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Craft apprenticeship in Ireland has been traditionally of the time‐served type, in which the attainment of pre‐determined standards of competence and knowledge was not mandatory. However, in 1991 a new standards‐based apprenticeship system was introduced and that in future, to be recognised as a crafts worker, a person would have to have the National Craft Certificate as a compulsory requirement. Previously an apprentice underwent four to five years of training to achieve status as a qualified tradesperson, regardless of actual competency. This paper reports on research work conducted on the apprenticeship system in Ireland, and particularly the perceptions of the outcomes of the change from a time‐served to standards based apprenticeship system. The focus of attention is the construction industry, and the research work was conducted in a large city in the south of Ireland. The research work consisted of interviewing a wide variety of personnel in this industry, from employers to trainers. The research findings are supported by contextual data on the construction industry. Broadly speaking, most interviewees expressed satisfaction with the new system mentioning, in particular, the value of having competent standards rather than simply using time. A number of criticisms were voiced. However, these criticisms related primarily to the specific operation of the new scheme and were especially relative to problems in gaining access to particular training courses at the right time.

There are notable indigenous business models in the African context that have either been unexplored or are yet to be highlighted and given due attention at the international level. This chapter provides a cross-case analysis of the indigenous business practices of three ethnic groups across West Africa: Nigeria (Igbos), Ghana (Ewes) and the Benin Republic (Guns), thus viewing business models, from anglophone and francophone perspectives. Specifically, the chapter discusses the apprenticeship models igba-boi, of the Igbo society, dorsorsror, among the Ewes, and eyi alo within the Guns society and succession models in the three societies ‘Inochi anya, domenyinyi and eyi kanta’ respectively, with the aim of highlighting insights for practice, policy and academia. Historically, there have been relevant structures to ensure the transfer of knowledge and wealth to the next generation; this is driven by both cultural and traditional systems of the ethnic groups. The findings show that the family unit plays a significant role in building a sustainable channel, though informal, through which the heritage of business models is attained. To this end, the authors recommend leveraging the unique models of apprenticeship and business succession practised in these ethnic groups to support current policies, such as those relating to Technical and Vocational Education and Training (TVET).

The aim of this paper is to re‐examine the unique political economy of Germany's dual apprenticeship training model and its underlying philosophy of corporatist governance. It responds to recent arguments suggesting that Germany's collectivist skill regime is under threat, increasingly giving way to the introduction of “segmentalism”.

The paper reviews the political roots of a training system, which is moulded and shaped by corporatist interventions and neocorporatist compromises. It applies “public choice” theory to different interest groups in Germany's training market. The focus is on the German apprenticeship system as a social and political institution. The paper is positioned in the tradition of inductive enquiry, which draws on an interpretive framework and is informed by reference to a cross‐section of the extant literature in several social science disciplines.

The German training system is the product of a wider post‐war consensus, yet continues to face social inequality concerns, which culminate in significant economic and societal costs. Despite modernisation attempts, the German apprenticeship is the outcome of a complicated political process, linked to its historical origins, which allows for a considerable degree of self‐interest alongside its corporatist roots and values. Amongst Germany's social partners, heterogeneous self‐interests and corporatism can co‐exist, thus identifying an alternative model to collectivism and segmentalism.

The paper rejects recent suggestions that the German system moves towards a model of “segmentalism”. Instead, it interprets the German system as an example for a specific socio‐political constellation where significant self‐interests and corporatist rules can co‐exist. Against this background, it demonstrates that continuing demands to copy the German apprenticeship model – if thought desirable – are unlikely to be successful unless this tangled web of political processes and interests is fully understood.

This paper analyses why in Germany and The Netherlands the share of apprentices in the business service sector is lower than in other economic sectors. A theoretical introduction surveys the potential reasons that could be responsible for this. The subsequent empirical analysis shows that the level of skill apprentices gain is the main explanation for the relatively low supply of apprenticeships in German business service enterprises. In The Netherlands, the option to hire skilled employees from full‐time schools instead of training apprentices seems to be crucial. For these reasons, this paper proposes to offer obligatory extra formal training in areas such as IT skills and foreign languages for the apprentices in business service firms in Germany in order to increase the attractiveness of the dual apprenticeship system for prospective apprentices as well as business service firms.

The purpose of this paper is to discuss the joint training and apprenticeship system emerging in maintenance occupations in the US transit industry, its challenges and strategies to overcome them.

The paper reports on early results, including efforts to develop a consensus national framework for apprenticeship and training in transit maintenance. In the paper, training is an arena that both management and labour have common interests. Collaboration in training can foster partnership and improved labour‐management relationships. Implementing technological innovations and organisational changes in workplace practices are facilitated by training and together with training demonstrate strong positive financial payoffs.

The paper finds that the training and apprenticeship system discussed is not yet fully implemented.

The paper shows that several industries in America and other countries are facing similar shortages of skilled technicians due to technological and significant demographic changes.

The paper reviews approaches taken to develop a national effort to promote quality and sustainability in the emerging training system for transit maintenance workers.

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.

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.

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.

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.

The purpose of this paper is to examine how the emerging new economy is impacting the future of human capital development and the future of work.

A detailed review of the literature is used to profile the changing nature of work and work requirements in the emerging new economy. Recent trends and developments in human capital development and advancements in computer‐enhanced performanceware are combined with components of the traditional apprenticeship model. The resulting silicon‐based apprenticeship model is compared and contrasted with models of formal education, training, and apprenticeship.

The fast‐paced new economy is demanding greater performance from ever‐greater percentages of the world's population. New forms of hypercompetition demand the elimination of the long lead‐times that have traditionally existed between learning and doing. The proffered silicon‐based apprenticeship model is advanced as a development that is projected to jump‐start twenty‐first century learner/performers into on‐demand, world‐class, performance.

Speculative literature directed at the future of new economy work and workers is not cohesively linked to the literature of electronic performance enhancement, learning theory, and advancements in technology. This paper advances an approach for accelerating work performance and human capital development that may instigate future research in this area.

This paper identifies the value of greatly accelerating the performance of workers in the emerging new economy, while simultaneously decreasing the existing time lag between learning and performance.

The ability to involve more individuals in the emerging new economy promises to increase both quality of life and standard of living for greater percentages of the global population.

The author asserts that silicon‐based apprenticeships are a necessary next step toward engaging more of the world's population in the new economy.

Commonwealth Technical Training Week will soon be upon us; it will provide a much‐needed occasion for a wide variety of organisations and people to come together solely for the purpose of considering the training of the young worker. It will focus attention on what is rapidly becoming a serious national issue: apprentice training and its possible reorganisation. Apprentice training is not about little boys in short trousers: it is about the way an industrial society restores and builds up its stock of craft workers. This article has been prepared to serve two functions: it sets out a review of apprentice procedures in several countries in the hope that the information may be used as background material for the public discussions, and it offers some views on the nature of the changes which are urgently required

This paper proposes to investigate the modernisation of the German Dual System for apprenticeships.

The paper looks at the history of the development of the Dual System and looks at the challenges it faces today.

The 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.

This paper is useful in highlighting the challenges faced by a traditional apprenticeship system.

Introduces the traditional German apprenticeship training approach which has been received favourably in US governments (federal and state) and in industry, but suggests that certain conditions in America do not favour heavy investment in such training. Shows that the educational transfer of the apprenticeship model may be facilitated by German firms investing and operating in the United States, as proved by the electronic giant Siemens which is committed to implementing the proven apprenticeship model in its US subsidiaries. Shows that the apprenticeship model alone may be insufficient, and may need to be supplemented by a higher level, dual system education which integrates theory and practice. Proposes that the Vocational Academy programme, illustrated by the Mercedes‐Benz experience, may fill this gap ‐ not to supplant the apprenticeship training, but to supplement it. Suggests that both the apprenticeship model and the Vocational Academy model, may fill an important need for an educational joint venture approach, not only in the United States but also in other countries, by making business and government organizations more competitive in the global market.