ERIC ED610621: The Next Steps for Apprenticeship. Cedefop Reference Series. No 118

2021·2.7 MB·English

by  ERIC

EN ISSN 2363-216X
The next steps
for apprenticeship

The next steps for
apprenticeship
Cedefop reference series 118
Luxembourg: Publications Office of the European Union, 2021
Please cite this publication as:
Cedefop/OECD (2021). The next steps for apprenticeship.
Luxembourg: Publications Office. Cedefop reference series;
No 118 http://data.europa.eu/doi/10.2801/085907
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authors and do not necessarily reflect the official views of Cedefop,
the European Union or the OECD or its member countries.
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ISBN: 978‐92‐896‐3086‐3 ISBN: 978‐92‐896‐3085‐6
ISSN: 1608-7089 ISSN: 2363-216X
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The European Centre for the Development of Vocational Training
(Cedefop) is the European Union’s reference centre for vocational
education and training, skills and qualifications. We provide information,
research, analyses and evidence on vocational education and training,
skills and qualifications for policy-making in the EU Member States.
Cedefop was originally established in 1975 by Council Regulation
(EEC) No 337/75. This decision was repealed in 2019
by Regulation (EU) 2019/128 establishing Cedefop
as a Union Agency with a renewed mandate.
Europe 123, 570 01 Thessaloniki (Pylea), GREECE
Postal address: Cedefop service post, 570 01 Thermi, GREECE
Tel. [phone], Fax [phone]
Email: [email protected]
www.cedefop.europa.eu
Jürgen Siebel, Executive Director
Barbara Dorn, Chair of the Management Board
The Organisation for Economic
Co-operation and Development (OECD) is an
international organisation, founded in 1960, that
works to build better policies for better lives.
2, rue André Pascal, 75016 Paris, FRANCE
Tel. [phone]
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Foreword
The Cedefop-OECD symposium on apprenticeship took place as recently as October 2019, but, in the
past few months, the world has changed in fundamental ways. The Covid-19 pandemic quickly be-
came the worst health emergency in a century. It is quickly turning into an economic crisis resembling
the Great Depression, with an unprecedented rapid rise in unemployment and underemployment, as
many workers remained idle during confinement and find it difficult to remain in full employment.
These are circumstances which make the subject of that autumn symposium, and this collection
of essays, all the more important. It was a key lesson from the great financial crisis of 2008 that young
people living in countries with strong systems of vocational education and training (VET) were far better
equipped to withstand steep rises in youth unemployment witnessed across Europe and the OECD
countries.
Effective apprenticeships must be attractive to learners, employers and to society. Young appren-
tices should be confident that the skills they are taught will be relevant to their long-term prospects
for high-quality jobs. For employers, apprenticeship should be a cost-effective means of ensuring new
recruits have the knowledge and skills they require. Where both learners and employers win from the
arrangement, so does society. Well-functioning apprenticeship programmes ensure that what young
people learn will match skills in demand, underpinning personal and national prosperity, with employ-
ers contributing to the costs of preparing the next generation of workers across broad occupational
sectors. It is through such balancing of interests, driven by strong social partnership, that millions of
young people can be protected from the worst consequences of the economic recession that lie ahead.
As we are now looking at an uncertain future, the relevance of this collection of essays on appren-
ticeship is clear. Deep economic crises often serve to accelerate changes in the labour market and the
underlying trends that shape them, such as automation and migration patterns. Effective vocational
training and skills systems can contribute to making sure these changes do not lead to further dispar-
ities but offer new opportunities by continually improving the learning experiences of young people,
enhancing equity while minimising costs.
The essays in this collection explore the megatrends that will continue to shape the labour market
and societies that we live and work in. Drawing on insights from world-leading scholars based in many
different countries, we are convinced that their insights will contribute to informing political decisions
which shape the futures of the current generation of learners.
Jürgen Siebel Stefano Scarpetta
Cedefop Executive Director Director, Employment,
Labour and Social Affairs, OECD
Acknowledgements
This publication was produced by the European Centre for the
Development of Vocational Training (Cedefop), Department for
learning and employability, under the supervision of Antonio
Ranieri, and the Organisation for Economic Cooperation and
Development (OECD), Centre for Skills, under the supervision
of Anthony Mann.
The publication originates from the first joint Cedefop/OECD
symposium on the next steps for apprenticeship that was held
in Paris on 8 October 2019. We would like to thank all the au-
thors of the papers included in this publication, many of which
had the chance to present their work during the symposium. We
would also like to acknowledge the contribution of the keynote
speakers: Stefano Scarpetta, Director for Employment, Labour
and Social Affairs at the OECD; Jürgen Siebel, Executive Di-
rector at Cedefop; Montserrat Gomendio, Head of the OECD
Centre for Skills, and Antonio Ranieri, Head of department for
learning and employability at Cedefop.
The contribution of the international and European Union
institution representatives participating in the event is also
acknowledged: Anthony Mann, senior policy analyst at the
OECD; Ramona David, expert at Cedefop; Norbert Schöbel,
team leader at DG Employment, Social Affairs and Inclusion in
the European Commission; Helmuth Zelloth, senior specialist in
VET policies and systems at the ETF; Ashwani Aggarwal, senior
specialist at the ILO; and Hélène Guiol, TVET project officer at
the Section of Youth, Literacy and Skills Development, UNE-
SCO. Jennifer Cannon and Charity Kome (OECD) and Anthie
Kyriakopoulou (Cedefop) are thanked for their effective organi-
sation of the Paris symposium.
Ramona David, Vlasis Korovilos and Lisa Rustico (Cedefop)
acted as editors of this publication.
Contents
Foreword 5
Contents 7
1. Introduction 12
1.1. The context 12
1.2. Next steps for apprenticeship 15
1.3. Conclusion 20
1.4. References 21
2. The future of apprenticeships in Europe: three scenarios 22
2.1. Introduction 22
2.2. The shape and purposes of apprenticeships in Europe 23
2.3. Firms engaging in formal education as a strategy for recruiting and developing skilled
employees 24
2.4. The future role of vocational education and training in European education systems 25
2.5. Three scenarios of apprenticeships 27
2.6. Conclusion 29
2.7. References 30
3. Apprenticeship training in Sweden 32
3.1. Introduction 32
3.2. Vocational training at upper secondary school level in Sweden 33
3.3. Conclusion 35
3.4. References 37
4. Shaping the relationship between vocational and academic education 39
4.1. Introduction 39
4.2. Socioeconomic trends 40
4.3. Potential implications for the future of apprenticeships 44
4.4. Conclusion 47
4.5. References 48
5. The development and implementation of a graduate apprenticeship programme 50
5.1. Introduction 50
5.2. Graduate apprenticeship birth 53
5.3. Graduate apprenticeship model 54
5.4. Infrastructure and support 56
5.5. Outcomes 57
5.6. Conclusion 57
5.7. References 58
6. Getting ready for new apprenticeship arrangements for a new world of work 59
6.1. Introduction 59
6.2. Background and literature 59
6.3. Evidence from company case studies 62
8 The next steps for apprenticeship
6.4. The potential role of apprenticeship intermediary organisations 64
6.5. Conclusion 65
6.6. References 66
7. Shared apprenticeships 69
7.1. Introduction 69
7.2. Examples from Europe and beyond 70
7.3. Grassroot examples in Flanders 71
7.4. Types and aspects of rotation 74
7.5. Potential benefits and issues 76
7.6. Conclusion 79
7.7. References 79
8. Innovative learning culture in apprenticeships 81
8.1. Introduction 81
8.2. The Case study design 85
8.3. How an innovative learning culture shapes apprenticeships 87
8.4. Conclusion 90
8.5. References 90
9. Digitalisation of apprenticeship in Germany 94
9.1. Introduction 94
9.2. Survey among German companies 95
9.3. Conclusion 102
9.4. References 104
10. Understanding creativity as an occupation-specific competence 106
10.1. Introduction 106
10.2. Defining creativity 107
10.3. Studying creativity in VET 107
10.4. Supporting creativity within workplace learning 109
10.5. Conclusion 112
10.6. References 112
11. Tensions and innovations in apprenticeships in England 115
11.1. Introduction 115
11.2. Literature review 116
11.3. Methodology 119
11.4. Indicative findings 119
11.5. Conclusion 121
11.6. References 121
12. Going for attractiveness and excellence 123
12.1. Introduction 123
12.2. Defining excellence in VET 124
12.3. From systemic innovation to professional skills 125
12.4. Conclusion 130
12.5. References 131