Labour market deregulation and apprenticeship training: A comparison of German and Swiss employers

Jansen, Anika; Leiser, Mirjam Strupler; Wenzelmann, Felix; Wolter, Stefan C.

doi:10.1177/0959680115580687

Cited by 24 publications

(22 citation statements)

References 19 publications

(30 reference statements)

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“…German firms might have responded by reducing their use of apprenticeships. Instead, they adapted to the labor market reforms by increasing the involvement of apprentices in the production process [7]. As a result, average net costs declined by 36% and the share of firms with net benefits during the period of apprenticeship rose between 2000 and 2007 from 10% to 30%.…”

Section: Estimated Net Costs Of Apprenticeships Differ Greatlymentioning

confidence: 99%

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Do firms benefit from apprenticeship investments?

Lerman¹

2019

izawol

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Section: Estimated Net Costs Of Apprenticeships Differ Greatlymentioning

confidence: 99%

“…Retention of apprentices remained relatively high, at over 50%. With the cost of recruiting a skilled worker estimated at twice the monthly pay for a similar worker, high retention of apprentices completing their program is a critical benefit [7].…”

Section: Estimated Net Costs Of Apprenticeships Differ Greatlymentioning

confidence: 99%

Do firms benefit from apprenticeship investments?

Lerman¹

2019

izawol

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“…Additionally, in Denmark, there is positive employer feedback on the contribution made specifically by adult apprentices who are perceived to be highly motivated trainees (European Commission, 2014). The opportunity to undertake preliminary observation of apprentices on the job and to expose them to training as a pre-condition for permanent employment can also be considered an incentive for employers (Jansen, Leiser, Wenzelmann, & Wolter, 2015). In Germany, 83% of employers participating in a nationally-representative survey rated 'to train young workers with a view to employing them long-term in the company as skilled workers' as a reason for providing in-company vocational training (BIBB, 2015).…”

Section: Incentives For Employers To Engage With Apprenticeshipmentioning

confidence: 99%

Cross-country comparison of engagement in apprenticeships: A conceptual analysis of incentives for individuals and firms

Chankseliani

Anuar

2019

IJRVET

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Purpose: A fundamental assumption of the apprenticeship model is that there are benefits to both employers and individual learners. This study offers a broad conceptual interrogation of this inherent assumption underpinning the apprenticeship model. Approach:This study combines analysis of literature and available data and draws upon apprenticeship systems and practices in ten nations: Australia, Results: For individuals, incentives to undertake apprenticeship may be linked to the process and outcomes of learning, such as the appeal of learning through doing; the opportunities for occupational socialization; the possibility of progression to employment or to additional education; and learning while earning. The analysis of incentives for employers shows a range of reasons related to their short-term interests and the needs of the production processes, technologies, and associated skills; longer-term benefits for the company's staffing strategy; and the opportunity to make a contribution to the wider education and economic systems. Despite all the potential incentives, many firms consider apprenticeships too costly, risky, and complex to justify the investment. However, firms that are making decisions as part of an umbrella associations are more likely to coordinate their skills investment strategies around collectively beneficial outcomes.Cross-country comparison of engagement in apprenticeships: A conceptual analysis of incentives for individuals and firms 262 Cross-country comparison of engagement in apprenticeshipConclusions: The links to the labour market and specifically to employers are a key challenge for sustaining apprenticeship systems, as well as for the task of researching them. As such, policy maker (and researcher) consideration of apprenticeship should take account of the capacity and commitment of employers. Another key challenge for apprenticeship is related to the relative attractiveness of this pathway for individuals. What is clear from this study is that the development of a strong apprenticeship system requires the buy-in of both employers and individual learners, and as such the necessity to identify and implement incentives effectively cannot be underestimated. Governments can play a key role in realizing the potential incentives for both employers and learners, thereby yielding benefits for all parties engaged in apprenticeships.

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“…While the Higher Apprenticeship Fund invited the development of innovative new models, significant aspects of the FE focussed system for approving and funding Apprenticeships discouraged university involvement. Specifically, the presumption that 'knowledge' and 'competence' must be separately delivered or assessed ran counter to the best practice experience of universities who had collaborated with employers to deliver professional and work-based programmes including apprenticeships (Jansen et al, 2015;Bravenboer andWorkman, 2016, 2016a;Bravenboer and Lester, 2016).…”

Section: The Bifurcation Of Higher-level Skills Policymentioning

confidence: 99%

Why co-design and delivery is “a no brainer” for higher and degree apprenticeship policy

Bravenboer

2016

HESWBL

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An open access repository of Middlesex University research http://eprints.mdx.ac.uk Bravenboer, Darryll (2016) Why co-design and delivery is 'a no brainer' for higher and degree apprenticeship policy. Higher Education, Skills and Work-based Learning, 6 (4 Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge.Works, including theses and research projects, may not be reproduced in any format or medium, or extensive quotations taken from them, or their content changed in any way, without first obtaining permission in writing from the copyright holder(s). They may not be sold or exploited commercially in any format or medium without the prior written permission of the copyright holder(s).Full bibliographic details must be given when referring to, or quoting from full items including the author's name, the title of the work, publication details where relevant (place, publisher, date), pagination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award.If you believe that any material held in the repository infringes copyright law, please contact the Repository Team at Middlesex University via the following email address:eprints@mdx.ac.ukThe item will be removed from the repository while any claim is being investigated.See also repository copyright: re-use policy: http://eprints.mdx.ac.uk/policies.html#copy Purpose -The purpose of this paper is to contend that collaboration between employers and universities in the design and delivery of programmes of work-based study is an effective way to align the higher-level skills needs of employers with the aspirations of individuals who wish to gain university qualifications in the workplace. In mapping the fluctuations of UK higher-level skills policy through workforce development to degree apprenticeships it is argued that the facility for employers and universities to co-design and develop degree apprenticeship standards should be extended to the development of Higher Apprenticeships in England.Design/methodology/approach -The paper provides an analysis of a broad range of higher education (HE) skills related UK policy documents to map the fluctuations in policy that underpin the opportunities for employers and universities to collaborate in the design and delivery of HE programmes in England, including degree apprenticeships.Findings -It is noted that the approach to collaborative employer-university development signalled for degree apprenticeships described in policy documents unhelpfully perpetuates the presumed distinction between "academic learning" and "on the job training". However, it is also concluded that despite this, the rationale for co-design and delivery should equally apply to the development of all higher apprenticeships to en...

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Labour market deregulation and apprenticeship training: A comparison of German and Swiss employers

Cited by 24 publications

References 19 publications

Do firms benefit from apprenticeship investments?

Do firms benefit from apprenticeship investments?

Cross-country comparison of engagement in apprenticeships: A conceptual analysis of incentives for individuals and firms

Why co-design and delivery is “a no brainer” for higher and degree apprenticeship policy

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