system has been regulated by federal laws since 1930, the 26 cantons that make up the Swiss Confederation enjoy a certain room for maneuver when implementing federal provisions at the regional level. This is reflected in sometimes significant differences between the cantons, particularly with regard to…

Competence development and measurement are of great interest to vocational education and training (VET). Although there are many instruments available for measuring competence in diverse settings, in many cases, the completed steps of validation are neither documented nor made transparent in a comprehensible manner. Understanding what an…

In vocational education and training, coaching can be used to support apprentices' ability to manage their own (further) competence development 'on the job'. This is largely requested among employees at workplaces in internationally competitive sectors of the economy which require of their workforce a great deal of flexibility and learning…

In recent years Norway and Switzerland have introduced local training agencies (TAs), local intermediary organisations consisting of firms involved in apprentice training. In both countries, the starting point for the formation of the TA was roughly similar: enabling more firms to participate in apprentice training. Despite similar tasks, TAs have…

Referring to historical debates and theories on vocational education and training (VET) since the 19th century and developments up to the present day, this paper considers the cultural conditions that were relevant for the emergence and legitimisation of vocational education and training and, in particular, the dual principle of apprenticeships in…

This paper contributes to the literature on non-monetary benefits of Vocational Education and Training (VET) by investigating its influence on a firm's innovation process. While an increasing number of studies finds positive effects of VET on innovation in firms, the role that apprentices play in this mechanism has largely been unexplored. To…

This resource has been developed for pre-apprenticeship providers who wish to develop and enhance their programme to ensure that young people are equipped with the key skills they need for an apprenticeship and their future career. This resource is divided into the following sections: (1) Transversal and learn to learn skills; (2) Basic skills;…