How to strengthen informal apprenticeship systems for a better future of work?

Abstract

This paper undertakes a meta study on informal apprenticeship in developing countries. It compares the findings of country-level research conducted by the ILO and others in the past 15 years to shed more light on apprenticeship systems in the informal economy. It discusses the features and practices of informal apprenticeship systems, their responsiveness to rights at work, and the effectiveness of such systems along criteria such as dropouts, training quality, and transitions to employment. The analysis is complemented by a selected number of country case studies that describe and assess the policies and programmes that were introduced during past years to strengthen and upgrade apprenticeship systems in the informal economy. The findings aim to improve understanding of this complex, heterogenous, yet self-sustained training system in the informal economy for evidence-based discussions and policy dialogue between ILO constituents and beyond.

Understanding the characteristics of work that foster workplace well-being in an apprenticeship programme and their effects on apprentices' employability. Exploring the gender moderation effect

“…Poortman et al (2014) argue that a quality training process includes apprenticeship, since it allows the apprentice to develop other competencies that are not easily obtained in the classroom. However, Hofmann et al (2022) claim that the low rate of effect is due to the fact that the trainees do not stay with the training company, and the same may be true in this study. It is also possible that it is the apprentices' own choice; they may decide to continue in education, gaining more specialisation after completing their university degree, making it impossible for them to continue working as qualified workers in the company that provided their training.…”

“…(2014) argue that a quality training process includes apprenticeship, since it allows the apprentice to develop other competencies that are not easily obtained in the classroom. However, Hofmann et al . (2022) claim that the low rate of effect is due to the fact that the trainees do not stay with the training company, and the same may be true in this study.…”

“…Apprenticeship programmes help young graduates escape from joblessness, but it is the retention of apprentices in the company providing their work experience after they have completed their studies that raises the employment rate amongst apprentices. The same is not true if the apprentice does not continue in the company after the training programme (Cahuc and Hervelin, 2021;Hofmann et al, 2022;Picchio and Staffolani, 2019). Apprenticeships thus appear to have a very limited impact on youth unemployment if there is no retention of apprentices in the company in which they received their training.…”

Comment renforcer les systèmes d'apprentissage professionnel informels pour un meilleur avenir du travail?

“…Figure 25 : Résultats en matière d'obtention d'emploi des apprentis après la fin de l'apprentissageEn ce qui concerne les transitions vers le formel, les enquêtes confirment que dans tous les pays, certains des apprentis ont trouvé un emploi dans des grandes entreprises ou des entreprises du secteur public, ce qui confirme que les transitions vers l'emploi formel sont effectivement possibles(Hofmann et Okolo 2013). Dix-huit pour cent au Malawi, 15 % en Tunisie, 6 % en Égypte et 4 % en Tanzanie ont réussi leur transition vers un emploi formel, ce qui est remarquable compte tenu du contexte hautement informel et des possibilités d'emploi limitées dans le secteur formel.…”