Concepts of Apprenticeship: Strengths, Weaknesses and Pitfalls

Gessler, Michael

doi:10.1007/978-3-319-49789-1_94-1

Cited by 6 publications

(14 citation statements)

References 78 publications

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“…A number of recurring issues are commonly discussed in the apprenticeship literature. Gessler (2019), for example, refers to 'employment' and 'education' logics, which have been increasingly used to help classify apprenticeship system. In systems with an employment logic, the apprentice spends the majority of his or her time with the employer (known in some countries as the 'training company') and receives a wage, or at least a stipend; and in those with an education logic, a majority of time is spent in vocational schools.…”

Section: Apprenticeship As a Field Of Practice And Studymentioning

confidence: 99%

“…In systems with an employment logic, the apprentice spends the majority of his or her time with the employer (known in some countries as the 'training company') and receives a wage, or at least a stipend; and in those with an education logic, a majority of time is spent in vocational schools. Gessler (2019) also proffers a number of other frameworks for analysing apprenticeships, with a focus primarily on underlying social questions: the preferred age group for apprentices, the quarantining of apprenticeships to 'blue collar' jobs, gender imbalances in apprenticeship, the role of apprenticeship in social inclusion, and the role of power in relationships between the social partners.…”

Section: Apprenticeship As a Field Of Practice And Studymentioning

confidence: 99%

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The expansion and contraction of the apprenticeship system in Australia, 1985-2020

Smith

2021

Journal of Vocational Education & Training

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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 through a new type of apprenticeship, known as a traineeship, to augment the existing more traditional apprenticeships. Since 2012, the system has contracted considerably, and the participation rate of women has been affected disproportionately. The period of expansion of the system was book-ended by two major governmentinstigated documents, in 1985 and 2011. In 1985 a Parliamentary Committee of Inquiry into Labour Market Programs proposed the introduction of traineeships, and in 2011 an Expert Panel on Apprenticeships sought to reduce numbers through the application of specific criteria for government support, which primarily affected the occupations served by traineeships. Two sources of evidence are used to examine the expansion and contraction of the apprenticeship system: data from the national apprenticeship statistics collection maintained by the National Centre for Vocational Education Research (NCVER) and key government reports over the 35 years. A brief overview of COVID-19-related developments in 2020 is included.

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Section: Apprenticeship As a Field Of Practice And Studymentioning

confidence: 99%

Section: Apprenticeship As a Field Of Practice And Studymentioning

confidence: 99%

The expansion and contraction of the apprenticeship system in Australia, 1985-2020

Smith

2021

Journal of Vocational Education & Training

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“…Many of these advantages are the result of one's own experiences, learning from acts of opportunism and through unfavorable environments. The Apprenticeship system, based on collective action motivations, is important for the opportunity creation (SOSKICE, 1994;SNELL, 1996;HARHOFF;KANE, 1997;SHARPE;GIBSON, 2005;CRAWFORD-LEE, 2016;PULLEN;CLIFTON, 2016;RENDALL;WEISS, 2016;GESSLER;LALIOTI, 2019;SMITH, 2019;WOESSMANN, 2019).…”

Section: Turning Obstacles Into Opportunities For Internationalizationmentioning

confidence: 99%

Apprenticeship system for the internationalization: Jalisco handicraft production companies

Alvarado

Fernández

2020

Ind. Jour. Manag. & Prod.

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The aim of this article is to analyze learning for the internationalization of craft companies. The study is mixed and is based on a questionnaire, field visits and retrieval of documentary evidence about these companies. The main result is that, self-financing, the application of resources in obtaining raw materials, as well as the adaptation of machinery and equipment to traditional modes of production, have facilitated the internationalization of companies. It is concluded that the learning system promotes self-financing, constant adaptation to change and greater use of the international markets.

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“…It is an action-oriented learning process in workplace settings where apprentices take part in problem solving (Pilz, 2007). Apprentices use real tools in an authentic work environment and their learning is focused on real-life application (Gessler, 2019). Evidently, where learning requires doing, vocational training is more effective in an occupational environment, instead of a school environment: 'Being told in a school how concrete is mixed and poured on a construction site is something quite different from living through the drama and the crises of fifteen or twenty-four hours of continuous, minutely timed and tightly coordinated hard physical work' (Streeck, 1989).…”

Section: The Appeal Of Learning Through Doingmentioning

confidence: 99%

“…Effective links between productive work and hands-on learning under the supervision of trainers, together with the knowledge acquired in more formal settings, is central to the success of this model of learning. Apprenticeships are valuable in supporting young people's transition from school to work, evident by lower youth numbers not in education, employment or training (NEET) in countries with extensive and well-functioning apprenticeship systems (Biavaschi et al, 2012;European Commission, 2013;Gessler, 2019;Jørgensen, 2017;Valiente & Scandurra, 2017). Empirical and theoretical literature on apprenticeships exists at the macro level (e.g.…”

Section: Introductionmentioning

confidence: 99%

Cross-country comparison of engagement in apprenticeships: A conceptual analysis of incentives for individuals and firms

Chankseliani

Anuar

2019

IJRVET

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Purpose: A fundamental assumption of the apprenticeship model is that there are benefits to both employers and individual learners. This study offers a broad conceptual interrogation of this inherent assumption underpinning the apprenticeship model. Approach:This study combines analysis of literature and available data and draws upon apprenticeship systems and practices in ten nations: Australia, Results: For individuals, incentives to undertake apprenticeship may be linked to the process and outcomes of learning, such as the appeal of learning through doing; the opportunities for occupational socialization; the possibility of progression to employment or to additional education; and learning while earning. The analysis of incentives for employers shows a range of reasons related to their short-term interests and the needs of the production processes, technologies, and associated skills; longer-term benefits for the company's staffing strategy; and the opportunity to make a contribution to the wider education and economic systems. Despite all the potential incentives, many firms consider apprenticeships too costly, risky, and complex to justify the investment. However, firms that are making decisions as part of an umbrella associations are more likely to coordinate their skills investment strategies around collectively beneficial outcomes.Cross-country comparison of engagement in apprenticeships: A conceptual analysis of incentives for individuals and firms 262 Cross-country comparison of engagement in apprenticeshipConclusions: The links to the labour market and specifically to employers are a key challenge for sustaining apprenticeship systems, as well as for the task of researching them. As such, policy maker (and researcher) consideration of apprenticeship should take account of the capacity and commitment of employers. Another key challenge for apprenticeship is related to the relative attractiveness of this pathway for individuals. What is clear from this study is that the development of a strong apprenticeship system requires the buy-in of both employers and individual learners, and as such the necessity to identify and implement incentives effectively cannot be underestimated. Governments can play a key role in realizing the potential incentives for both employers and learners, thereby yielding benefits for all parties engaged in apprenticeships.

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Concepts of Apprenticeship: Strengths, Weaknesses and Pitfalls

Cited by 6 publications

References 78 publications

The expansion and contraction of the apprenticeship system in Australia, 1985-2020

The expansion and contraction of the apprenticeship system in Australia, 1985-2020

Apprenticeship system for the internationalization: Jalisco handicraft production companies

Cross-country comparison of engagement in apprenticeships: A conceptual analysis of incentives for individuals and firms

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