In England, a new model of apprenticeship was initiated in whose stated intention was to 'put employers in the driving seat'. Regulation of the new model was focused on the mandatory 20% of apprentices' work time allocated to off-the-job training offered by colleges and other training providers. Based on case studies of employers and training…

Over the past decade and a half, skill development has assumed critical importance in India's policy discourse. In this context, in 2016, a German inspired vocational training programme called Dual System of Training was adopted by the Indian government to ensure a judicious balance of classroom learning and on-the-job training for young people.…

This article explores change possibilities towards status improvement in vocational education's social construction. Following other researchers, it assumes that higher-status vocational education should give vocational learners perspectives that would accord with their identities and desires, broadly ranging between working in a particular…

Purpose: Apprenticeships in England, while defined by level and typical duration, are not quantified regarding the number of learning hours required to achieve the outcomes specified, as with other regulated qualifications and accredited programmes. This paper proposes an approach to ascribe credit to apprenticeships recognising both…

European education and training policies have gained momentum with the debt crisis and soaring youth unemployment. In 2013, the 'European Alliance for Apprenticeships' was launched. In Germany, a role model for apprenticeship training in Europe, a national 'Alliance for Initial and Further Training' was signed just one year later. Both Alliances…

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…

Criteria lists of academic skills are widely used to assess the work readiness of people who are looking to enter or re-enter the apprenticeship market. These instruments represent a particular hurdle in the path to vocational training for low-skilled would-be trainees. We investigate the validity of one such list used in Germany. As different…

This study explores the lived experience of apprentices on a degree-level programme and their perceptions of how elements of apprenticeship study that aren't components of traditional degree study -- i.e. off-the-job training -- impact their learner journey. This article undertakes a thematic analysis following qualitative interviews with eleven…

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…

In Germany, about half of the school-leavers -- irrespective of their school-leaving certificate -- start an apprenticeship instead of entering the labour market or university. Firms act as gatekeepers who influence which school-leavers start an apprenticeship. Previous studies have provided important information on the reasons firms train. By…

The learning of apprentices is always embedded within the overall learning culture of an enterprise. The structures for learning, as well as the attitudes, values and beliefs of the members of the organisation in respect to training, influence the ways in which apprentices are socialised and prepared for the labour market. This qualitative case…

With a focus on the Western-Canadian province of Manitoba, this article aims to develop a conceptual and empirical exploration of how apprenticeship learning can be transformed to meet the needs of Indigenous apprentices. Conceptually, the article layers an articulation of decolonising education onto apprenticeship learning in such a way as to…

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…

People often do not have sufficient time or resources to attend a training that could help them become successful or implement a career change. Community colleges require a lengthy and substantial time commitment away from work and family while attending class. To best help those with limited incomes gain necessary skills that can improve their…

This paper chronicles and analyses the expansion and contraction of the Australian apprenticeship system from 1985 to 2020. The system expanded from a small number of occupations, mainly in craft and manufacturing areas, to include many other occupations, notably in the different types of service sectors. The expansion was achieved primarily…