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Apprenticeship training in Sweden and many other European countries goes back to the middle ages. Yet, this special model of vocational education still attracts significant interest due to the challenges young people face in preparing to enter the current labour market. This is obvious both in Sweden and in other comparable countries. The apprenticeship model is primarily promoted as achieving two important goals: first, as a tool to achieve a better match between young people's qualifications of employer demands for skills; and second, as an education pathway that can make the transition from school to work easier and therefore contribute to social inclusion. Many initiatives to spread information and provide support have been rolled out in the European Union, with the intention to strengthen apprenticeships in EU Member States.This chapter discusses recent relevant experiences linked with vocational education (VET) and apprenticeship training in Sweden. The main issue relates to basic requirements that have to be in place for establishing an apprenticeship training model, and the challenges a country like Sweden – with its mainly school-based VET – will face when aiming to initiate more of a classical apprenticeship training approach within vocational programmes at upper secondary level.

McDonald's aim was to provide up to 6000 apprenticeships in 2009, and then up to 10,000 per year from 2010. This will make McDonald's the UK's largest government-supported apprenticeship provider. At the heart of this paper are three questions: what is an apprenticeship, is what McDonald's aims to offer equivalent to an apprenticeship, and should taxpayers be funding a notion of apprenticeship that seeks to certify training already undertaken by the employer?

Acknowledgement: The University of Malta would like to acknowledge its gratitude to the Cedefop - European Centre for the Development of Vocational Training for their permission to upload this work on OAR@UoM. Further reuse of this document can be made, provided the source is acknowledged. This work was made available with the help of the Publications Office of the European Union, Copyright and Legal Issues Section. ; The report explores the major features, strengths and weaknesses of apprenticeship in Malta (in place since the early 1990s). The analyses also show how the Malta College of Arts and Technology has been making efforts over the past year to improve the system and boost participation of learners and companies. It is the final report of the thematic country review on apprenticeships which Cedefop carried out in Malta between May 2014 and April 2015 at the request of the Ministry of Education and Employment. The analyses largely rely on information collected from different categories of stakeholders at different levels; they are accompanied by suggestions for action and may contribute to ongoing apprenticeship reform. It is up to the national authorities whether, and how, to take them further ; N/A

Sciences Po Economics Discussion Papers In France, two years after school completion and getting the same diploma, the employment rate of apprentices is about 15 percentage points higher than that of vocational students. Despite this difference, this paper shows that there is almost no difference between the probability of getting a callback from employers for unemployed youth formerly either apprentices or vocational students. This result indicates that the higher employment rate of apprentices does not rely, in the French context, on better job access of those who do not remain in their training firms. The estimation of a job search and matching model shows that the expansion of apprenticeship has very limited effects on youth unemployment if this is not accompanied by an increase in the retention of apprentices in their training firm.

This project was undertaken with funding from the International Labour Organization (ILO) and the World Bank. It was designed to inform the redevelopment of the Indian apprenticeship system. Government officials wanted to consider features of good practice from around the world. Ten expert international researchers were identified and provided case studies about their own countries' apprenticeship systems; a cross-case analysis produced a framework for a 'model apprenticeship system'. Measures of success for apprenticeship systems were also identified.

Over the past decade, rapid advancement in the fields of artificial intelligence and machine learning has led to an abrupt shift in the skills we designate as "human" and the skills we delegate to machines. This shift can be characterized, to some degree, by the transformation of tacit knowledge–knowledge that is difficult to transfer or quantify, into explicit knowledge–a language that machines can both understand and act on. An adjacent surge in democratized education platforms has made it possible for anyone to begin learning a new skill. Mastering a skill however, especially hands-on skills, often requires a level of tacit knowledge and expertise that a static YouTube tutorial cannot deliver. This thesis explores a future in which tools act as educators–a medium to transmit the tacit knowledge of expert tool users to novices. Experiments with homemade flamethrowers, exoskeleton gloves, and a hacked pottery wheel have helped me draft a framework for successfully embedding digital augmentation into tools while avoiding the pitfalls of digital dependency.

Published also as Johns Hopkins University studies in historical and political science, series XXV, nos. 11-12. ; Vita. ; Thesis (PH. D.)--Johns Hopkins University, 1906. ; Mode of access: Internet.

This article gives an overview over the history and development of apprenticeship, its historical roots and its adaptation to the training systems of industrial countries. After describing the "dual system" in Germany, it portrays the "apprenticeship within the training systems of industrial countries" (Belgium, The Netherlands, France, Switzerland, the United States, Denmark, Austria, Italy and the United Kingdom) as well as the "apprenticeship in the former COMECON countries (Hungary, Poland and the former Czechoslovakia) and the apprenticeship within Turkey as "a model for developing countries". (DIPF/ssch.)

This thesis examines the apprenticeship system of skill development to determine if improvements can be made that would enhance its effectiveness as a training model in the current economic climate. The critical argument is developed in three parts. The first part argues that historically, apprenticeship has been a very important mechanism for transferring knowledge and skills to new generations of workers though the overall importance of apprenticeship has declined somewhat in recent decades relative to the growth of institutionally based learning. Secondly, this thesis demonstrates that despite this relative decline, apprenticeship still continues to be a priority with stakeholders and economically beneficial to all parties including workers, employers and the public such as government. The third part argues that the role, the flexibility and the benefits of the apprenticeship model of skill creation could be enhanced by reorganizing the delivery of the generic skills portion of the apprenticeship system in such a way that common, generic elements of related occupational skills are taught to all such occupations in the same relative sequence.

This paper discusses the Modern Apprenticeships programme, introduced by the Labour/Alliance government in 2000. This research forms part of a wider PhD project; an examination of industry training in New Zealand. The research is based upon content analysis of official papers and semi-structured interviews with industry training stakeholders in each of four case study industries: electrical; engineering; hairdressing and agriculture. The research is also informed by understandings gained from my masters thesis, A History of Apprenticeship in New Zealand (2001). To set the Modern Apprenticeships policy in context, this paper first sketches the current industry training situation. Second, the economic, social and political background to the policy is examined. Third, the details of Modern Apprenticeship are outlined, and a critique of some of its facets is offered.

The Government's Action Plan for Jobs contained the following commitment regarding a review of apprenticeship: "Initiate a review of the apprenticeship training model, including costs, duration and demand with a view to providing an updated model of training that delivers the necessary skilled workforce to service the needs of a rapidly changing economy and ensures appropriate balance between supply and demand." The first stage of the review process involves the preparation of this background issues paper which, inter alia, provides a factual description of the current system of apprenticeship, including the governance arrangements, trends and forecasts in relation to recruitment and identified strengths and weaknesses of the model and proposes a range of possible options for change.

Best practice Female Only Apprenticeship Information Sessions presented into the First Benchmarking Round session within the 2nd face-to-face meeting of the W-STEM ERASMUS + Capacity-building in Higher Education European Project (Ref. 598923-EPP-1-2018-1-ES-EPPKA2-CBHE-JP), which was held in Universidad del Norte, Barranquilla (Colombia), 27-29 November 2019 ; W-STEM (Building the future of Latin America: engaging women into STEM) is a project funded under European Union ERASMUS + Capacity-building in Higher Education Programme (598923-EPP-1-2018-1-ES-EPPKA2-CBHE-JP). The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.

The issue of this paper is to present and discuss a project for in-service training of some teachers employed within advanced vocational education (AVE), part of higher education in Finland. The political visions of an increased proportion of people with higher education, not only in Finland but in the Western world as a whole, have contributed to teachers encountering with new groups of students with non-academic backgrounds. These students have been accepted for studies but an increasing proportion fail in examinations. Especially language teachers at this specific AVE, a small polytechnic institution, were concerned about how the situation had developed. According to their understanding, an increasing amount of the students had dyslexia. Therefore the had attended courses and lectures, which however did not provide them with the tools they needed. An expert was enrolled, in order to work with the students. Instead of working with remedial programmes, her work focused on students; reading and writing strategies, which became a success. As a result, the school wanted her to work with an increasing number of students. Instead an in-service training project that would provide the teachers with the competence of the expert was initiated. The project was designed based on socio-cultural perspectives on learning, drawing on the concepts distributed expertise (Palinscar & Brown, 1984), literacy practices (Street, 1984; Gee, 1996; Lea & Street, 1998) and cognitive apprenticeship (Rogoff, 1984, 1990). As a whole, the project consisted of two parts: firstly, the experts work with the students, and secondly, the in-service training for teachers. Here, the main focus is on in-service training for the teachers but as the content of this in-service training is students' reading and writing strategies, it is necessary to describe part of the project directed towards the students as well. The aim of the work directed to students at risk was on the one hand related to trying out and developing appropriate tools for ...

Published also as Studies in history, economics, and public law, ed. by the faculty of political science of Columbia University, vol. xcv, no. 2; whole no. 216. ; Vita. ; "Bibliographical note": p. 340-344. ; Mode of access: Internet.