Reasons For Non-completion And Dissatisfaction Among Apprentices And Trainees: A Regional Case Study

Snell, Darryn; Hart, Alison

doi:10.5172/ijtr.6.1.44

Cited by 31 publications

(39 citation statements)

References 2 publications

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“…Student satisfaction has been identified as a predictor of completion outcomes in previous studies (Snell and Hart 2008;McInnis et al 2000;Yorke et al 1997;Scott et al 1996). We hypothesised that this inclination may be also exist in our present study.…”

Section: Data and Data Preparationsupporting

confidence: 54%

Determinants of course completions in vocational education and training: evidence from Australia

Fieger

2015

Empirical Res Voc Ed Train

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Section: Data and Data Preparationsupporting

confidence: 54%

Determinants of course completions in vocational education and training: evidence from Australia

Fieger

2015

Empirical Res Voc Ed Train

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“…Poor working conditions, lack of workplace support for learning, and a failure by the employer or workplace to provide training contribute to non-completion of apprenticeship (Snell & Hart, 2008). In a case study, Filliettaz (2010) demonstrated how both individual contributions from an apprentice and his workplace trainers' failure to move beyond a work production focus caused the workplace relationship between apprentice and trainer to deteriorate, eventually leading to the apprentice's discontinuance of apprenticeship.…”

Section: Work or Organisational Influencesmentioning

confidence: 97%

“…Apprenticeship retention and completion rates have been challenging in New Zealand (NZ; Jeffcoat & Jeffcoat, 2006) and other countries including Australia (Harris et al, 2001;Snell & Hart, 2008), Canada (Coe, 2013) and Switzerland (Filliettaz, 2010;Masdonati, 2010). Completion rates of NZ apprentices are variable across a range of industry sectors (''Many apprentices never qualify,'' 2009).…”

Section: Introductionmentioning

confidence: 98%

Belonging to a workplace: first-year apprentices’ perspectives on factors determining engagement and continuation through apprenticeship

Chan

2014

Int J Educ Vocat Guidance

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The transition to work through apprenticeship is one taken by many young people. A sense of belonging to a workplace is posited to be an important precursor for initial and on-going engagement with practice communities. This article details a study of beginning apprentices in ten trades. The project sought to identify factors influencing apprentices' decisions to enter and commit to apprenticeship. Through comparisons of the experiences of continuing and disengaged first-year apprentices, processes of belonging to a workplace were found to be important contributors to apprenticeship continuation. Factors contributing to apprentices' perceptions of belongingness are identified, examined and discussed.Résumé. Appartenir à un lieu de travail: Perspective des apprentis de première année sur les facteurs déterminant l'engagement et la poursuite de l'apprentissage La transition vers le travail via l'apprentissage est réalisée par beaucoup de jeunes. Un sentiment d'appartenance au lieu de travail est considéré comme une condition préalable importante à l'engagement initial et continu dans les communautés de pratiques. Cet article détaille une étude portant sur de nouveaux apprentis dans dix métiers. Le projet a cherché à identifier les facteurs influençant les décisions des apprentis d'entrer et de s'engager dans leur apprentissage. Grâce à des comparaisons des expériences des apprentis de première année qui ont continué ou abandonné leur formation, les processus d'appartenance à un lieu de travail ont été identifiés comme des contributeurs important à la poursuite de l'apprentissage. Les facteurs contribuant au sentiment d'appartenance des apprentis sont identifiés, examinés et discutés.Zusammenfassung. Arbeitsplatzzugehörigkeit: Perspektiven von neuen Auszubildenden auf Faktoren, die Engagement während und Fortführung der Ausbildung bestimmen Der Ü bergang zur Arbeit durch eine Ausbildung wird von vielen jungen Menschen durchlebt. Ein Gefühl der Zugehörigkeit zu einem Arbeitsplatz ist eine wichtige Voraussetzung für die anfängliche und laufende Beschäftigung mit der Arbeitsgemeinschaft. Dieser Artikel beschreibt eine Studie über Auszubildende des ersten Ausbildungsjahres aus zehn verschiedenen Berufen. Das Projekt versuchte entscheidende Faktoren zu identifizieren, welche dazu führen, dass Auszubildende die Ausbildung beginnen und fortsetzen. Die Vergleiche von Erfahrungen von Personen mit fortgeführten Ausbildungen mit den Erfahrungen von Personen mit abgebrochenen Ausbildungen ergaben, dass die Arbeitsplatzzugehörigkeit einen wichtigen Beitrag zur Erklärung der Fortsetzung der Ausbildung leistet. Faktoren die zur Wahrnehmung von Arbeitsplatzzugehörigkeit führen wurden identifiziert, untersucht und diskutiert.Resumen. Identificarse con un empleo: el punto de vista de los aprendices de primer añ o sobre los factores determinantes de la implicación y continuidad en la formación Muchos jóvenes optan por las prácticas en empresa como modo de transición al mundo laboral. La identificación con el puesto de trabajo es sin d...

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“…This can reflect the sector or size of the employer, or factors specific to an individual employer. The size of the employer can also impact the apprentice's motivation, where apprentices working for large employers see themselves in a stable and privileged position, with better terms and conditions relative to other apprentices and are less likely to drop-out (Snell & Hart, 2008). It may also be because the current training provision often does not fit the needs of SMEs (Johnson & Devins, 2008).…”

Section: Employer and Job-specific Factorsmentioning

confidence: 99%

“…It may also be because the current training provision often does not fit the needs of SMEs (Johnson & Devins, 2008). The size of the employer can also impact the apprentice's motivation, where apprentices working for large employers see themselves in a stable and privileged position, with better terms and conditions relative to other apprentices and are less likely to drop-out (Snell & Hart, 2008). Large employers have been associated with higher levels of job security in Germany (Wagner, 1997), although recent evidence for this is less conclusive in Britain and France (Bryson et al, 2017).…”

Section: Employer and Job-specific Factorsmentioning

confidence: 99%

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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Reasons For Non-completion And Dissatisfaction Among Apprentices And Trainees: A Regional Case Study

Cited by 31 publications

References 2 publications

Determinants of course completions in vocational education and training: evidence from Australia

Determinants of course completions in vocational education and training: evidence from Australia

Belonging to a workplace: first-year apprentices’ perspectives on factors determining engagement and continuation through apprenticeship

Factors affecting Modern Apprenticeship completion in Scotland

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