An analysis of factors contributing to apprenticeship and traineeship completion

Stromback, Thorsten; Mahendran, Anusha

doi:10.5172/ijtr.8.1.63

Cited by 11 publications

(19 citation statements)

References 1 publication

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“…age, country of birth, level of schooling, Stromback and Mahendran, 2010), much less is known about the influence of apprentices' social context on their transitions from school to work. Apprentices' social context, including their own resilience, resourcefulness and the availability of support invariably influence their ability to successfully navigate the school-to-work transition.…”

Section: Introductionmentioning

confidence: 99%

Socio‐emotional support of apprentices during the school‐to‐work transition

Plessis¹,

Corney²,

Broadbent

et al. 2012

Education + Training

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Purpose -The aim of the paper is to locate the role of social and emotional support during the schoolto-work transitions of apprentices, within the Australian vocational education and training context. Design/methodology/approach -The research reported here is based on an independent evaluation of an apprentice suicide prevention and support program. This program has been implemented in rural and regional Australia, and findings highlight the program's retention of key messages in the long-term (i.e. 6 months to 2 years post-completion). The work is based on both quantitative questionnaires from 119 apprentices as well as 18 face-to-face interviews. Findings -The research showed that apprentices' resilience to face school-to-work transitional challenges can be enhanced by increasing knowledge of suicide risk factors and sources of social and emotional support had increased. Findings indicate that a number of apprentices had made significant changes in their lives as a result of participating in the program. While 10 per cent of apprentices identify as "socially isolated", it was encouraging to note that peer support, as a result of the program, can be considered an informal referral point to formal help-provision and support. Research limitations/implications -While the program has been successfully applied to building and construction industry apprentices, there is overlap in school-to-work transition issues of other types of apprenticeships/traineeships; this merits consideration of wider application of apprentice support programs within the Australian vocational education sector. Originality/value -This paper draws together a focus on school-to-work vulnerabilities and socialemotional support (similar to that found in youth development programs) as it can be applied to the vocational education and training sector.

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Section: Introductionmentioning

confidence: 99%

Socio‐emotional support of apprentices during the school‐to‐work transition

Plessis¹,

Corney²,

Broadbent

et al. 2012

Education + Training

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“…Attrition has been identified as a major concern in apprenticeships. Completion rates in Australian apprenticeships are around 50%; rates vary among industry areas with food trades, for example, showing low rates of completion (Stromback and Mahendran 2010). Also of interest is the retention of the apprentices and trainees at the end of their contract of training into permanent jobs with their employers.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Pre-apprenticeships in Australia: differing orientations and their policy implications

Dumbrell

Smith

2013

Journal of Vocational Education & Training

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Little has been published in the Australian vocational education and training (VET) literature on the topic of pre-apprenticeships, which are a loose type of preparatory courses for apprenticeships available in some trades. Nevertheless, pre-apprenticeships have been in existence for several decades. With continuing concern over skill shortages in Australia, the research study on which this paper is based investigated the role of pre-apprenticeship courses in addressing skill shortages in the electrotechnology, automotive and engineering trades, some of the largest 'traditional trades' in Australia, and those with sizeable numbers in pre-apprenticeships. The principal objective of the overall study was to determine whether the use of pre-apprenticeships increased the size and suitability of the supply of entrants to the traditional apprenticeships and whether pre-apprenticeships do or might increase completion rates in apprenticeships. The paper uses findings from the study to develop a typology of pre-apprenticeship courses, proposing two fundamental orientations and discussing whether different orientations towards pre-apprenticeships are compatible with one another.

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“…Conversely, if apprenticeship participation is expanded to include lower qualified entrants, with the resulting social and economic benefits (TES, 2018), completion rates are likely to suffer, as the probability of completion has been found to be lower for apprentices with lower levels of education (Bessey & Backes-Gellner, 2007;Laporte & Mueller, 2011;Stromback & Mahendran, 2010). There is likely to be a trade-off in terms of reduced starts but improved completion rates if only the most able apprentices are selected.…”

Section: The Benefits Of Completing An Apprenticeshipmentioning

confidence: 99%

“…The overwhelming evidence from western countries is that those from a non-white ethnic background have been found to be less likely to complete (Bursnall et al, 2017;Gambin & Hogarth, 2015;Laporte & Mueller, 2011). In addition to inherent characteristics, apprentices with higher educational qualifications are more likely to complete (Gambin & Hogarth, 2015;Laporte & Mueller, 2011;Stromback & Mahendran, 2010), as are those who have attended pre-apprenticeship training (Stromback & Mahendran, 2010). Personal family factors such as having a high number of children, becoming pregnant and being divorced are all associated with a lower probability of completion (Harris & Simons, 2005;Laporte & Mueller, 2011).…”

Section: Apprentice-specific Factorsmentioning

confidence: 99%

“…The key motivation for undertaking this research is that there exists evidence on the drivers of completion in other countries, including England (Bursnall et al, 2017;Gambin & Hogarth, 2015), Australia (Harris & Simons, 2005;Stromback & Mahendran, 2010), Canada (Laporte & Mueller, 2011) and Germany (Bessey & Beckes-Gellner, 2007), but there is no comparable study in Scotland, which has its own unique and wellproven system, and which may result in different factors influencing completion from those found elsewhere. Apprenticeship policy and delivery in Scotland is devolved from the UK Government, with the policy being set by the Scottish Government as part of the Government Economic Strategy.…”

Section: Introductionmentioning

confidence: 99%

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Factors affecting Modern Apprenticeship completion in Scotland

Greig

2019

Int J Training Development

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Completing an apprenticeship has been shown to be critical to an individual’s future employment, earnings and career development when compared with apprentices who do not complete. International research, notably in England, Australia and Germany, has identified factors specific to the apprentice, employer and training provision that are associated with a higher chance of completion. However, to date, there has been no comparable research in Scotland, which operates its own distinct and well‐established apprenticeship system. Based on the factors identified in other countries, logistic regression was conducted on records of apprenticeship leavers in Scotland, covering the period from 2007 to 2015. Data for a total of 78,952 leavers were analysed, consisting of 59,737 completers and 19,215 non‐completers. It was found that women are more likely to complete an apprenticeship than men, while those from deprived areas are less likely to complete. Apprentices employed by a large employer, those receiving training from public sector organizations and those studying for selected technical subjects are more likely to complete, as are apprentices living in an area with a high local unemployment rate. The paper considers the reasons why some apprentices are more likely to complete than others and discusses the implications for apprenticeship policy in Scotland and beyond.

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An analysis of factors contributing to apprenticeship and traineeship completion

Cited by 11 publications

References 1 publication

Socio‐emotional support of apprentices during the school‐to‐work transition

Socio‐emotional support of apprentices during the school‐to‐work transition

Pre-apprenticeships in Australia: differing orientations and their policy implications

Factors affecting Modern Apprenticeship completion in Scotland

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