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1 – 10 of over 5000The purpose of this research is to provide an in‐depth analysis of the labor market for apprentice training in the US construction industry. Also, the paper analyzes the learning…
Abstract
Purpose
The purpose of this research is to provide an in‐depth analysis of the labor market for apprentice training in the US construction industry. Also, the paper analyzes the learning process of apprentices and discusses the role of apprenticeships as a pathway to higher education.
Design/methodology/approach
The interdisciplinary approach of this research integrates both the economic, institutional and educational aspects of apprenticeship training to show the process of developing the construction labor force in the USA.
Findings
The major finding of this research is to highlight the importance of apprenticeship programs in the US construction industry and how these programs can be used as a way to help rebalance the labor market. By increasing the number of workers with intermediate skills, we can insure the distribution of skills more closely matches the distribution of available jobs.
Research limitations/implications
Because of space constraints, the research limitations are that little is said about the factors that affect apprenticeship program completion rates.
Practical implications
The practical implications of this research are to provide policy makers some recommendations that can be used to foster the growth and development of apprenticeship programs in the US construction industry.
Social implications
The major social implications are that apprenticeship programs should viewed as an alternative pathway to higher education. They can ultimately improve career mobility and earnings. This can lead to a more equal distribution of income while expanding the tax base.
Originality/value
This paper provides a unique analysis of an important segment of the US labor force by focusing on the economics and learning process of apprentices in the US construction industry. Understanding the learning styles of many apprentices helps explain the importance of the dual nature of their training.
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Emmanuel Itodo Daniel, Olalekan Shamsideen Oshodi, Louis Gyoh and Ezekiel Chinyio
Apprenticeship programmes are designed to provide young trainees with essential broad-based skills. Through apprenticeships, different sectors that are underpopulated can fill up…
Abstract
Purpose
Apprenticeship programmes are designed to provide young trainees with essential broad-based skills. Through apprenticeships, different sectors that are underpopulated can fill up their skills gaps. Apprenticeships are particularly useful to the construction sector which has a high ageing workforce and associated lower labour productivity. However, the completion rates of apprenticeship training programmes in the construction sector remain low in several countries across the globe. Thus, the purpose of this paper is to review the published research on apprenticeship training that is specifically focused on the construction sector, to determine the current status quo and suggest a direction for future research.
Design/methodology/approach
A systematic review approach was adopted. Based on a comprehensive search using SCOPUS databases, 33 relevant journal articles were identified and analysed.
Findings
It was found that monitoring and control is the most mentioned factor responsible for improvements in the completion rates of apprenticeship training. In contrast, the length of time required for going through the full training is the most common factor responsible for low completion rates. Three research gaps were identified, among which is the dearth of studies that has focused on apprentices training in developing countries.
Research limitations/implications
The gaps identified in the current knowledge on apprenticeship training would serve as a justification for future investigations. However, the scope of the review is limited to papers published in academic journals and citable through SCOPUS.
Practical implications
The outcomes of the study provide researchers and other relevant stakeholders with a concise report on the findings of previous studies. It also provides insight into strategies for improving the completion rates of apprenticeship training in the construction sector.
Originality/value
A systematic evaluation of the extant literature draws on theoretical evidence and highlights the factors that are more likely to influence the outcomes of apprentice training for craftspeople in the construction sector.
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Robert W. Glover and Cihan Bilginsoy
This paper aims to compare the performance of building trades apprenticeship programs in the USA, sponsored jointly by employers and unions, with those sponsored unilaterally by…
Abstract
Purpose
This paper aims to compare the performance of building trades apprenticeship programs in the USA, sponsored jointly by employers and unions, with those sponsored unilaterally by employers. It reviews enrolment and graduation rates, including participation of women and minorities. The article also looks behind the numbers to examine the operation of apprenticeship. It reviews the evolution of joint programs, including institutional arrangements and recent innovations to cope with the challenging characteristics of construction labor markets.
Design/methodology/approach
Statistical comparisons by type of program sponsor are carried out using individual‐level data on registered apprenticeship for the period 1996‐2003. Evolution of apprenticeship programs is discussed in a historical perspective.
Findings
Joint programs (with union participation) were found to have much higher enrolments and greater participation of women and ethnic/racial minorities. Joint programs also exhibit markedly better performance for all groups on rates of attrition and completion. Joint programs have developed various innovations, including college credit for training and scholarship loans to expand apprenticeship and improve quality and retention, although there are no quantitative evaluations of the effectiveness of many of these specific measures.
Research limitations/implications
Statistical information includes about 65 percent of all registered apprentices in the USA.
Practical implications
The paper shows that alternative forms of training sponsorship have substantially different effects on enrolment and graduation. Identification of the practices, that improve enrolment and retention, and their widespread adoption would enhance the effectiveness of training programs.
Originality/value
The dataset used in this paper has not yet been used in any publications. The findings regarding joint programs are notable, in view of the skilled labor shortages facing the construction industry in the USA.
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Darryll Willem Bravenboer, Mandy Crawford-Lee and Clare Dunn
Apprenticeships in England, while defined by level and typical duration, are not quantified regarding the number of learning hours required to achieve the outcomes specified, as…
Abstract
Purpose
Apprenticeships in England, while defined by level and typical duration, are not quantified regarding the number of learning hours required to achieve the outcomes specified, as with other regulated qualifications and accredited programmes. This paper proposes an approach to ascribe credit to apprenticeships recognising both on-and-off-the-job learning to remove some of the existing barriers to accessing higher education (HE) and the professions.
Design/methodology/approach
A mixed methodological approach resulting in a total learning hours/credit value was proposed.
Findings
There is significant HE-wide confusion regarding the amount of learning/training that is required to complete apprenticeships in England. Whilst sector guidance made it clear that there was no prescribed method to ascribe credit to qualifications, programmes, modules, units or apprenticeships by drawing out the core principles within current practice, a key outcome of this project was the development of a method to ascribe a credit value to apprenticeships.
Research limitations/implications
There is potential to support further research into the recognition of prior learning as a specialised pedagogy and for reflecting on apprenticeship practice in other roles and sectors.
Practical implications
Whilst the project underpinning this paper focused on the healthcare sector, the method used to ascribe credit to the level-3 healthcare support worker apprenticeship was not sector specific and can therefore be applied to apprenticeships within other contexts providing more widespread benefits to workforce development.
Social implications
Policy makers must ensure that employers and providers are clear that the minimum statutory off-the-job hours constitute an apprentice employment entitlement, which must not be conflated with total apprenticeship learning hours requirements. This recommended policy clarification could assist in simplifying the process required for ascribing credit to apprenticeships and at the same time support a move towards better and more consistent recognition of the value of apprenticeship learning.
Originality/value
It is a first attempt to ascribe a credit value to an apprenticeship in England for the specific purpose of facilitating progression to HE.
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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…
Abstract
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.
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Samuel Muehlemann and Stefan C. Wolter
The purpose of this paper is to simulate the potential costs and benefits for Spanish firms providing dual apprenticeship training.
Abstract
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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Robert W. Glover, Lewis Clopton, Malcolm McCollum and Xinge Wang
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
The paper finds that the training and apprenticeship system discussed is not yet fully implemented.
Research limitations/implications
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.
Originality/value
The paper reviews approaches taken to develop a national effort to promote quality and sustainability in the emerging training system for transit maintenance workers.
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Belinda Walther, Jürg Schweri and Stefan C. Wolter
The classical form of dual vocational training in Switzerland is on‐the‐job training combined with theoretical education in a school. In order to be an attractive educational…
Abstract
Purpose
The classical form of dual vocational training in Switzerland is on‐the‐job training combined with theoretical education in a school. In order to be an attractive educational choice for both enterprises and pupils, the apprenticeship model has to be constantly adapted to the demands of the labour market. As a potential model for future apprenticeship training, large firms started to concentrate their apprenticeship training in one or a few sites. More recently, independent external firms have been set up with the express purpose of training apprentices for other companies. This article aims to discuss these new developments.
Design/methodology/approach
This article bases its discussion of the developments on the basis of a unique data set comprising more than 2,300 training companies in Switzerland.
Findings
The observations reported in this article suggest that training in a training centre is a viable alternative to the usual in‐house apprenticeship system where the apprentice is trained within the company. However, training centres will never be an ideal solution for all occupations or for every company. Training centres are primarily worthwhile for investment‐intensive occupations where the main objective is to invest in an apprentice's human capital and thus help ensure a steady supply of highly qualified workers.
Originality/value
The article presents useful developments in the use of training centres.
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Alan Sparks, Hadyn Ingram and Sunny Phillips
The purpose of this paper is to evaluate an innovative way to train adult apprentices for the construction industry.
Abstract
Purpose
The purpose of this paper is to evaluate an innovative way to train adult apprentices for the construction industry.
Design/methodology/approach
The paper emphasizes that, in order to address skills shortages for international construction, training methods must be improved. It looks at the example of an adult apprenticeship scheme in Australia from the perspectives of the apprentice, the training provider and the employer.
Findings
The paper suggests that trained adult apprentices with previous experience can be more productive and loyal, and that this scheme has implications for the training of apprentices generally.
Research limitations/implications
To date, the scheme has enjoyed success in Australia and for the provision of tradespeople in the international construction industry.
Originality/value
The paper illustrates how a training partnership has sought to provide necessary and increasingly scarce skills for an international construction organization through an original apprenticeship scheme.
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The purpose of this paper is to address the fact that under current Education Skills Funding Agency (ESFA) funding guidelines, diagnostic assessments for apprentices with…
Abstract
Purpose
The purpose of this paper is to address the fact that under current Education Skills Funding Agency (ESFA) funding guidelines, diagnostic assessments for apprentices with additional learner needs are deemed an ineligible cost, which has the potential to reduce access to additional funding and support.
Design/methodology/approach
The approach of this paper is to critically evaluate the surrounding literature, government reports and Mencap review produced since the apprenticeship levy and present the implications of these funding guidelines relating to access to apprenticeships and the practical effects of apprentice’s experience and development.
Findings
The finding presented by this paper is that the definition of diagnostic assessments as an ineligible cost reduces the quality of training delivered by providers and assurances to apprentices that they will be fully supported from the start of their training.
Research limitations/implications
The limitation of this research was the minimal amount of government/ESFA documentation addressing this subject within apprenticeships.
Practical implications
The practical implications of this paper relate to the on-going delivery of apprenticeship training in the UK, and the detrimental effect of reducing access to diagnostic assessments for apprentices with undiagnosed additional learner needs under the current wording of the Education Skills Agency guidance.
Social implications
The government policy is currently under review to address this area which is considered an ineligible cost for supporting apprentices with recognised additional learner needs.
Originality/value
The value of this paper is to align with recent Mencap review and collaboratively readdress the ESFA’s current positioning of diagnostic assessments for apprentices with undiagnosed learning difficulties and disabilities as an ineligible cost and non-standardised requirement.
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