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Apprenticeships have been one of the foci of the latest policy reforms in vocational education in England. Fundamental changes have been introduced in the last few years, in order to raise the quality and quantity of apprenticeships, and hence support the UK economy with skilled workers. These changes impact on all stakeholders, including employers, learners, training providers, and awarding bodies. These changes include the setting up of the Institute for Apprenticeships, developing new apprenticeship standards and the introduction of the apprenticeship levy. These represent individually considerable changes let alone all together at once. This paper will examine the expected and unexpected outcomes of the reforms by analysing publically available policy documents and latest research reports. Some findings include, for example, that employers have welcomed the opportunity to develop new apprenticeship standards and end point assessment requirements. However, representation of smaller businesses is highly questionable and apprenticeship standards are seen as narrow and too occupational focused. The introduction of the apprenticeship levy has negatively impacted on the number of apprenticeship starts.

Published abstract.

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Digitalisation is regarded to have an extensive impact on apprenticeships. This paper seeks to discuss apprenticeship in the digital age. Two perspectives are provided: First topical concerns regarding the learning opportunities in the workplace and in schools. Second, the paper argues that digitalisation can be studied at the level of educational practice, asking how [vocational education and training] VET providers react upon digitalisation by innovating their training practices. Digitalisation challenges the traditional living apart of workplace and schools. Thus, the transformation of apprenticeships is a chance for further development.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 151.801. Show less

In 2015, the Commonwealth of Australia instituted new governance arrangements for curriculum development across its Vocational Education and Training (VET) sector. This paper outlines Council of Australian Governments (COAG) changes to the governance and operating model for validating nationally recognised training packages (the curriculum units taught through apprenticeship programs), leading to the establishment of the Australian Industry and Skills Committee (AISC). This case study outlines the governmental reform process preceding the AISC's formation, and reviews the impact of the AISC's operational and validation model in the development, approval and implementation of new training packages in Australia.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 151.801. Show less

The article compares several in-company cases to study the relationship between the quality of an apprenticeship and the influence of the work environment. This in order to find out which kind of conditions of the work and learning environment have an positive influence on the quality of an apprenticeship. To get informed statements on the quality of training processes within the company learning environment the responsible trainers are interviewed. In the last chapter the cases are analysed to identify key lessons for an quality oriented apprenticeship.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 151.801. Show less

This paper seeks to examine the teaching or Business Process Re-engineering (BPR) in an online [Bachelor of Arts] BA Honours in Insurance Practice Apprenticeship programme and how students applied this learning within a real life industry setting. By adopting a learning by doing approach to BPR this research highlights the unique position students of an apprenticeship programme have to practically apply techniques learned in class in industry to bridge the theory practice gap. This collaborative partnership pedagogy between the employer and a higher education institute ensured engagement because of the mutual benefits to both parties. At the end of the process students summarised their learning experience in an online forum highlighting their learning journey, the specific skills and challenges that they met along the way. By analysing and reengineering a real business process students became aware of the complexity and skills required to implement a BPR.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 151.801. Show less

The research provides an inspection of the vocational teacher education in Ukraine. On the basis of the analysis of curricula and study programs for future vocational and commercial teachers from the websites of Ukrainian universities, four models were identified, each of them having its own educational goals and learning outcomes. Such diversity is caused by different factors, the rnain of them is the absence of uniform standards to qualification of vocational teachers and of a clear holistic concept of vocational teacher education. The diversity of vocational teacher education models influences negatively the future professional development of graduates, who receive education, which only partially meets the needs of the [vocational education and training] VET system.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 151.801. Show less

The paper presumes that a major reason for the twofold lack of social standing of vocational teacher education existing in Ukraine consists of a strong orientation to towards the meritocratic logic, leading to a substantial disregard of vocational education and training (VET) and vocational teacher education. The first part of the study focusses on the relationship between meritocracy and VET respective vocational teacher education in general, which has not been analyzed sufficiently until today. The method applied is designing an ideal type of meritocratic society based on country analyses and existing theories applicable. In the second part, the ideal type is related to the specific Ukrainian case aiming on identifying the differences between the ideal type and the real type. The project is introduced as a research draft, results are not available yet.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 151.801. Show less

In order to enable as many young people with different educational conditions and levels of performance to succeed from school to further education, we need data from the authentic perspective of companies that refer to specific occupations and specific areas of education. The main purpose of the presented survey is to provide data and information out of the authentic view of enterprises in different areas of occupation about needed competences and skills in specific professions. The purpose of this study is not to copy a concept like 'Ausbildungsreife', the results should give support for students, teachers, parents, trainers in companies, entrepreneurs used as a tool within a comprehensive occupational orientation and career development process to support smooth transition processes from school into world of [vocational education and training] VET into companies and labour market.

Excerpt from publication.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 151.801. Show less

Occupation status, perception of workplace training and occupational identity are measured with 724 Chinese vocational students by qualified instruments. Results of the structural equation model indicate that occupational status and workplace training all influence students occupational identity, while the quality of workplace training has greater influence compared with occupational status, which challenges conventional Chinese views on occupational status and illustrates the importance of workplace training.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 151.801. Show less

Dual Systems like the Swiss initial vocational education and training (IVET) entail both a school- and a workplace-based learning. The connections between these two learning locations in terms of transfer of knowledge can contribute to IVET quality. This study focused on how these connections are perceived by retail and technical apprentices (N=320). Their answers to six open-ended questions about their perception of quality at school and at the training company were analyzed in an inductive and a deductive way. Results show that, overall, apprentices perceived the connections between learning at school and at the training company as good and effective. However, some apprentices - especially from the technical occupations - perceived that what they learned at school is not useful and aligned with their learning at the training company. The results are interpreted as reflecting a superficial and utilitarian conception of knowledge acquisition.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 151.801. Show less