Do Employment Subsidies Reduce Early Apprenticeship Dropout?

Abstract

We evaluate the effect of the Apprenticeship Bonus, an employment subsidy program, on early drop out of apprenticeship. Only school leavers who did not succeed to start apprenticeship training directly after leaving school are eligible for this program. Our analysis is based on rich survey data that has been collected specifically for this study. Using this data, we investigate the selection into the program and analyze the effect of this subsidy on apprenticeship drop out risk. Even though the subsidy provides strong incentives to prevent drop out, we do not find significant effects of the program on early drop out of subsidized apprentices. Our finding suggests that financial incentives are not efficient in increasing the probability to finish vocational in-firm training successfully.

Strategies for improving construction craftspeople apprenticeship training programme: Evidence from the UK

“…An understanding of factors responsible for non-completion of apprenticeship training would aid the development of strategies for improving its success. A number of investigations have provided insights into the factors responsible for non-completion (Donkor, 2012;Gambin and Hogarth, 2016) The factors identified from literature that contributes to the non-completion of apprentice training programme include age, race, gender, ethnicity, level of education, disability, academic achievement, loss of interest, interpersonal skills, economic background, language (Berik et al, 2011;Fries et al, 2014;Mangan and Trendle, 2008;Mangan and Trendle, 2010;Mangan and Trendle, 2017;Stromback and Mahendran, 2010). Taken together, these studies demonstrate that the array of factors that lead to non-completion of apprenticeship among craftspeople.…”

“…Given the desire to the increase participation of under-represented groups in the construction sector, there is a need to develop strategies for improving the completion rates of apprenticeship among minorities. (Berik and Bilginsoy, 2000;Berik et al, 2011;Bilginsoy, 2018;Donkor, 2012;Filliettaz, 2010;Fries et al, 2014;Gambin and Hogarth, 2016;Greig, 2019;Snell and Hart, 2008;Stromback and Mahendran, 2010). The outcomes of previous research show that a host of factors affect completion rates of apprenticeship programmes for craftspeople.…”

Improving Completion Rates in Adult Education Through Social Responsibility

“…The general picture is that dropout is caused by both external and internal factors, and often interplays between the two. For example, a students’ financial situation is considered an external factor (Fries, Göbel, & Maier, 2014). Meanwhile, internal factors may be divided into three categories: students’ abilities, aptitudes, and level of engagement (Lamote, Speybroeck, Van Den Noortgate, & Van Damme, 2013; Van Bragt, Bakx, Bergen, & Croon, 2011); study conditions and classroom environment (Darkenwald & Gavin, 1987; Fincher, 2010); and teachers’ performance and competences (Lippke, 2012).…”