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Relevant bibliographies by topics / Dual apprenticeship training

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Academic literature on the topic 'Dual apprenticeship training'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Dual apprenticeship training"

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Rustico, Lisa, Ramona David, and Antonio Ranieri. "‘Apprenticeship’ in the Italian approach to the dual system." Transfer: European Review of Labour and Research 26, no. 1 (February 2020): 91–103. http://dx.doi.org/10.1177/1024258919896902.

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Since 2003, Italy’s legislation on apprenticeships has regulated a scheme under which candidates can obtain upper- and post-secondary-level qualifications – type 1 apprenticeship – that share features with the dual system of vocational education and training (VET) to be found in German-speaking countries. This scheme has never been extensively implemented, not even in the wake of its latest reform in 2015, which made the scheme part of what might be termed the ‘Italian dual system’. The Cedefop review of type 1 apprenticeship identifies several challenges related to features of the scheme’s governance and design that still hamper its full implementation. In a European perspective, these challenges are common to an emerging approach to apprenticeship, characterised by a lack of clarity about its purpose and place within the education and training system. This may cast a shadow over the educational function of apprenticeships, especially as EU policy is to strengthen their educational value by linking them to schooling and formal qualifications.

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Deissinger, Thomas, and Silke Hellwig. "Apprenticeships in Germany: modernising the Dual System." Education + Training 47, no. 4/5 (May 1, 2005): 312–24. http://dx.doi.org/10.1108/00400910510601896.

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PurposeThis paper proposes to investigate the modernisation of the German Dual System for apprenticeships.Design/methodology/approachThe paper looks at the history of the development of the Dual System and looks at the challenges it faces today.FindingsThe paper finds that Germany, with its long‐standing tradition of dual apprenticeships and the reputation of maintaining its practices rather than changing them, has joined the vocational education and training reform agenda. It also finds that reforms seem inevitable in the face of a partial failure of the traditional mechanisms operating within the existing apprenticeship system.Originality/valueThis paper is useful in highlighting the challenges faced by a traditional apprenticeship system.

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Muehlemann, Samuel, and Stefan C. Wolter. "Can Spanish firms offer dual apprenticeships without making a net investment? Empirical evidence based on ex ante simulations of different training scenarios." Evidence-based HRM: a Global Forum for Empirical Scholarship 5, no. 1 (April 3, 2017): 107–18. http://dx.doi.org/10.1108/ebhrm-04-2016-0009.

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Purpose The purpose of this paper is to simulate the potential costs and benefits for Spanish firms providing dual apprenticeship training. Design/methodology/approach The paper conducts simulations of ten training occupations in six different industries in Spain. For these simulations, the authors combined Spanish wage data and the existing training curriculum regarding instruction times in vocational school in Spain with data from Swiss firms offering training in similar occupations. These data contain information regarding the amount of workplace training, relative apprentice productivity, and the relative importance of non-wage training costs (such as training equipment). Findings The authors found that training occupation, training scenario, and firm size are important determinants of the authors’ simulations for the expected net costs of apprenticeship training in Spanish firms. Consequently, the break-even level of apprentices’ wages differs significantly by training occupation and training scenario, suggesting that one prescribed apprentice wage for all sectors and occupations would be detrimental to the willingness of many firms to provide training places. Practical implications Dual apprenticeship training may improve the labor market transition for Spanish youth. The paper provides guidelines for regulatory frameworks that allow firms to provide apprenticeship training without having to bear net training costs – an important condition given that apprentices are free to leave the training firm upon graduation. Social implications The authors’ simulations show that Spanish firms would be able to provide high-quality apprenticeship training programs that would also appeal to more talented youth because of the combination of a decent earning opportunity during the apprenticeship and good future career options. Originality/value This paper provides novel and direct empirical evidence regarding the framework conditions within the Spanish apprenticeship system, thus incentivizing both firms and individuals to participate in dual apprenticeship training programs.

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Rubain, Bankole Adéyèmi, and Guy Sourou Nouatin. "Craftsmen Perception of the Dual Apprenticeship in Benin." International Journal of Social Science Research 9, no. 1 (January 2, 2021): 77. http://dx.doi.org/10.5296/ijssr.v9i1.17905.

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This paper analyzes the craftsmen perception of dual apprenticeship in Benin. The introduction of dual apprenticeship in technical vocational education and training system has established new structural arrangements in the apprenticeship system. The apprentices must leave the workshop for one day of theoretical instructions and practical knowledge. By assessing how this alternative system of apprenticeship is perceived, this research adopted a qualitative method. It was conducted in Cotonou, Abomey-Calavi and Parakou with the collaboration of the master craftsmen including staff members of professional associations, apprentices, trainers and heads of the vocational training centers. Purposive sampling and snowball sampling technique were applied to select them. In total, 66 participants have been interviewed. Data collection was carried out through life-history and individual semi-structured interview. First, six adopters’ categories were identified. The innovators are those who participated in the curriculum development. The early adopters include staff members of professional associations. Early majority and late majority adopters take into account craftsmen members of the professional associations, especially leaders from associations. Laggards are those who remain connected to the traditional apprenticeship. Besides, another category was identified, business users to describe the training centers that recruit their apprentices. Apprentices who participate in the program are motivated by curiosity and by explicit knowledge from vocational training centers. Master craftsmen are satisfied with the program because of its formal certificate.

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Coletti, Michele. "Why Triple Helix governance is useful to dual apprenticeship systems." Industry and Higher Education 33, no. 6 (September 19, 2019): 381–90. http://dx.doi.org/10.1177/0950422219876864.

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Apprenticeship is a contractual form of work-based learning that has existed for centuries, but despite its historical impact on innovation and competitiveness, it has been perceived as a system for the shop floor or low-skill jobs. The dual apprenticeship system combines school study with training on the job. Well developed in several European countries it can lead to highly qualified jobs, so attracting the interest of universities and other higher education institutions. Academic, business and government stakeholders working together enact a Triple Helix (TH) framework. This article analyses how the TH is suitable for the governance of apprenticeship systems and discusses the implications of the model.

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Haasler, Simone R. "The German system of vocational education and training: challenges of gender, academisation and the integration of low-achieving youth." Transfer: European Review of Labour and Research 26, no. 1 (February 2020): 57–71. http://dx.doi.org/10.1177/1024258919898115.

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In Germany, the dual system of apprenticeship training has traditionally been very strong. The dominant position of the dual system, however, is being challenged by other training routes gaining significance, particularly tertiary education. This article investigates the extent to which this is leading to a restructuring of the dual system. Developments in school-based vocational programmes, trends of academisation and challenges deriving from qualifying low achievers are discussed. The growing significance of school-based programmes is linked to the gender impact of the vocational education and training (VET) system and the gender segmentation of the German labour market, while academisation reflects labour market demands for high skills. With dual study programmes and three and a half-year dual training, the dual system seeks to provide attractive training options for highly skilled young people. This, however, has made access to fully-qualifying vocational programmes very difficult for low-achieving young people, including migrants and refugees, thereby challenging the integration function of the German VET system.

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Deissinger, Thomas, and Philipp Gonon. "Stakeholders in the German and Swiss vocational educational and training system." Education + Training 58, no. 6 (July 11, 2016): 568–77. http://dx.doi.org/10.1108/et-02-2016-0034.

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Purpose – The purpose of this paper is to compare stakeholders’ roles in Germany and Switzerland when it comes to promoting innovation in the dual apprenticeship model. In both countries, the relevant stakeholders who represent the various occupations and, in a more narrow sense, the social partners, actively shape vocational education and training (VET) reforms. They represent the area of public educational policy, besides governments, political parties and the public, who, in both countries, appreciate the decisive role of apprenticeships for youth education, employment and social stability. Thus, the broad consensus of the relevant stakeholders is crucial in order to keep apprenticeship systems alive. Both countries face challenges related to academisation, which means, that the Gymnasium (high school) and higher education now are even more the first option for parents than in former times. On several levels German and Swiss policy makers try to strengthen VET paying tribute to and trying to cope with these developments. Design/methodology/approach – The paper is situated in the field of comparative VET research. Based on policy documents and findings from research the paper analyses the discourse and perspectives related to VET reforms. The authors deliberately focus on two countries, Germany and Switzerland, which share a great deal of common features in relation to VET, nevertheless developed different measures in order to cope with the pressure of increasing the ratio of students in higher education. The comparative paper looks at the topical reform discourse and taken measures and the specific culture of apprenticeships in the two countries by focusing on those stakeholders, which, besides governments, are crucially involved in the system. The paper draws its insights from the VET policy debate and from both national policy documents and national and international expert publications in the field of VET. A strong focus is given to the emerging new environment of the VET system. Methodologically, the paper draws from an institutional view on VET, which is being discussed broadly in comparative research, since VET systems with a “dual system”, such as the two discussed here, may be categorized as “state-steered market models”, “occupation-based qualifications styles”, “collective skill formation systems” or specific realizations of “transition systems”. All these categories refer to the observation that in these societies it is not the state alone, who defines the structure of the respective VET system, but non-state stakeholders are capable of influencing VET policy and VET reform in a substantial and visible way. Findings – In both countries, Germany and Switzerland, the importance and value of VET is based on an overall consensus, shared by all relevant actors. The basis of this consensus is that the dual system so far successfully opened and should continue to open career paths in industry. Apprenticeships undoubtedly are cornerstones of economic welfare in these countries and can be associated with low youth unemployment rates. A supplementary aspect in the last years however is the political will that VET should also have some kind of link with higher education. Despite some interesting reform measures ambivalences cannot be ignored: against what could be called “academic fallacy” the importance of a highly qualified workforce, trained in non-academic fields, and the future of this kind of skill formation have become major topics and concerns in both societies. Originality/value – This paper is comparing two similar cases, Switzerland and Germany, in VET in order to profile reform alternatives. Furthermore the actors beyond state are highlighted as important element for reform in VET education.

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Hofmann, Claudia, Barbara E. Stalder, Franziska Tschan, and Kurt Häfeli. "Support from teachers and trainers in Vocational education and training: The pathways to career aspirations and further career development." International Journal for Research in Vocational Education and Training 1, no. 1 (August 31, 2014): 1–20. http://dx.doi.org/10.13152/ijrvet.1.1.5.

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Transition from school to work is a challenging period for young people with learning difficulties. In the dual vocational system of Switzerland, teachers at vocational educational and training (VET)-schools, as well as trainers at VET companies, provide important support. We were interested in the different pathways from this support to apprentice's career aspirations and further training. Structural equation modelling was used to analyse data from a longitudinal study in four occupational sectors. Results show that VET-teacher support is directly and indirectly related to career aspirations at the end of the apprenticeship, whereas VET-trainer support influences career aspirations only indirectly. Domain specific constructs (ability self-concept at VET-school, skill variety at the VET-company) and self-esteem are important as intermediary variables. Ability self-concept at VET-school had a strong influence on further education three years after the apprenticeship.

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Nyen, Torgeir, and Anna Hagen Tønder. "Capacity for reform: the changing roles of apprenticeship in three Nordic countries." Transfer: European Review of Labour and Research 26, no. 1 (February 2020): 43–56. http://dx.doi.org/10.1177/1024258919896903.

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Despite similar societal systems that have given rise to the concept of a Nordic model, the vocational education and training (VET) systems in the Nordic countries are strikingly diverse. This article provides an analysis of why the role of apprenticeship in the Danish, Norwegian and Swedish VET systems evolved along different paths from the late 1970s until the present (2020). During this period, the most fundamental changes took place in Norway, as apprenticeship was established in most VET programmes through a major reform in 1994. Sweden took the opposite course in the 1990s and instead strengthened the statist and school-based nature of its system. In Denmark, a dual system with apprenticeship where the social partners have a decisive influence has remained largely intact. We argue that differing policy positions taken by organised labour are important in order to explain the three countries’ different trajectories over the last 40 years.

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Faist, Thomas. "From School to Work: Public Policy and Underclass Formation among Young Turks in Germany during the 1980s." International Migration Review 27, no. 2 (June 1993): 306–31. http://dx.doi.org/10.1177/019791839302700203.

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This article analyzes the entry of young Turkish immigrants into German labor markets during the 1980s. In comparative perspective, Germany shows a high degree of public responsibility for job training of school leavers. The German apprenticeship, or dual system of vocational and job training, has resulted in high rates of training and low youth unemployment rates. However, while the participation rate of young Turks in the dual system has increased over the past decade, a high degree of ethnic inequality has persisted. Ethnically-specific access to job training and employment has developed. This finding applies even more strongly to young Turkish women than to Turkish men. Nevertheless, no ethnic underclass emerged during the 1980s. It remains to be seen, however, how the process of European integration will affect the insertion of the descendants of Turkish migrants.

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Dissertations / Theses on the topic "Dual apprenticeship training"

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Cooper, Evan S. "Got Skills? Improving U.S. Vocational Training amidst Growing Demand for Advanced Vocational Skills." Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1524678708998462.

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Stöger, Eduard A. "Integrating apprenticeship training in learning organisations /." Wien [u.a.] : LIT, 2007. http://www.gbv.de/dms/zbw/529519984.pdf.

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Zwiener, Hanna Sarah. "Essays on the German labor market." Doctoral thesis, Humboldt-Universität zu Berlin, Wirtschaftswissenschaftliche Fakultät, 2017. http://dx.doi.org/10.18452/17787.

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Diese Dissertation umfasst drei Aufsätze, von denen sich die ersten beiden mit dem Phänomen der beruflichen Mobilität von Arbeitnehmern im westdeutschen Arbeitsmarkt befassen. Der erste Aufsatz untersucht für Absolventen einer dualen Berufsausbildung die kausalen Lohneffekte von Mobilität über Firmen und Berufe hinweg. Die Instrumentenvariablenschätzungen, welche exogene Variation in regionalen Arbeitsmarktcharakteristika ausnutzen, zeigen, dass Berufswechsel innerhalb des Ausbildungsbetriebs einen Karrierefortschritt darstellen. Bei Jobwechseln dominiert der Verlust von firmenspezifischem Humankapital. Allerdings nimmt der Lohnverlust nicht weiter zu, wenn zusätzlich zur Firma auch der Beruf gewechselt wird. Angesichts dieser Ergebnisse dokumentiert der zweite Aufsatz Muster von beruflicher Mobilität in Westdeutschland über den Zeitraum 1982--2008 innerhalb von und zwischen Firmen. Die Häufigkeit von beruflicher Mobilität hat seit 1982 zwischen Firmen signifikant zugenommen und innerhalb von Firmen signifikant abgenommen. Die Analyse betrachtet zudem mögliche Erklärungsansätze für diese Entwicklungen, wie zum Beispiel den demografischen Wandel oder den Zusammenhang zwischen beruflicher Mobilität und Arbeitslosigkeit. Der dritte Aufsatz untersucht den Zusammenhang zwischen Produktmarktderegulierung und Arbeitsmarktergebnissen. Die Reform der deutschen Handwerksordnung von 2003 wird als natürliches Experiment genutzt, um mögliche Einflüsse der Abschaffung von Markteintrittsbarrieren auf selbstständige und abhängige Beschäftigung zu untersuchen. Da Zweifel an der Gültigkeit der identifizierenden Annahmen aufkommen, können die Schätzergebnisse nicht kausal interpretiert werden. Dennoch legen die Ergebnisse zumindest in Teilen nahe, dass der in der Literatur bereits dokumentierte positive Effekt auf selbstständige Beschäftigung plausibel ist, wohingegen die Reform vermutlich keinen Anstieg der abhängigen Beschäftigung in den deregulierten Berufen zur Folge hatte.
This thesis comprises three essays, out of which the first two study the phenomenon of worker mobility across occupations in the West German labor market. The first essay studies the causal wage effects of mobility across firms and occupations among graduates from apprenticeship training. Exploiting variation in regional labor market characteristics the instrumental variables estimations indicate that occupation switches within the training firm involve a career progression. For job switches the loss of firm-specific human capital seems to dominate. However, the wage loss does not grow when an occupation switch occurs simultaneously. In light of these results, the second essay in this thesis studies patterns of occupational mobility in West Germany over the period 1982--2008 separately within and across firms. Most importantly, occupational mobility rates across firms have significantly increased since the early 1980s, while within-firm occupational mobility rates have significantly decreased. The essay also assesses potential explanations for these developments, such as demographic change or the relationship between occupational mobility and unemployment. The third essay in this thesis studies the relationship between product market deregulation and labor market outcomes. It exploits the 2003 reform of the German Crafts Code as a natural experiment to study how the abolishment of barriers to firm entry may affect self-employment and dependent employment. Since there are doubts regarding the validity of the identifying assumptions, the results cannot be interpreted causally. Nevertheless, the analysis at least partially corroborates the evidence for a positive reform effect on self-employment documented elsewhere in the literature, while the reform seems not to have had a positive effect on dependent employment in the deregulated crafts occupations.

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Von, Maltitz Darryn Lindsay. "Apprentice to artisan trials and tribulations of apprentices in a dual system apprenticeship programme in South Africa." Thesis, 2018. https://hdl.handle.net/10539/27170.

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A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research Johannesburg, February 2018.
Worldwide, various governments have taken significant measures to promote vocational education in an attempt to position it as an equal alternative to academic education. The problem, however, is that in many countries neither young people nor their parents perceive vocational education as having the same value as academic education (Allais, Marock, & Molebatsi, 2014). This is in contrast to Continental European countries, such as Germany, Austria and Switzerland where approximately two thirds of youth completing general schooling each year select vocational education over university education. South Africa a country in which vocational education is extremely stigmatized, is reforming its apprenticeship system and has set itself a target of qualifying 24 000 new artisans by 2020 (DHET 2015). Technical Vocational Education and Training (TVET) colleges are viewed as key vehicles through which large numbers of artisans can be trained. However, employers do not have trust in the quality and capacity of public TVET colleges and have taken responsibility for training artisans through their own in-house training facilities and private training providers (National Treasury n.d.). The result is that TVET colleges have been side-lined in the supply chain for artisan development. It is against this background that the South African government is piloting a dual system apprenticeship project, which aims to: a) improve the quality of artisan training at public TVET colleges; b) build employer trust in the quality of the public artisan training system; and c) position TVET education as an attractive option for young people. This research is focused on apprentices training to become electricians through a dual apprenticeship model. The dual system integrates classroom theory with on-the-job instruction thus ensuring that learning is integrated and regularly reinforced. Through semi-structured interviews and a questionnaire, this study brings the voices of 95 electrical apprentices to bear in order to develop a much deeper, richer and nuanced understanding of how apprentices experience the artisan development system. It seeks to understand what motivates young people to enrol at a TVET college, and what apprentices’ experiences, perceptions and expectations are of dual system apprenticeships. The study provides insights into the merits and challenges of dual system apprenticeships within the South African context.
XL2019

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Books on the topic "Dual apprenticeship training"

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Hollinger, Véronique. Le "système dual": L'exception allemande de la formation professionnelle initiale : débats de société d'hier et d'aujourd'hui. Bern: Lang, 2002.

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Hollinger, Veronique. Le Systeme Dual: L'Exception Allemande De LA Formation Professionnelle Initiale. Debats of Societe D'Hier Et D'Aujourd'Hui. Peter Lang, 2002.

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Herget, H. The Transition of Young People into Employment After Completion of Apprenticeship in the Dual System (In-Plant Training and Part-Time School). European Communities, 1987.

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Hermann, Herget, European Centre for the Development of Vocational Training., and Bundesinstitut für Berufsbildung, eds. The transition of young people into employment after completion of apprenticeship in the 'dual-system' (in-plant training and part-time school): Findings from a research project of the Federal Institute for Vocational Training. Berlin: CEDEFOP, 1987.

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Herget, H. The transition of young people into employment after completion of apprenticeship in the dual system' (in-plant trainingand part-time school): Findings from a research project of the Federal Institute for Vocational Training. CEDEFOP, 1987.

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Book chapters on the topic "Dual apprenticeship training"

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Maurer, Markus. "Integrating Work-Based Learning into Formal VET: Towards a Global Diffusion of Apprenticeship Training and the Dual Model?" In Handbook of Vocational Education and Training, 1–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_48-1.

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Maurer, Markus. "Integrating Work-Based Learning into Formal VET: Towards a Global Diffusion of Apprenticeship Training and the Dual Model?" In Handbook of Vocational Education and Training, 551–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_48.

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Gessler, Michael. "Areas of Learning: The Shift Towards Work and Competence Orientation Within the School-based Vocational Education in the German Dual Apprenticeship System." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 695–717. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41713-4_32.

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Camasso, Michael J., and Radha Jagannathan. "Human Capital and Labor Supply." In Caught in the Cultural Preference Net, 43–70. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190672782.003.0003.

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In Chapter 3, the authors focus on the contribution that human capital—that is, the constellation of knowledge, skills, and abilities possessed by individuals seeking employment, or who are already in the labor market—have on the structure and functioning of national economies. They examine the profound differences that cultures of general versus vocational education have on labor supply, skill and education mismatches, deficits, and surpluses. Detailed discussions of the German dual system, Sweden’s democratic education, the southern Mediterranean approach to human capital, and on-the-job training models in India and the United States are provided. The implications of a widespread shift from vocational training and apprenticeship are addressed as are the implications of this shift for the future health of the focal countries. The chapter closes with a focus on how Germany, Sweden, Italy, Spain, India, and the United States are addressing the issues of job creation and the encouragement of youth entrepreneurship.

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Conference papers on the topic "Dual apprenticeship training"

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Yahaya, Norhayati, Mohamad Sattar Rasul, and Ruhizan Mohamad Yasin. "Social Skills and Social Values in Malaysian Dual Training System Apprenticeship." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.36.

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Rojas, Julio Ernesto Quispe, and Julio Enrique Quispe Tuesta. "Work in Progress: Semi-Dual apprenticeship for the development of skill in professional training of the engineer." In 2020 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2020. http://dx.doi.org/10.1109/edunine48860.2020.9149519.

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