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The purpose of this paper is to compare, and identify both similarities and differences in, affordances for vocational learning in two contrasting education systems, for construction worker and shop salesperson apprentices, in Swedish contexts.

Data were collected through interviews and observations in two research projects, each addressing relevant aspects of one of the focal educational systems. A framework consisting of identified goals, activities and guidance was applied in the analysis.

The results show that the affordances for learning in the examined educational systems are dependent on the learners’ access to, and participation in, workplace activities. A conclusion is that workplace demands override educational goals in both cases. Thus, the affordances for learning related to both individual and educational goals are dependent on the access to guidance during workplace activities.

The study highlights constraints between educational goals and workplace affordances in both apprenticeship systems, which largely develop vocational competencies related to specific workplace demands and activities. A presented model regards apprenticeships as vocational and educational training in workplaces is outlined that enable a deeper understanding of the correspondence between individual, educational and workplace goals that forms the type of activity which leads to a learning outcome.

How do institutional settings and their embedded policy principles affect gender-typed enrolment in educational programmes? Based on gender-sensitive theories on career choice, we hypothesised that gender segregation in education is higher with a wider range of offers of vocational programmes. By analysing youth survey and panel data, we tested this assumption for Germany, Norway and Canada, three countries whose educational systems represent a different mix of academic, vocational and universalistic education principles. We found that vocational programmes are considerably more gender-segregated than are academic (e.g. university) programmes. Men, more so than women, can avoid gender-typed programmes by passing on to a university education. This in turn means that as long as their secondary school achievement does not allow for a higher education career, they have a higher likelihood of being allocated to male-typed programmes in the vocational education and training (VET) system. In addition, social background and the age at which students have to choose educational offers impact on the transition to gendered educational programmes. Overall, gender segregation in education is highest in Germany and the lowest in Canada. We interpret the differences between these countries with respect to the constellations of educational principles and policies in the respective countries.

This monograph is on developments and trends in vocational education and training in Europe. An overview is given of what is being planned in Western Europe. This is illustrated by a detailed description of the educational systems of a selection of EC and non‐EC countries (Austria, Denmark, France, Germany, Holland, Sweden and Switzerland), followed by discussion of the current provision for vocational education and training within those systems and also in commerce and industry. Also provided are additional information on the work of CEDEFOP and of the European Commission, further reading, useful addresses and a glossary of some European language vocational education terms.

The purpose of this article is to investigate whether family background and the choice of vocational field explain the observed gap in dropout rates from vocational upper secondary education between natives and children of immigrants in Denmark and to investigate ethnic and gender differences in educational choices.

A parsimonious version of Cameron and Heckman's (2001) dynamic statistical model of educational progression is estimated. By parceling educational attainment out into a series of transitions by grade, the model is able to identify barriers to educational progression and to determine the effects of explanatory variables at different stages of the educational career. In addition, the model is able to accommodate the institutional structure of an educational system with parallel branches of study at the upper secondary level and to control for educational selection and unobserved heterogeneity.

The main findings are: that family background variables do not explain the gap in dropout rates between natives and children of immigrants; that the dropout rates from different vocational fields are significantly different but affect natives and children of immigrants equally; that girls do better than boys in immigrant families; and that intergenerational mobility is greater among children of immigrants than natives.

The statistical model used is not available in any standard statistical package. For the purpose of this paper it was coded in GAUSS. Furthermore, the model demands fairly large data sets to be useful in empirical research.

The analysis provides more detailed information about differences in educational attainment between population groups than most previous studies.

This paper assesses the drop-out rate among disadvantaged students within vocational education and training. The purpose of this paper is to examine the probability of dropping out after school-based training for child welfare clients – a particularly disadvantaged group of youth. Child welfare clients’ drop-out rate is compared with students from a representative sample of their peers.

Average marginal effects were calculated from multinomial logistic regression models. Data were from public registries (n=10,535).

The results show that differences in observed characteristics cannot explain differences in drop-out rates between child welfare clients and the majority peers. It is argued that this drop-out rate is likely a result of employers favoring apprenticeship applicants who are similar to them or that child welfare clients lack networks, which previous research has identified as crucial in finding an apprenticeship.

The results suggest a need for action targeting disadvantaged youths in the transition that follows school-based training.

The paper adds to the very scarce literature on transition from school-based learning to apprenticeships.

In Austria, the apprenticeship system provides all citizens, including the less able among them, with a training option. Based on social security data, this article examines earnings and the stability of the occupational career of young workers with an apprenticeship diploma. As control groups, workers with a full‐time secondary school education and workers who did not receive any further education after completing their compulsory education were used. One of the main findings is that workers with an apprenticeship diploma are much better off than those without further education. The article finds the following ranking with respect to education: high‐school graduates, ex‐apprentices and unskilled workers, with more pronounced differences between ex‐apprentices and unskilled workers.

The two‐year basic training course leading to the Basic Federal Certificate was established in Switzerland by the new Vocational Training Act in 2002 with the intention of ensuring upper secondary education and training for disadvantaged young people. The purpose of this paper is to discuss the findings of a longitudinal study of youths who participated in a two‐year vocational education and training (VET) programme. The main objective is the evaluation of intentions regarding the two‐year training course.

A sample of 319 trainees on a two‐year training course in the retail sales and hotel sectors were questioned at the end of their training about their educational and family background, their occupational and personal situation as well as their prospects. Their integration into the labour market was recorded 14 months later. These results are compared with the results of a sample of 183 graduates of an Elementary traineeship in the same occupational fields.

The results of the study confirm some assumptions made about the effects of the training with Basic Federal VET Certificate. However, the findings also point to crucial aspects that require further investigation.

The findings of the investigation provide insight into initial experiences with the new standardised VET programme. In addition, the presented research is the first longitudinal study focusing on the occupational perspectives of underachieving youths in Switzerland.

The aim of this paper is to consider the role played by vocational education and training (VET) for young people in Australia.

The paper is based on an analysis and synthesis of the existing research and literature, including the author's own body of research in the field, regarding VET delivered in schools and in adult sector institutions.

This research presents evidence that VET in Schools (VETiS) constitutes an important and significant curriculum reform in upper secondary schooling, but that it is usually offered at the most basic qualification levels within the subject model paradigm of senior secondary certificates. Its heavy use by young people from disadvantaged backgrounds raises concerns regarding social selection and it suffers from problems of low esteem and variable quality, with its place often questioned within the traditional academic culture of secondary schooling. With respect to adult VET providers, the article argues that the role of TAFE across Australia for 15‐19 year‐olds is relatively limited, with questions raised regarding the quality of programs for younger clients, and that low SES students are more likely to enter post‐school VET destinations.

This article argues that an integrated approach to VET provision, both during and after school, is needed to create quality pathways for students of all backgrounds.

The article presents an integrated view of the role played by VET across different sectors for young people. It is designed to be of value to policy makers and practitioners seeking coordinated policy responses designed to offer curriculum, diversity, and strong pathways into further education and quality full‐time employment.

The paper describes the Swiss Vocational Education and Training (VET) system, its crucial role and challenges with respect to the inclusion of vulnerable groups and investigates the effectiveness of the efforts undertaken to promote inclusion in VET so far.

Empirical research focusing on various indicators of inclusion (national monitoring data and own studies) is analysed.

The overall findings show that equity and inclusion of persons with a migration background or special education needs in VET have been successfully promoted but can be improved.

Long-term, in-depth longitudinal data regarding some issues are still scarce.

The paper provides information about young people having difficulties to access and complete VET or who are at-risk of exclusion and points out further courses of action.

A comprehensive and detailed account of the current state of inclusion in Swiss VET and of related systemic problems is given.

This paper aims to investigate the factors influencing trade artisans’ choice of skills selection as apprentice’s trainee in the Ghanaian construction sector and to identify and address the challenges associated with traditional apprenticeship. Trade artisans with technical know-how in construction and general workplace skills from the traditional apprenticeship training (TAT) in the area of construction were selected from selected sites and training centers.

This paper adopted the purposive sampling technique with the aim of gathering knowledge from individuals with expertise in the research area, particularly trade craftsmen who have been trained through the TAT system and are directly involved in construction-related works. Partial least square structure equation modelling (PLS-SEM) analytical approach and principal component analysis were used to reduce the dimensionality of the data set and preserve as much information as possible.

Three major components, namely, personal and social interest, job assessment and stability and family and faith were identified as the variables that influence an artisan's choice of a skill trade. These influenced the choice of apprenticeship training by young trainees in choosing apprenticeship as a mode of training. Personal interest, living situation of artisans and parents’ educational attainment are the most influencing factors that determine artisans’ choice of selected trades. Moreover, the study also shed light on the challenges inherent in traditional apprenticeship systems, such as the lack of formal technical education, limited access to modern technology and information and poor working conditions.

The study underscores the imperative for stakeholders to enhance apprenticeship programmes within the construction sector. This involves providing more stable job opportunities, improving working conditions and offering access to modern technology and information. Such enhancements not only attract more young individuals to apprenticeship training but also ensure the sustainability and relevance of the workforce in meeting industry demands.

The study finally developed a model that could be used as a foundation for future PLS-SEM evaluation and identified the factors that influence the selection of apprenticeship training by trade artisans.