Apprenticeship in the United States: Frequently Asked Questions

Apprenticeship is a job training strategy that combines on-the-job training with related instruction, typically provided in a classroom setting. This report answers frequently asked questions about apprenticeship and the federal activities that support this training approach. This Frequently Asked Questions (FAQ) report focuses on the Registered Apprenticeship system, through which the U.S. Department of Labor (or a recognized state apprenticeship agency) certifies a program as meeting federal requirements related to duration, intensity, and benefit to the apprentice. Historically, the federal role in apprenticeship has primarily involved regulation and oversight. In recent years, federal funds have been made available to support the development and expansion of apprenticeship programs. There are also several established federal funding streams in which apprenticeship is an allowable, but not required, use of funds

Large employers and apprenticeship training in Britain

We consider two aspects of the link between apprenticeship and large employers in Britain: the contributions of apprenticeship to employers supplies of intermediate skills and of employers to the Advanced Apprenticeship programme. Evidence is taken from interviews with managers in twenty-nine organisations. We find that apprenticeship does function outside Advanced Apprenticeship, primarily because of trainee ineligibility. Employers use of apprenticeship depends on its cost-effectiveness relative to recruitment and upgrade training within HRM practice. Some employers value apprenticeship as a source of long-term employment and career progression. The intensity of training depends on ownership attributes, with family firms operating larger programmes. Employers participate in Advanced Apprenticeship, in terms of contractual role and programme delivery, in diverse ways. The implications of their choices for training quality are not unambiguous. -- In dem Papier werden zwei Aspekte zum Zusammenhang von betrieblichen Ausbildungen und Großunternehmen in Großbritannien analysiert: Einmal der Beitrag betrieblicher Erstausbildungen zur Bereitstellung von Facharbeiter-Qualifikationen und zum anderen der Beitrag der Arbeitgeber für das Programm Advanced Apprenticeship. Die gewonnenen Erkenntnisse stützen sich auf Interviews mit Managern in 29 Organisationen. Es wurde deutlich, dass betriebliche Ausbildungen außerhalb des Advanced Apprenticeship-Programms funktionieren, vor allem wegen Nichtzulassung zu dem Advanced Apprenticeship Programm auf Grund fehlender Erfüllung der Zulassungskriterien. Der Umfang, in dem Arbeitgeber die Möglichkeiten betrieblicher Erstausbildungen nutzen, hängt ab von dem Vergleich der Ausbildungskosten zu den Kosten von Neueinstellungen und von betrieblichen Weiterbildungen im Rahmen betrieblicher Personalentwicklungsmaßnahmen. Einige Arbeitgeber schätzen betriebliche Erstausbildungen vor allem insofern, als sie förderlich sind für eine lange Betriebszugehörigkeit und eine positive berufliche Entwicklung. Es gibt einen Zusammenhang von Ausbildungsqualität und Eigentumsstruktur: familiengeführte Unternehmen bieten umfangreichere Ausbildungsprogramme an. Unternehmen nehmen in unterschiedlicher Weise an dem Advanced Apprenticeship- Programm teil, bezogen auf ihre vertraglich vereinbarte Rolle und der Art ihres Angebots. Die Auswirkungen und Folgen ihrer Entscheidungen hinsichtlich der Qualität der von ihnen angebotenen Ausbildung sind nicht eindeutig.

The Richard Review of Apprenticeships

In his independent report Doug Richard calls on the government calls to improve the quality of apprenticeships and make them more focused on the needs of employers. His recommendations include: Redefining apprenticeships: They should be targeted only at those who are new to a job or role that requires sustained and substantial training. Focusing on the outcome of an apprenticeship - what the apprentice can do when they complete their training - and freeing up the process by which they get there. Trusted, independent assessment is key. Recognised industry standards should form the basis of every apprenticeship. All apprentices should reach a good level in English and maths before they can complete their apprenticeship. Government funding must create the right incentives for apprenticeship training. The purchasing power for investing in apprenticeship training should lie with the employer. Greater diversity and innovation in training - with employers and government safeguarding quality

Apprenticeship in Europe: 'Fading' or Flourishing?

This paper sets out the extent and defining characteristics of apprenticeship in Europe. Apprenticeship is then situated within the wider context of European provision for education and training of 16-19 year olds and a simple typology is proposed and explained. The German-speaking dual system countries are characterised as high employer commitment countries with minimal integration of apprenticeship into full-time 16-19 provision and weak links with tertiary education. The UK, the Netherlands and France are characterised as having relatively low levels of employer commitment but greater integration of apprenticeship into full-time provision and stronger links between apprenticeship and tertiary level provision. Recent evidence on the extent to which both apprenticeship models improve employment probabilities is reviewed and pressures on the two apprenticeship models resulting from increasingly competitive global markets and consequent changing skill needs are examined. A final section discusses whether apprenticeship in Europe can adapt to and survive these pressures.apprenticeship, dual system, school to work transition

Specification of apprenticeship standards for England (SASE) - guidance

3 Introduction 1. The Apprenticeships, Skills, Children and Learning (ASCL) Act introduces the Specification of Apprenticeship Standards for England (SASE). The SASE sets out the minimum requirements to be included in a recognised English Apprenticeship framework. 2. The SASE-Guidance includes guidance for framework developers on meeting the SASE requirements. English Issuing Authorities must have regard to the SASE-Guidance in reaching a decision on whether a framework submission complies with the SASE. 3. To ensure that apprentices can complete Apprenticeships started against existing frameworks prior to April 2011, the Secretary of State will allow for existing frameworks to be treated as Apprenticeship frameworks issued under the ASCL Act. From 13th April 2011 new starts against such frameworks must be explicitly authorised by the National Apprenticeship Service

Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K-12 (primary and secondary) teacher education

The purpose of this study is to investigate the integration of a cognitive apprenticeship model into an educational technology Web‐based course for pre‐service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computer‐mediated cognitive apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre‐service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive apprenticeship methods in a Web‐based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive apprenticeship methods in a Web‐based distance education course for teacher education

The Promise of Workplace Training for Non-College Bound Youth: Theory and Evidence from German Apprenticeship

This paper assesses the potential of `workplace training' with reference to German Apprenticeship. When occupational matching is important, we derive conditions under which firms provide `optimal' training packages. Since the German system broadly meets these conditions, we evaluate the effectiveness of apprenticeship using a large administrative dataset. We find returns to apprenticeship for even the lowest ability school-leavers comparable to standard estimates of the return to school, and show that training is transferable across a wide range of occupations, such as a one-digit occupation group. We conclude that the positive experience with German Apprenticeship Training may guide the design of similar policies in other countries.German Apprenticeship Training, Human Capital, Occupational Mobility, Wages.

Returns to Apprenticeship Training in Austria: Evidence from Failed Firms

Little is known about the payoffs to apprenticeship training in the German speaking countries for theparticipants. OLS estimates suggest that the returns are similar to those of other types of schooling. However, there is a lot of heterogeneity in the types of apprenticeships offered, and institutional descriptions suggest that there might be an important element of selection in who obtains an apprenticeship, and what type. In order to overcome the resulting ability bias we estimate returns to apprenticeship training for apprentices in failed firms in Austria. When a firm fails, current apprentices cannot complete their training in this firm. Because apprentices will be at different stages in their apprenticeship at that time, the failure of a firm will manipulate the length of the apprenticeship period completed for some apprentices. The time to the firm failure therefore serves as an instrument for the length of the apprenticeship completed both at the original firm and at otherfirms. We find instrumental variables returns which are similar or larger than the OLS returns in our sample, indicating relatively little selection.Human capital, returns to schooling, firm-based training, ability bias

The Promise of Workplace Training for Non-College-Bound Youth: Theory and Evidence from German Apprenticeship

This paper assesses the potential of `workplace training' with reference to German Apprenticeship. When occupational matching is important, we derive conditions under which firms provide `optimal' training packages. Since the German system broadly meets these conditions, we evaluate the effectiveness of apprenticeship using a large administrative dataset. We find returns to apprenticeship for even the lowest ability school-leavers comparable to standard estimates of the return to school, and show that training is transferable across a wide range of occupations. We conclude that the positive experience with German Apprenticeship Training may guide the design of similar policies in other countries.

Does Doing an Apprenticeship Pay Off? Evidence from Ghana

In Ghana there is a highly developed apprenticeship system where young men and women undertake sector-specific private training, which yields skills used primarily in the informal sector. In this paper we use a 2006 urban based household survey with detailed questions on the background, training and earnings of workers in both wage and self-employment to ask whether apprenticeship pays off. We show that apprenticeship is by far the most important institution providing training and is undertaken primarily by those with junior high school or lower levels of education. The summary statistics indicate that those who have done an apprenticeship earn much less than those who have not. This suggests that endogenous selection into the apprenticeship system is important, and we take several measures to address this issue. We find a significant amount of heterogeneity in the returns to apprenticeship across education. Our most conservative estimates imply that for currently employed people, who did apprenticeships but have no formal education, the training increases their earnings by 50%. However this declines as education levels rise. We argue that our results are consistent with those who enter apprenticeship with no education having higher ability than those who enter with more education.Apprenticeship; Africa; Training; Treatment; Control function