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This study aims to use the dual-continuum model of mental health to explore mental health in Australian construction apprentices from the perspective of key stakeholders in the apprenticeship model. In particular, this study explored how construction apprentices, Vocational Education and Training (VET) teachers, industry employers and mental health workers understood the construct of mental health, factors associated with the dimension of psychological distress/symptoms of mental illness, and factors associated with the dimension of mental wellbeing.

This study used an exploratory qualitative research design. Data from 36 semi-structured interviews were analysed using thematic analysis. Participants comprised 19 Australian construction apprentices, 5 VET teachers, 7 industry employers and 5 mental health workers.

In total, 14 themes were generated from the data set. Participants across stakeholder groups reported a limited understanding about mental health. Participants cited a range of negative personal, workplace and industry factors associated with psychological distress/symptoms of mental illness, but only reported a few factors associated with mental wellbeing.

To the best of the authors’ knowledge, this study is one of the first to use the dual-continuum model of mental health to explore the mental health of Australian construction apprentices, and to explore the factors associated with both dimensions of this model from the perspective of key stakeholders in the Australian construction apprenticeship model.

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 purpose of this monograph is to present the first English translation of a unique French colonial report on women living under colonial rule in West Africa.

The issue begins with a discussion of the contribution this report makes to the history of social development policy in Africa, and how it serves the on‐going critique of colonisation. This is followed by the English translation of the original report held in the National Archives of Senegal. The translation is accompanied by explanatory notes, translator’s comments, a glossary of African and technical terms, and a bibliography.

The discussion highlights contemporary social development policies and practices which featured in identical or similar forms in French colonial social policy.

As the report demonstrates, access to basic education and improving maternal/infant health care have dominated the social development agenda for women in sub‐Saharan Africa for over a century, and will continue to do so in the foreseeable future in the Millennium Development Goals which define the international community’s agenda for social development to 2015. The parallels between colonial and post‐colonial social policies in Africa raise questions about the philosophical and cultural foundations of contemporary social development policy in Africa and the direction policy is following in the 21st century.

Though the discussion adopts a consciously postcolonial perspective, the report that follows presents a consciously colonial view of the “Other”. Given the parallels identified here between contemporary and colonial policy‐making, this can only add to the value of the document in exploring the values that underpin contemporary social development practice.

This paper aims to present apprentices’ perceptions of their opportunities for progressing to higher education. Data gained through semi‐structured interviews with apprentices is placed in the context of the current policy agenda to widen participation in higher education and to increase the skills levels of those in employment. These policies are paramount for apprentices, many of whom fit both of these criteria. The research reported in this paper aims to answer the question “Do apprentices perceive there to be barriers in progressing to higher education?”

In total 44 interviews were conducted with apprentices during college placements and further interviews were conducted with apprentices who had progressed to higher education courses (HNC and HND) at the same colleges.

The findings show that employer support, time, finance and apprentices’ perceptions of their own ability are the key factors that determine whether apprentices will progress to higher‐level courses. The research highlights the need for a holistic approach to information, advice and guidance, ensuring that consistent and comprehensive information and advice are delivered to students.

Although the research presented in this paper focuses on the engineering and construction apprenticeships, the implications and findings are also pertinent to other apprenticeship programmes.

Young Australian workers are at elevated risk of mental health and alcohol and other drug related problems. The purpose of this paper is to examine the relationship between alcohol and drug (AOD) use, psychological wellbeing, and the workplace psychosocial environment among young apprentices in the construction industry.

A cross-sectional survey of a cohort of 169 construction industry apprentices in their first year of training was undertaken. The survey included measures of psychological distress (K10), quantity/frequency measures of alcohol and illicit drug use, and workplace psychosocial factors.

Construction industry apprentices are at elevated risk of AOD related harm and poor mental health. Levels of psychological distress and substance use were substantially higher than age/gender equivalent Australian population norms. Job stress, workplace bullying, and general social support accounted for 38.2 per cent of the variance in psychological distress. General social support moderated the effects of job stress and bullying on psychological distress. Substance use was not associated with psychological distress. However, workplace social support accounted for 2.1 per cent of the variance in AUDIT-C scores, and 2.0 per cent of the variance in cannabis use. Workplace bullying explained 2.4 per cent of the variance in meth/amphetamine use.

Construction trades apprentices are a high-risk group for harmful substance use and poor mental health. Study results indicate that psychosocial wellbeing interventions are warranted as a harm reduction strategy.

This is the first study of its kind to describe a cohort of Australian construction trade apprentices in terms of their substance use and psychological wellbeing. The study shows workplace psychosocial factors may predict young workers psychological wellbeing.

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.

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.

This intervention project targeted one vulnerable group, female apprentices in Ibadan, Nigeria, to evaluate the effectiveness of multiple interventions aimed at preventing voilence against women (VAW).

A baseline survey was conducted through face‐to‐face interviews with 350 young women recruited from apprenticeship workshops in Ibadan. The interventions consisted of skills training workshops for apprentices (323), sensitization training for the instructors of apprentices (54), police (30) and judicial officers (25) and the development/distribution of educational materials to reduce the incidence of violence. A follow‐up survey was conducted with 203 apprentices after five months of interventions.

Improvements were found at follow‐up with respect to knowledge of types of violence and sexual forms of violence (up from 89.4 to 97 percent) (p<0.05), and appreciation of vulnerability to VAW increased (from 77 to 95 percent) (p<0.05). The prevalence of beating dropped from 65.4 to 23 percent. A significantly greater proportion (p<0.05) of the apprentices reported payment for vocation‐related work (8.9 percent compared with 16.4 percent). Only a slight decline was reported in rape (5.7 to 5.4 percent) and sexual harassment (22.9 and 22.7 percent). The proportion of victims of violence who sought redress increased from 40.2 to 72.7 percent.

There is a need for more research into interventions that can reduce violence towards women.

Interventions targeted at female apprentices were effective in reducing the prevalence of forms of violence. The data generated may be useful for practitioners and in guiding policymakers on the regulation of activities in the informal sector. There is a need for more intervention programs for this population.

This paper addresses the needs of a marginalized group about a public health problem which is often denied or covered up.

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 estimate the effect of mobility on the apprentices’ wages.

Using a French longitudinal survey concerned with young people’s entry into the labor market and their subsequent employment trajectories, this paper estimates the impact of mobility on post-apprenticeship wages correcting for different selection bias.

Mobility is both voluntary and enforced. It combines imposed selection mechanisms and more active match searching behaviors on the part of apprentices. Apprentices who change employer do not have significant lower starting wages than those who remain in their training firms. Nevertheless, in the medium term, those who defer their moves tend to benefit more from their mobility. Those who move immediately see their wage rising less sharply.

The findings indicate that policy makers should be concerned with job mobility at the end of the apprenticeship contract. Manpower policies should focus on measures that enhance the transferability of accumulated skills and the acquisition of new skills by apprentices.

To the author’ best knowledge, this is the first paper studying the effect of mobility on apprentices’ wages in a dynamic perspective and correcting for the selection of different categories of mobility (immediate vs deferred mobility).