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Despite a number of changes and developments during the last decade of training reform in Australia, the apprenticeship system has remained an important element of entry-level training. This article discusses the definition of apprenticeship and clarifies the range of purposes it serves. The author examines the criticisms levelled at apprenticeship and uses recent research on apprenticeship in the building trade to demonstrate its purposes and to analyse criticisms. The author concludes that apprenticeships have evolved to suit the needs of the various stakeholders and briefly alludes to the implications for training outcomes of new developments in the apprenticeship system such as New Apprenticeships and user choice in training provision. Show less

The paper evaluates the readiness of apprenticeship systems to cope with five major developments affecting the future of work. The institution of apprenticeship has evolved over time in all countries, gradually adapting to changes in industrial processes, the economy, the labour market and education systems. This paper suggests, however, that recent changes in the economy and the labour market, and their concomitant effects on the likely future of work, have the potential to disrupt apprenticeship systems quite radically worldwide, and/or to make them less relevant in the 21st century. The paper draws on data from recent Australian and international research projects undertaken by the author, as well as the author's engagement in Australian government exercises to discuss the future of apprenticeships.

The research found that adaptations of systems and processes were being undertaken at company level and by stakeholders such as trade union or employer peak bodies. They were less frequently apparent, however, in government policy. The paper analyses the data to produce a framework of readiness for 'future work', but also queries whether adaptation of apprenticeship systems is necessarily desirable in all instances. Although the presence of multiple stakeholders in the system has previously been viewed as a strength of the system, it can also make even minor changes difficult to implement. This could prove to be a major impediment to apprenticeship's future or could be a means of preserving its essential features.

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This paper provides two case studies to illustrate the use of traineeships (a form of apprenticeship in Australia) as a strategy for training all new recruits to significant operational positions in companies. The two companies and occupations selected for the paper are call centre workers in a cable television company, and bus drivers in a state-owned bus company. The case studies were undertaken as part of a major national project on what are called 'enterprise RTOs' (registered training organisations), companies which are registered as training providers to deliver and assess training that leads to qualifications for their own workers (Enterprise RTO Association, 2009). The point of special interest is that the employer is also the training provider for the traineeship, hence it is responsible for the training in its entirety. The research project was funded by the Australian Research Council

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This paper looks at apprenticeship learning and training from a new standpoint - the psychological contract. The notion of the psychological contract is commonly used in the human resource management field to understand the nature of employment relationships. It has not previously been applied to apprenticeships in any systematic manner. This paper reports on a research project that applied a pre-existing instrument to apprentices and employers and also included qualitative case studies in nine companies.

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Public policies on training are firmly rooted in the historical, political, economic and social context of their countries. A number of stakeholder groups such as employer groups, state and local governments, and trade unions affect the formulation of policy. Training policy is also affected by public policies in other areas of government, such as industrial relations. The acceptability of policies to stakeholder groups and, most importantly, to learners and to employers, is bound to affect their take-up and therefore their viability and longevity. The paper uses a comparative analysis of developments in the English and Australian systems in three key areas, using elements of public policy theory, to explain the factors affecting stakeholder acceptance of training policies. In particular, the paper focuses on the role of employers and the importance of employer acceptance to the successful implementation of vocational education and training (VET) policy.

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This study examines the nature of young people's learning experiences in the initial months of work. A small sample of 16 to 18 year old apprentices, trainees and 'junior' employees were interviewed about their attitudes to learning at work in their first year, and the areas or 'domains' where learning took place. Lastly, seven 'facilitating factors' are outined - those factors present which make it easier for young workers to learn across the full range of domains. Show less

This paper uses data from interviews with representatives of national and state organisations that have a policy interest in student-working in Australia. The interviewees included representatives from employer bodies and trade unions as well as government organisations. The data are used to discuss these stakeholders' perceptions of the main advantages and disadvantages of working by young full-time students and the ways in which organisations in the business and educational sectors have adapted their policies and practices for student-working. The analysis is then used to inform a discussion about whether this is a legitimate area for public policy formulation and if so, what principles might underpin such policy and what some policies might look like.

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This is an overview of a national research project which set out to evaluate the benefits, challenges and outcomes for all stakeholders of the delivery of vocational education and training (VET) qualifications delivered through work. It was undertaken through a study of Enterprise Registered Training Organisations (Enterprise RTOs), since they are the 'heaviest users' of nationally recognised training. Enterprise RTOs are companies and other organisations (such as government departments) which are registered as training providers to deliver qualifications to their own workers. The project had four research questions: What are the benefits and challenges for companies associated with training through their own Enterprise RTO? What are the benefits and challenges for workers associated with Enterprise RTOs? What is the equivalence of workplace-delivered qualifications among companies and with qualifications delivered in educational institutions? How do Enterprise RTOs help us to understand the extent and nature of an emerging, alternative employer-based VET system? The report explains, by phase, how the project was carried out and what was found in each phase. The appendices provide illustrative data from each phase. The final section of the main report presents some theoretical models developed and proposed from the research.

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One of the major aims of ‘training reform’ in Australian vocational education and training (VET) has been to increase participation rates in entry-level training through interventions in apprenticeship and traineeship policy. Policy changes, particularly those related to funding, at both national and State level, as well as other factors, have been instrumental in a large growth in numbers, particularly in traineeships, so that total participation is now over 400,000 (NCVER, 2003a). This makes Australia the ‘most apprenticed’ nation in the world per head of population (Walters, 2003). While some view this as desirable, others consider this large number to be an indication of lack of quality and lack of effective controls. This paper, reporting inter alia on discussions with those responsible for policy and implementation at national and State level and on analysis of apprenticeship and traineeship data, discusses the effects of the changes in funding regimes upon apprenticeship and traineeship participation, and draws some inferences both about quality and about the possible implications of the changes for perceptions of skill in the economy.

Published abstract.

The collection of refereed papers is indexed at TD/TNC 78.501. Available refereed papers are indexed from TD/TNC 78.502 to TD/TNC 78.518. The collections of non-refereed papers are indexed at TD/TNC 78.519 and TD/TNC 78.520. Available non-refereed papers are indexed from TD/TNC 78.521 to TD/TNC 78.556. Show less

This selection of highlights from the National Training Board's (NTB's) annual report contains information on: acronyms, the national training reform agenda; national goals; competency based training; the role op the NTB; outstanding issues; challenge for the NTB; standards; national registers; training guarantee; the Board and staff of the NTB; the year in prospect; competency standards and competency standards bodies. Show less