Advertisement

Apprenticeship, Pathways and Career Guidance: A Cautionary Tale

  • Richard SweetEmail author
Chapter
Part of the Technical and Vocational Education and Training: Issues, Concerns and Prospects book series (TVET, volume 18)

Abstract

Apprenticeship is difficult to adopt on a large scale. This is typically explained by institutional factors: regulations and legislation, social partnership, wage rates and training cultures within the firm. Here, attention is focused upon apprenticeship and the interaction between post-compulsory pathways, young people’s aspirations, equity and streaming within the school system and career guidance. In Germany and Switzerland, large apprenticeship systems are associated with low aspirations for tertiary study at the age of 15, high streaming at an early age by achievement and socio-economic status and a strong inverse relationship between equity and the size of vocational pathways. Nordic apprenticeship systems are associated with higher youth aspirations, a lower relationship between equity and pathway size and low class- and achievement-based streaming. Career guidance in the first group of countries heavily favours low achievers at the age of 15. In Nordic countries, it is provided more evenly. In all apprenticeship countries, career guidance has a strong external, experiential and labour market focus.

Keywords

Labour Market OECD Country Vocational Pathway Career Guidance Social Partnership 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Blanden, J., Gregg, P., & Machin, S. (2005).Intergenerational mobility in Europe and North America. London: Centre for Economic Performance, London School of Economics.Google Scholar
  2. Carnoy, M. (2009).VET in the new global economy. Presented at an interdisciplinary congress on research in vocational education and training, Bern. http://www.ehb-schweiz.ch/en/researchanddevelopment/vet2009/Pages/default.aspx
  3. Field, J., & Dubchair, M. (2001). Recreating apprenticeship: Lessons from the Irish standards-based model.Journal of Vocational Education and Training, 53(2), 247–262.CrossRefGoogle Scholar
  4. Hartkamp, J., & Rutjes, H. (2001).Apprenticeship in Ireland, the Netherlands and Scotland: Comparison of trends (TSER Working Papers). Amsterdam: DESAN.Google Scholar
  5. Jeong, J. (1995). The failure of recent state vocational training policies in Korea from a comparative perspective.British Journal of Industrial Relations, 33(2), 237–252.CrossRefGoogle Scholar
  6. McKenzie, P. (2002). Pathways for youth in Australia. In G. Burke & J. Reuling (Eds.),Vocational training and lifelong learning in Australia and Germany. Adelaide: National Centre for Vocational Education Research.Google Scholar
  7. O’Connor, L. (2006). Meeting skill needs of a buoyant economy: apprenticeship – The Irish experience.Journal of Vocational Education and Training, 58(1), 31–46.CrossRefGoogle Scholar
  8. O’Connor, L., & Harvey, N. (2001). Apprenticeship training in Ireland: from time-served to standards based: Potential and limitations for the construction industry.Journal of European Industrial Training, 25(6), 332–342.CrossRefGoogle Scholar
  9. OECD. (1998).Thematic review of the transition from initial education to working life. Norway/Paris: Country Note.Google Scholar
  10. OECD. (1999a).Thematic review of the transition from initial education to working life. United States of America/Paris: Country Note.Google Scholar
  11. OECD. (1999b).Thematic review of the transition from initial education to working life. Sweden/Paris: Country Note.Google Scholar
  12. OECD. (2000).From initial education to working life: Making the transition work. Paris: OCED.Google Scholar
  13. OECD. (2004).Career guidance and public policy: Bridging the gap. Paris: OECD.Google Scholar
  14. OECD. (2008a).VET in PISA: Results from PISA 2003 and 2006 (EDU/EDPC/CERI(2008)5). Paris: OECD.Google Scholar
  15. OECD. (2008b).PISA 2006 Volume 2: Data. Paris: OECD.Google Scholar
  16. Payne, J. (2002). Reconstructing apprenticeship in the twenty-first century: Lessons from Norway and the UK.Research Papers in Education, 17(3), 261–292.CrossRefGoogle Scholar
  17. Polesel, J. (2006). Reform and reaction: Creating new education and training structures in Italy.Comparative Education, 42(4), 549–562.CrossRefGoogle Scholar
  18. Quintini, G., & Martin, S. (2006).Starting well or losing their way? The position of youth in the labour market in OECD countries (OECD Social, Employment and Migration Working Papers, No. 39). Paris: OECD.Google Scholar
  19. Raffe, D. (1994). Compulsory education and what then? Signals, choices and pathways. In OECD (1994).Vocational education and training for youth: Towards coherent policy and practice, Paris: OECDGoogle Scholar
  20. Raffe, D. (1998). Where are pathways going? Conceptual and methodological lessons from the pathways study. In OECD (1998),Pathways and participation in vocational and technical education and training, Paris: OECDGoogle Scholar
  21. Raffe, D. (2003). Pathways linking education and work: A review of concepts, research and policy debates.Journal of Youth Studies, 6(1), 3–19.CrossRefGoogle Scholar
  22. Raffe, D. (2008) The concept of transition system.Journal of Education and Work, 21(4), 277–296.CrossRefGoogle Scholar
  23. Rothman, S., & Hillman, K. (2008).Career advice in Australian secondary schools: Use and usefulness, longitudinal surveys of Australian Youth Research Report 53. Melbourne: Australian Council for Educational Research.Google Scholar
  24. Ryan, P. (2000). The institutional requirements of apprenticeship: Evidence from smaller EU countries.International Journal of Training and Development, 4(1), 42–65.CrossRefGoogle Scholar
  25. Sultana, R. G. (2004).Guidance policies in the knowledge society: Trends, challenges and responses across Europe. Thessaloniki: CEDEFOP.Google Scholar
  26. Sweet, R. (2009).Work-based learning programmes for young people in the Mediterranean region. Turin: European Training Foundation.Google Scholar
  27. Watts, A. G. (1996). Socio-political ideologies in guidance. In A. G. Watts et al. (Eds.),Rethinking careers education and guidance: Theory, policy and practice (pp. 351–365). London: Routledge.Google Scholar
  28. Watts, A. G., & Fretwell, D. (2004).Public policies for career development: Policy strategies for designing career information and guidance systems in middle-income and transition economies. Washington, DC: World Bank.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Sweet Group Pty Ltd.KirribilliAustralia

Personalised recommendations