Apprenticeships Models

Introduction

As a part of Stuart’s Get Ready for Work placement at Apprenticeships in Scotland, he was asked to look at the different types of apprenticeship models and find out more out about them. He has done this and summarised them in the report. Stuart found it interesting to look at the mainland European models where they are really popular and supported, the model looks to spread further.    

 

Standard Model

The first model is where the employer decides to take on an apprentice to come into their workplace. The apprentice is employed by the employer where they work and learn on the job. The employer works with the training provider who provides the apprentice’s framework. The training provider reviews the apprentice’s progress and accesses it against the learning outcomes towards a vocational qualification. This model is the most commonly used across the UK and is used by apprenticeships in Scotland.

 

Apprenticeship Training Agencies

 

This model is great for small employers as the use apprenticeship training agencies (ATA) to host the apprenticeship. What the ATA does is source the apprentice and acts as the apprentice’s employer. The employer who is hosting the apprentice pays the ATA for the apprentice’s services. Reasons why a small employer would use an ATA are:

• They can not commit to the frame work
• Short-term restrictions on employee numbers
• Unsure about apprenticeships

If the employer is unable to provide some aspects of the apprenticeship they can be linked with other employers to allow the full frame work to be covered. For the employer the ATA will:

• Find the right apprentice for the employer
• They are responsibile for the wages, tax, national insurance, administration and performance management
• Supervision of the apprentice
• Provide links with training providers
• Support to employers and apprentices

Group Training Associations

Group training associations (GTAs) were set up to train on behalf of employers. A GTA is a training organisation governed by the employers who are subscripted to the group. Through collaborative membership they share knowledge, develop processes and systems of mutual benefit. GTAs were set up in response to common difficulties in attracting and training young people. They were original were small groups of firms in the same industry and in the same local area. GTA membership tends to be geographically specific and largely based on delivery of apprenticeships. A key difference between GTAs and other providers is that GTAs have membership. Having member is said to add accountability, immediate feedback and a sense of ownership over the GTA.

Swiss Apprenticeships  

Switzerland has one of the most successful apprenticeship systems in the world. The country regularly tops the result tables in international skills competitions. In Switzerland the unemployment rate of 7.5% compared to the United Kingdom’s 21.9%. In Switzerland apprenticeships are valued and successful route to take. In the UK the university education is widely seen as the only legit path to Professional careers, this is not the case in Switzerland. Around two thirds of young people do apprenticeships compared to 6% here. The Swiss model combines 3 days in the work place and 2 at vocational college. A big fear for employers in the UK in regards to apprenticeships is that the young person may leave at end and take all the skills they’ve enquired with them. However in Switzerland a standardised approach to training means all apprentices acquire similar skills and expertise, which means employers are more relaxed about the idea. Another difference is that in Swiss apprenticeships are generally seen as traineeship that may or may not lead job whereas here the National Apprenticeship Service stresses that an apprenticeship should be a job, and not a course or qualification. In Switzerland there is a collective responsibility felt by employers, educators and learners for the success of apprenticeships.

German Apprenticeships

In Germany nearly two thirds of school kids undertake apprenticeships. A quarter of employers provide apprenticeships. The German model emphasises a combination of theoretical training in the classroom and hands-on experience in the work place. This dual system where apprentices are structured training by the employer alongside the general and vocational education they receive. Training plans are different for different sectors but always deliver after close consultation between the employer, educators and government. The programme is drawing admiring glances because of Germany’s strong economy and its low youth unemployment. Meanwhile young people in the west are coming out of university with debt and dim job prospects. In Germany, finding employment without having completed an apprenticeship is almost impossible. One reason this model is so successful is that it has a school system to support it. Although this system is great there is little point in other countries following the model if there is no commercial demand for the skill being taught. For the apprenticeship to work for the young people, the businesses, committed to planning future products and investment into the workforce.