Apprenticeships can be seen as the ultimate in co-operation between TVET providers and industry as they are based on a combination of work and study. They provide appropriate skills for companies and also all-round occupational and generic skills, as well as providing a tried and tested means of moving young people into the full-time labour market. However there are many different actual and potential models of apprenticeship, which can be confusing for countries looking to begin or re-develop an apprenticeship system. This paper uses part of the work undertaken for a project funded by the International Labour Organization and the World Bank to compare and contrast apprenticeship systems in 11 countries, for the purpose of drawing out some principles of good practice. The project was undertaken to provide suggestions for the process of reform of the Indian apprenticeship system (Planning Commission 2009).
Personal Chair in Vocational Education and Training
University of Ballarat
School of Education and Arts
Issue 1, Issue 5
Field of expertise/main research projects:
Field of expertise/main research projects • apprenticeships and traineeships • competency-based training • training policy • the ‘school-to-work transition’ • delivery of qualification-based training in companies • vocational education and training (VET) practitioners. • students’ part-time working • higher education practice.