Standardized curricula define the set of skills that must be trained within a training occupation and thus are a key regulatory element of apprenticeship systems. Although clear economic rationales support the usage of such curricula, they necessarily impose costs, especially on firms that train apprentices, but do not use the full set of skills…

In recent years Norway and Switzerland have introduced local training agencies (TAs), local intermediary organisations consisting of firms involved in apprentice training. In both countries, the starting point for the formation of the TA was roughly similar: enabling more firms to participate in apprentice training. Despite similar tasks, TAs have…

People often do not have sufficient time or resources to attend a training that could help them become successful or implement a career change. Community colleges require a lengthy and substantial time commitment away from work and family while attending class. To best help those with limited incomes gain necessary skills that can improve their…

This product provides a summary of the outcomes of apprentices and trainees aged 15 years or over who undertook an apprenticeship or traineeship during 2023. It includes those who completed their training (completers) and those who cancelled or withdrew (non-completers). The figures are derived from the National Student Outcomes Survey. The 2024…

Under the Saudi Vision 2030, the Ministry of Education (MoE) is responsible for educating Saudi Arabia's youth and preparing them for future employment. The recent expansion of higher education institutions in the Kingdom of Saudi Arabia both in terms of quantity and quality demonstrates the government's belief that higher education is critical to…

This publication provides a summary of the outcomes of apprentices and trainees aged 15 years or over who undertook an apprenticeship or traineeship during 2022. It includes those who completed an apprenticeship or traineeship (completers) and those who cancelled or withdrew (non-completers). The figures are derived from the 2023 National Student…

This publication is the fourth in a series of practical Cedefop skills anticipation guides for policymakers, analysts, and expert professionals. The three previous guides presented a rich mosaic of conventional and emerging methods for identifying technological change and its impact on skills. They assessed the merits and challenges of using…

This publication provides a summary of the outcomes of apprentices and trainees who completed an apprenticeship or traineeship during 2020. The figures are derived from the 2021 National Student Outcomes Survey. Information is presented on apprentices' and trainees' reasons for training, their employment outcomes, further study outcomes and…

This guide has been designed as part of a wider project to raise awareness of ways in which English for Speakers of Other Language (ESOL) learners can benefit from and progress to employment as an apprentice. It also illustrates how a focus on meeting ESOL learners' needs in the workplace can benefit employers and training providers. It is drawn…

In this second annual summary of the their work, the Investing in Community Initiative provides practical advice for community leaders and policymakers around four critical issues. First, how should local needs be defined? Chapter 1 argues that data about local economies can show whether communities are best served by creating new jobs,…

This is the technical report for "Apprenticeships Evaluation 2018-19 - Learners." It details how the survey of apprentices was sampled, conducted, weighted and analysed, and how this compares to the previous surveys. Four appendices are included in the report. [For the full report, see ED604913.]

This report presents the findings of the Apprenticeship Evaluation Learner Survey 2018- 19. The research is intended to help monitor key progress indicators and to help shape future development of the apprenticeship programme. Specifically, it covers individuals' motivations for undertaking their apprenticeship, their experience of the training…

The Wolf Report (2011) made clear that the proliferation of low-level vocational qualifications was in need of reform. It was thought that too many of these qualifications lacked substance, had little value in the jobs market and provided a weak platform for further development. Amongst the report's recommendations, which were largely accepted and…

Educating high school students for both college and career is difficult. Teaching trade skills seems alien to the academic culture. But new research indicates that soft skills are quite important to judgments of employability and that youth learn many soft skills in traditional academic subjects (e.g., literature). A focus on soft skills allows…

The Commission on Education and Employment Opportunities for Young People (Youth Commission) aims to find ways to improve education and employment opportunities for England's 16-24-year olds. Previous reports have analysed how challenges for this population vary across England, and how demographic and economic changes will alter the context for…