Week 6: 5th - 11th June (Activities: 3.3)
This section explores apprenticeships as a particular area of skills policy that appears in different forms across different countries and industries. Historically the idea of an apprenticeship was based on the ‘novice’ (or beginner) learning a trade or craft from observation of and practice under the guidance of a ‘master’ (or expert) over a number of years.
Craft, physical and manual skills dominated apprenticeships for many centuries but in recent years the idea has been applied to many different areas of work and of learning. The UK government reports that in 2011/12 the most popular apprenticeship was in the area of customer service (Business, Innovation and Skills Committee, 2012).
According to the European Alliance for Apprenticeships, a modern apprenticeship is defined as a work-based learning scheme based on the following principles:
- Apprenticeships are part of formal education and training programmes and lead to a nationally recognised qualification.
- Apprenticeships combine company-based training (periods of practical work experience at a workplace) with school-based education (periods of theoretical/practical education in a school or training centre).
- Most often there is a contractual relationship between the employer and the apprentice, with the apprentice being paid for his/her work.
It is this link to a formally recognised qualification that distinguishes apprenticeships from other organisation-based training schemes such as graduate management schemes or internships.
The popularity, reputation and effectiveness of the German system of apprenticeships is often held as a model for other countries to emulate. For example, BBC News reported that in 2011 Daimler was taking on almost 2,000 apprentices in Germany, nine out of ten of whom would obtain a permanent job at the end of their training (Cassidy, 2011).
However, there are many variations in apprenticeship schemes across Europe and not all countries have programmes which encompass these principles. While Italy, Germany, France and the UK have all had reasonably robust apprenticeship programmes for some time, elsewhere the picture is uncertain. For example, a combined union report from the European Trade Union Confederation (ETUC, 2014) highlights both an overall concern with the declining numbers of apprenticeships during the global financial crisis and specific pockets in which they are yet to become well established, particularly among newer European Union members.
There is a clear motivation for governments in providing vocational training and educational routes as a means of combating youth unemployment figures. But what are the benefits for organisations?
A 2012 CIPD report highlighted the following benefits of apprenticeships:
Box 3.1: Benefits of apprenticeships
- A more engaged workforce: 92% of employers who employ apprentices believe that apprenticeships lead to a more motivated and satisfied workforce.
- Lower staff turnover, fewer skills-related vacancies and reduced recruitment costs: 83% of employers who employ apprentices rely on their apprenticeships programme to provide the skilled workers that they need for the future. One in five employers are hiring more apprentices to help them through the tough economic climate.
- Increased competitiveness: 80% of those employers who employ apprentices agree they make their workplace more productive.
- A better image and greater customer satisfaction: 81% of consumers favour using a company which takes on apprentices.
However, there are concerns that only the largest organisations can effectively manage and run apprenticeship schemes, not least because there is a good deal of administration involved given the need to comply with the appropriate policy requirements. Moreover, and particularly in the UK, the policies that impact apprenticeships are subject to ongoing change and refinement. You will explore this further in the next activity.
Activity 3.3: Should apprenticeships be a strategic HRD priority? (90 minutes)
