Work-based learning provides students an opportunity as aspiring employees to explore careers and to turn theory and simulation into practice by gaining on-the-job experience. The hands-on experience gained from work-based learning opportunities, especially when considered in combination with the attainment and application of employment soft…

Is there an optimum age to be an apprentice? For most people, their image of an apprentice would be a teenage school leaver. Yet, in England, the majority of apprentices are over the age of 19 when they start their apprenticeship, and 40 per cent are 25 or over. This would be very unusual in other European countries. In this article, the authors…

There is much to welcome in Doug Richard's independent report on the future of apprenticeships. The Richard review offers proposals for redefining and improving the quality of apprenticeships, and for focusing them more on the needs of employers. But will the proposals work, if adopted, and what will be the impact on adults? For this article, the…

Since 2001 there has been a renewed government focus on skills development and its relationship with combating unemployment in Ghana. Technical and vocational education and training (hereinafter; TVET), delivered through public and private schools, vocational training institutes and informal apprenticeship training, continues to be seen as an…

This article is the first of two which together aim to explore the organizational and training characteristics of private manufacturing firms that have chosen to participate in the Youth Training Scheme. This article considers the economic and social context of youth training policies and examines some possible explanations for corporate…

An article excerpted from the Harvard Education Letter warns against the notion of directly importing foreign apprenticeship models into school-to-work initiatives in the United States. (JOW)

The new youth training initiative in Britain is termed "modern apprenticeship." However, the history of the decline of apprenticeship over the last 30 years raises questions about whether this model can be reinvented to meet contemporary workplace needs. (SK)

Although the German dual system is frequently touted as a model, it has disadvantages. Much of the cost fall on trainees, it takes a long time to achieve adult status and pay, and young workers are given few responsibilities. It is not recommended for adaptation in Britain. (SK)

In the Nordic countries (Denmark, Iceland, Norway, Sweden, and Finland), as well as in the rest of the world, it is a constant challenge to match education and training to the rapid pace of change. In order to meet the demands of the future, major changes in both the structure and content of vocational education and training have taken place…

Argues that apprenticeship, as the largest private sector training program for skilled workers, does not have the recognition it deserves. (SK)

Describes and provides an orientation to nonformal vocational training (vestibule training, on-the-job training, apprenticeships, training for unemployed persons) and increases awareness of the potential and the legitimacy of out-of-school vocational training efforts. (JOW)

This congressional report contains testimony dealing with on-the-job and apprenticeship training programs. More specifically, the testimony focused on the employment problems, educational and training needs, and programs available to assist unemployed as well as underemployed Vietnam era veterans. Included among those agencies and organizations…

Youth apprenticeship inherently involves a contextualized environment that fosters better learning. The new apprenticeship models combine academic with on-the-job vocational education. (SK)

Describes traditional forms of apprenticeship in Africa and examines legislative and institutional attempts to improve the system. Makes recommendations for obtaining greater cost effectiveness by combining on-the-job training with theoretical instruction, upgrading trainers, and giving them fair remuneration. (SK)

Work-based postcompulsory education has been hindered by association with discredited youth training programs. Interviews with 381 British apprentices (55.7% response) show how this form of work-based education overcomes disadvantages of full-time education, has liberating potential, and is an attractive means of acquiring further education and…