Testing the human capital development model: the case of apprenticeships in Turkey

Abstract

Human capital theory was developed to study how individual agents make rational choices or how they invest in human capital to maximize their welfare. One of the leading founders of this perspective, Becker, argues that schooling, on‐the‐job training, medical care, migration and searching for information about prices and incomes are different types of human capital as all these investments improve skills, knowledge or health, thereby increasing individual welfare. He states that education and training are the most important investments in human capital. Apprenticeship training is, thus, identified and treated as a type of investment in human capital. At first glance, it seems that apprentices who are being trained are acquiring skills in a specific vocation. One would suppose that the trainees are getting knowledge and skills and that they would become masters in their profession after a long training process. However, further enquiry is needed to see if this is the case in reality. The present small‐scale, exploratory study, based on 20 interviews – 10 with apprentices and 10 with their employers – aims to investigate the apprenticeship training system in Turkey. In doing so, it seeks to test the basic tenets of human capital theory against the facts discovered. The findings, if they could be generalized, suggest that the Turkish apprenticeship system is a form of child labour rather than a training process. Contrary to apprentice training being a human capital investment, the study finds that trainees do not rationally decide to enter an apprenticeship nor are they selected by a meritocratic system. All of them come from poor peasant families or low‐wage working families where the most pressing need is for the child to earn money.

Vocational Education Systems in Germany and Turkey: Comparative Analysis

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