DOCSLIB.ORG

A Comparative Analysis of National Apprenticeship Systemspdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Comparative Analysis of National Apprenticeship Systemspdf Copyright © 2013 International Labour Organization, International Bank for Reconstruction and Development/ The World Bank First published 2013 Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyright Convention. Nevertheless, short excerpts from them may be reproduced without authorization, on condition that the source is indicated. For rights of reproduction or translation, application should be made to ILO Publishing (Rights and Licensing), International Labour Office, CH-1211 Geneva 22, Switzerland, or by email: [email protected]. The ILO and The World Bank welcome such applications. Libraries, institutions and other users registered with reproduction rights organizations may make copies in accordance with the licences issued to them for this purpose. Visit www.ifrro.org to find the reproduction rights organization in your country. The findings, interpretations, and conclusions expressed in this publication do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. Publication of this work does not constitute an endorsement by the International Labour Office of the opinions expressed therein. The World Bank and the ILO do not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank or the ILO concerning the legal status of any territory or the endorsement or acceptance of such boundaries. ILO publications can be obtained through major booksellers or ILO local offices in many countries, or direct from ILO Publications, International Labour Office, CH-1211 Geneva 22, Switzerland. Catalogues or lists of new publications are available free of charge from the above address, or by email: [email protected] ILO Cataloguing in Publication Data Smith, Erica; Kemmis, Ros Brennan Towards a model apprenticeship framework: a comparative analysis of national apprenticeship systems/by Erica Smith and Ros Brennan Kemmis; International Labour Office; ILO DWT for South Asia and ILO Country Office for India; The World Bank - New Delhi: ILO, 2013. ISBN: 9789221279211 (print) ISBN: 9789221279228 (web pdf) International Labour Office; ILO DWT for South Asia and ILO Country Office for India; World Bank apprenticeship/ training system/vocational training/case study/Australia/Canada/Egypt/France/Germany/India/Indonesia/ South Africa R/Turkey/UK/USA Visit our website: www.ilo.org/publns Printed in New Delhi CONTENTS Foreword v Acknowledgements vii Introduction 1 Part 1: Cross-case Analysis of Country Case Studies 3 Part 2: Framework for a Model Apprenticeship System 29 Part 3: Country Case Studies 39 Australia 41 Canada 52 Egypt 63 England 70 France 81 Germany 92 India 102 Indonesia 108 South Africa 116 Turkey 127 United States 138 CONTENTS iii FOREWORD n 2012, the G20 Labor and Employment Ministers gave significant attention to apprenticeships and called for Isharing of experience in the design and implementation of apprenticeship programs. This high level international interest was also reflected in discussions of tripartite constituents at the 2012 International Labour Conference’s committee on youth employment, which called for the promotion of quality apprenticeships, including in developing countries. In this context, the ILO and World Bank in 2012 jointly conducted a study to review international experience in apprenticeships and identify good practice principles based on the cross-country analysis. This report contains case studies on eleven countries’ apprenticeship systems, a cross-case analysis and the development of a framework for a model apprenticeship system. The countries chosen reflect a mix of developed and developing countries, with apprenticeship systems of differing stages of maturity. The country case studies further confirm that better and more broadly available apprenticeships can reduce youth unemployment and poverty when combined with national efforts to spur job growth. The evidence and lessons drawn from their experience provide both motivation and practical recommendations for making apprenticeship a more attractive and a more efficient pathway to productive and decent jobs for more young people. We commend this report to you as an example of high-quality technical inputs on skills policy and evidence of effective collaboration between our two organisations. Christine Evans-Klock Amit Dar Director, Skills and Employability Department Education Sector Manager South Asia Human Development Department International Labour Organization, Geneva The World Bank, Washington FOREWORD v ACKNOWLEDGEMENTS COUNTRY EXP E RTS The team of country experts, who wrote the case studies and provided comments on the cross-case analysis and the model apprenticeship framework were Salim Akoojee, AbouBakr Abdeen Badawi, Ludger Deitmer, M’Hamed Dif, Robert Lerman, Linda Miller, Bibhuti Roy, Andreas Saniter, Nicolas Serriere, Özlem Ünlühisarcıklı EXP E RT VALIDATORS The following experts (including senior academics and senior government officials), who provided comments and other input to the country experts’ case studies: Damian Oliver and Daniel Owen (Australia); Catherine Scott, Dean Rogers and Benoit Cadieux (Canada); Mahmoud Abo Elnasr (Egypt); Richard Marsh and Lorna Unwin (England); Staff of the CFA, INSEA-ITII, and CFAU- Strasbourg (France); Cem Kirazoglu, Ersin Artantas and Hasan Deniz DIken (Turkey); and Robert Glover (USA). Tec HNI C AL GUIDAN ce Mr Nalin Jena, The World Bank Dr Paul Comyn, International Labour Organization; and Ms Anjana Chellani, International Labour Organization. ACKNOWLEDGEMENTS vii INTRODUCTION his report is based on eleven country case studies of countries’ apprenticeship systems written by people who Tnational apprenticeship systems. To assist the reader were, in almost every instance, embedded within those with limited time, the analysis and framework for a model countries and therefore had a deep understanding of apprenticeship system are presented first in the report, the culture, politics and economics of the countries as with the country case studies at the end. well as the apprenticeship systems. It is well-recognized that apprenticeship systems need to grow from countries’ The eleven countries, in alphabetical order, are: national economic and cultural contexts and cannot be transplanted from one country as complete entities Australia to another. Canada Egypt The second purpose was to obtain targeted information about key features and trends that could be used to England develop a model apprenticeship system. The choice France of countries was partly guided by the preference of the funding body, and partly proposed as a purposive Germany sampling that would include representatives – both from India countries with more developed economies, as well as those with less developed ones. Indonesia South Africa TYPOLOGY OF MORE DEVELOPED AND LESS DEVELOPED ECONOMIES Turkey More Australia, Canada, England, France, United States developed Germany, United States Less developed Egypt, Indonesia, India, South Africa, Turkey COUNTRY CAS E STUDY ME THOD Eleven country experts were engaged – one undertaking As the purpose of the overall project was to develop two case study reports – and one case study being co- recommendations for the Indian system, a case study of authored. The purpose of the country case studies was – India itself was included to enable initial comparisons in first, to obtain accurate and current information about the early stages of the project. INTRODUCTION 1 The case studies were written in mid-2012. Each country Analysis of apprenticeships in the International expert was provided with a defined structure comprising Encyclopedia of Education (Smith, 2010). a number of headings and sub-headings, to ensure The cross-country analysis in the European that major identified issues were addressed, and that Commission report on apprenticeship supply comparison among countries was made easier. Case (European Commission, 2012). study writers were requested to undertake the following quality and accuracy checks with expert validators: An apprenticeship life-cycle model developed in an Australian study (Smith, Comyn, Brennan Kemmis Interview a government official of reasonable and Smith, 2009) to describe the progression seniority before finalizing their case study and through an apprenticeship for the individual include information gained from that interview in apprentice. the case study. The authors of the cross-case analysis worked with the Have their case study report peer-reviewed by an expert academic from a different institution within country case studies to draw out characteristics and trends on the range of different systems’ features, and their country. examples of good practice. A matrix was developed from the authors’ responses to a section on issue, ANALYSIS ME THOD strengths, weaknesses and learning from policy developments. A cross-case analysis was undertaken to draw out the key features of these case studies as a preliminary step to identifying recommendations and principles for a MOD E L APPR E NTI ce SHIP SYST em model apprenticeship system that might inform the further ME THOD development of India’s apprenticeship system. The authors worked with the data to produce further For the cross-case analysis the following guidelines were analysis to create a model apprenticeship framework. This framework consisted
Load more

Recommended publications
  • Gap Year Guide What Is It and Is It Right for Me?
    Gap Year Guide What is it and is it right for me? What is a Gap Year? An intentional period of time between high school graduation and starting college for a student to learn more about their interests, values and what they would like for their future. A structured opportunity for high-quality experiences such as an internship, traveling, and volunteer efforts like Americorps, CityYear, and Global Citizen Year. There is a full intent for the student to start college a year (or semester) after graduating from high school. It is NOT working a standard job in the community, playing video games, “hanging out,” or living with parents. Is working in my community for a year considered a gap year? Usually not. Taking a year break between high school and college to work a job that does not require a college degree is called “delayed enrollment” and it usually derails a student’s educational pursuits. How might a year off impact me? There are countless stories of students who intended to go to college after a “year off,” and never did, or took many years off. Working a minimum wage job while living with parents is not a different enough experience to add to your personal growth. Like many in this situation, you could end up in a low-wage unskilled job and get stuck in an earning-money and paying bills cycle. However, a true gap-year program (like CityYear, Americorps, or Global Citizen Year) could add tremendous experiences and skills that will help you better know yourself and learn what you’d like to do (or not do) with your life.
    [Show full text]
  • What You Need to Know About the Gap Year Experience
    TIME OUT What You Need to Know About the Gap Year Experience by Jeremy Neidens TRADITIONALLY IN AMERICA the trend was to graduate high Frequently asked questions about a gap year school, have summer break, and immediately transition straight into the fWhat is a gap year? A gap year is a period of time when students college world. During the 1960s a wave of students with a new mindset take a break from formal education to travel, volunteer, study, intern, started questioning whether they really had to follow tradition and go work, perform research, or, any combination of these activities. A gap straight into more schooling. These students were interested in pursu- year can also be called an interim year, deferring college, or taking ing passions, traveling, volunteering, and giving back to the world. They time out. Students who take a gap are also known as gappers. sought to experience a period of self-discovery and unwind after twelve fWhen is the best time to take a gap year? Most students take a gap years of sitting in a classroom. These early pioneers started a movement between the end of high school and the beginning of college. Some known now as the “gap year.” Contrary to what some parents might fear, take time over summer vacation or even a semester off. Some take most gap-year students return home to attend college and complete their time off during college. Others go after college, but before entering degree. And students who take a gap year are more likely to complete graduate school or starting a career.
    [Show full text]
  • 25 YEARS of LSAY Research from the Longitudinal Surveys of Australian Youth
    Department of Education, Skills and Employment 25 YEARS OF LSAY Research from the Longitudinal Surveys of Australian Youth Edited by Cameron Forrest and Charotte Scobie, NCVER Acknowledgments We thank the authors who agreed to summarise their research into chapters for this publication: Alison Anlezark Manager Advancement Services, University of Adelaide Dr Jenny Chesters Lecturer/Research Fellow, MSGE, The University of Melbourne Dr Chesters’ research interests include: inequality in educational attainment according to socioeconomic status, transitions between education and employment throughout the life course, and social stratification. Emerick Chew Data Analyst, National Surveys, National Centre for Vocational Education Research Dr Grant Cooper Lecturer, School of Education, RMIT Dr David D Curtis Principal, Transforming Education (Australia) and Associate Professor (Adjunct) College of Education Psychology & Social Work, Flinders University https://www.flinders.edu.au/people/david.curtis Adjunct Professor Tom Karmel Future of Employment and Skills research centre, University of Adelaide Research interest: the link between education and the labour market. Dr Helen Law Postdoctoral researcher, Department of Sociology, University of Tübingen Dr Helen Law is a postdoctoral researcher in the Department of Sociology at the University of Tübingen. She is a recipient of the Marie Skłodowska-Curie Actions Individual Fellowship from the European Commission. She completed her PhD in sociology at the Australian National University. Her research
    [Show full text]
  • Stepping Off the Conveyor Belt: Gap Year Effects on the First Year
    Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience Author: Lori Ilene Tenser Persistent link: http://hdl.handle.net/2345/bc-ir:104364 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2015 Copyright is held by the author. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (http:// creativecommons.org/licenses/by-nc-nd/4.0). Boston College Lynch School of Education Department of Educational Leadership and Higher Education Program in Higher Education STEPPING OFF THE CONVEYOR BELT: GAP YEAR EFFECTS ON THE FIRST-YEAR COLLEGE EXPERIENCE Dissertation by LORI I. TENSER Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2015 © Copyright by Lori I. Tenser 2015 STEPPING OFF THE CONVEYOR BELT: GAP YEAR EFFECTS ON THE FIRST-YEAR COLLEGE EXPERIENCE by Lori I. Tenser Karen Arnold, Dissertation Chair ABSTRACT Taking a gap year between high school and college has become more common in the United States in recent years, yet little research attempts to describe or analyze the experience of the students who arrive on college campuses after such a year out. This qualitative study followed 12 first-year students attending highly-selective private institutions in the northeastern U.S. as they experienced the transitions from high school to gap year to college. With varying levels of family support and high levels of personal motivation, the students participated in a wide range of gap-year endeavors. The findings indicate that students were heavily influenced by their encounters during the gap year, leading to strong evidence of self-authorship among the participants, which in turn shaped the way students pursued their goals when they arrived at college.
    [Show full text]
  • The Gap Year: Survey Data & Results Survey Conducted by Hostelworld September 2016
    The Gap Year: Survey Data & Results Survey Conducted by Hostelworld September 2016 General Findings ● 25.93 percent of survey respondents have taken a gap year, while 74.07 percent have not. ​ ​ ​ ● Of those who have taken a gap year, 35.91 percent took their gap year when they were 30 or ​ ​ older. Only 5.02 percent report taking a gap year during high school. Over half (59.85 percent) of ​ ​ ​ ​ all respondents who took a gap year did so after college. ● The majority (39.77 percent) of those who have taken a gap year did so for personal reasons. An ​ ​ additional 33.20 percent sighted “other” reasons, including illness, family care and unemployment. ​ ​ Only 10.42 percent of those who have taken a gap year took time off to travel. ​ ​ ● The majority (39 percent) of those who have taken a gap year spent that time at home. 26.64 ​ ​ ​ percent spent that time working and 14.29 percent spent time traveling — either long term or short ​ term. ● Those who spent time traveling during their gap year cited the following as top benefits: I learned about other places / people / cultures (83.33 percent), I had new experiences (80.56 percent), I ​ ​ ​ ​ learned about myself (66.67 percent), I met new people / made new friends (61.11 percent), I was ​ ​ ​ ​ creatively inspired (50 percent), I came back better prepared for school / work (44.44 percent). ​ ​ ​ ​ ● Of those who have not taken a gap year, only 26.48 percent have taken a one-to-six-month break ​ ​ away from school or work. Of those that did take extended time off, 55.12 percent cited “other” ​ ​ reasons for doing so, including maternity leave, raising a family and illness.
    [Show full text]
  • Considering a Gap Year Due to COVID-19?
    Benefits of a Gap Year: Considering A Gap ► If you are employed you can gain work experience, possibly Year Due To COVID-19? in the career field you are interested in pursuing. “A gap year” is the term for when you take one ► If you can volunteer, you can year off between high school graduation and gain experience in community post-high school (or postsecondary) enrollment. service and explore career fields and interests. It can also Students who take a gap year typically may use strengthen a college application. this time to volunteer, work, or travel. ► Both employment and volunteering can help you The COVID-19 pandemic has affected the workforce, colleges and strengthen soft skills like training programs, and family finances. Faced with uncertainty about teamwork, problem solving, the future, you may be exploring the possibility of taking a gap year or communication skills, and time postponing your college or career education after high school. Typical management. gap year activities may not be realistic during this period. ► This time is an opportunity For current high school seniors, here is what you need to know about to explore options and interests taking a gap year or deferring enrollment. before having to commit to a college major or training Gap Year Options program. Deferred Enrollment “Deferred enrollment” is the ability, process, and procedure to postpone Challenges of a Gap Year: starting classes for a semester or a year at the college that you have selected. This process will vary by school or program. Traditionally, some ► Students who choose to delay schools will review and approve the request on a case by case basis, are at considerable risk of not while some approvals are automatic.
    [Show full text]
  • TAKING a GAP YEAR DEFINITION of a GAP YEAR: a Temporary Position (1 – 3 Years) Between College and Graduate School Or a Full T
    401 Academy Street Monday-Friday 8 am to 5 pm Phone: 302-831-2392 http://www.udel.edu/CSC TAKING A GAP YEAR DEFINITION OF A GAP YEAR: a temporary position (1 – 3 years) between college and graduate school or a full time job. Many students are interested in “taking a year off” before buckling down to a “serious” job or graduate school. These temporary “in-the-meantime” jobs can provide experience, direction, emotional and cognitive growth, and satisfy curiosity about the real world. GENERAL RESOURCES Idealist www.idealist.org ServeNet www.servenet.org One Small Planet www.onesmallplanet.com The Gap Year www.gapyear.com BOOKS IN THE CAREER LIBRARY Short-Term Adventures (EXR 83) Taking a Gap Year (EXR 119) Gap Years for Grown Ups (EXR 120) The Gap Year Guidebook 2009 (EXR 121) Service/Volunteer AmeriCorps: www.americorps.org: National, State, NCCC, VISTA, network under the Corporation for National and Community Service, all different types of service Public Allies: www.publicallies.org; full time paid apprenticeships in non-profit organizations to lead positive community change Teach for America: www.teachforamerica.org, non profit organization designed to diminish the academic achievement gap between students of different economic backgrounds, teaching term is typically 2 years Peace Corps: www.peacecorps.org; advocates friendship and world peace in developing countries City Year: www.cityyear.org, 10 months of full time community service to a specific community or area United Nations Volunteers: www.unv.org; volunteers to directly support
    [Show full text]
  • Journey Across a Century of Women
    A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Goldin, Claudia Dale Article Journey across a Century of Women NBER Reporter Provided in Cooperation with: National Bureau of Economic Research (NBER), Cambridge, Mass. Suggested Citation: Goldin, Claudia Dale (2020) : Journey across a Century of Women, NBER Reporter, ISSN 0276-119X, National Bureau of Economic Research (NBER), Cambridge, MA, Iss. 3, pp. 1-7 This Version is available at: http://hdl.handle.net/10419/234009 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte.
    [Show full text]
  • INTERROGATING EARLY SCHOOL LEAVING, YOUTH UNEMPLOYMENT and NEETS Understanding Local Contexts in Two English Regions
    INTERROGATING EARLY SCHOOL LEAVING, YOUTH UNEMPLOYMENT AND NEETS Understanding local contexts in two English regions Louise Ryan* & Magdolna Lo´´rinc* Abstract: In England, early school leaving is not part of the official policy discourse; the focus instead is on reducing youth unemployment and the number of young people not in education, employment or training (NEET). The overall aim of this paper is to examine the key issues at stake in the changing policy landscape relating to education and youth unemployment in England, and to explore the chal- lenges facing young people in the context of localised socio-economic factors. Drawing on the aca- demic literature, official statistics and qualitative data from our fieldwork in two English regions, we explore the differences between the concepts of ESL, NEETs and youth unemployment and interro- gate the efficacy of these terms to capture vulnerability patterns in youth transitions. In addition, the paper argues that educational policies and outcomes need to be understood in relation to economic opportunity structures not just nationally but also at regional levels. Our data suggests that although educational attainment has a positive impact on labour market outcomes, it is unlikely that education policy initiatives alone will solve the issue of large-scale youth unemployment. Keywords: early school leaving, NEET, youth unemployment, England, regional differences 4 5 - 3 3 , S’INTERROGER SUR LA DÉSCOLARISATION PRÉCOCE, LE CHOMAGE DES JEUNES ADULTES ET NEET: 5 1 0 2 COMPRENDRE LES CONTEXTES LOCAUX DANS DEUX RÉGIONS ANGLAISES , 5 4 º Résumé: En Angleterre, la déscolarisation précoce des jeunes adultes ne fait pas partie du discours n , s a r politique officiel; l’attention se portant plus sur la réduction du chômage des jeunes et sur la réduc- u t l u tion du nombre de jeunes sortis du processus d’éducation, de formation et d’accès à l’emploi (NEET).
    [Show full text]
  • Youth Unemployment Youth Unemployment: the Crisis We Cannot Afford
    The ACEVO Commission on Youth Unemployment Youth unemployment: the crisis we cannot afford Supported by ACEVO 1 New Oxford Street London WC1A 1NU Tel: 020 7280 4960 Fax: 020 7280 4989 [email protected] www.acevo.org.uk Published by ACEVO Copyright © 2012 ACEVO All rights reserved. The contents of this guide may be reproduced free of charge in any format or medium, provided that it is reproduced accurately and not used in a misleading context. The material must be acknowledged as ACEVO copyright and the title of the publication specified. While all reasonable care has been taken in preparing this publication, the publishers cannot assume any responsibility for any errors or omissions. Contents 3 Preface 4 Executive summary 8 About this report 11 Chapter One The imperative to act 21 Chapter Two The current crisis and the structural problem 29 Chapter Three The immediate shortage of jobs 35 Chapter Four Preparation for work 45 Chapter Five The transition from education to work 55 Chapter Six Support in the labour market 65 Chapter Seven Making it happen: vision and ownership 73 Chapter Eight How do we pay for it? 78 Annex A The cost of youth unemployment Lindsey Macmillan, University of Bristol 94 Annex B Mapping youth unemployment across Britain Eleanor Carter, University of Sheffield 101 Annex C Beyond school-leaving age: the first five years Paolo Lucchino and Richard Dorsett, NIESR 111 Annex D The NEET population in the UK Jack Britton, University of Bristol Contents Youth unemployment: the crisis we cannot afford 1 2 Youth unemployment: the crisis we cannot afford Preface Rt.
    [Show full text]
  • Accreditation of Vocational Learning Outcomes: Perspectives for a European Transfer
    Tutschner, Roland [Hrsg.]; Wittig, Wolfgang [Hrsg.]; Rami, Justin [Hrsg.] Accreditation of Vocational Learning Outcomes: Perspectives for a European Transfer Bremen : Institut Technik und Bildung 2009, 136 S. - (ITB-Forschungsberichte; 43) Empfohlene Zitierung/ Suggested Citation: Tutschner, Roland [Hrsg.]; Wittig, Wolfgang [Hrsg.]; Rami, Justin [Hrsg.]: Accreditation of Vocational Learning Outcomes: Perspectives for a European Transfer. Bremen : Institut Technik und Bildung 2009, 136 S. - (ITB-Forschungsberichte; 43) - URN: urn:nbn:de:0111-opus-87062 Nutzungsbedingungen Terms of use Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und We grant a non-exclusive, non-transferable, individual and limited right to beschränktes Recht auf Nutzung dieses Dokuments. Dieses Dokument ist using this document. ausschließlich für den persönlichen, nicht-kommerziellen Gebrauch bestimmt. This document is solely intended for your personal, non-commercial use. Use Die Nutzung stellt keine Übertragung des Eigentumsrechts an diesem of this document does not include any transfer of property rights and it is Dokument dar und gilt vorbehaltlich der folgenden Einschränkungen: Auf conditional to the following limitations: All of the copies of this documents must sämtlichen Kopien dieses Dokuments müssen alle Urheberrechtshinweise und retain all copyright information and other information regarding legal sonstigen Hinweise auf gesetzlichen Schutz beibehalten werden. Sie dürfen protection. You are not allowed to alter this document in any way, to copy it for dieses Dokument nicht in irgendeiner Weise abändern, noch dürfen Sie dieses public or commercial purposes, to exhibit the document in public, to perform, Dokument für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich distribute or otherwise use the document in public. ausstellen, aufführen, vertreiben oder anderweitig nutzen.
    [Show full text]
  • Gap Year Brochure
    make lifelong friends, in depth cultural With over 200 projects understanding and the knowledge that in 26 destinations as you have travelled you have given worldwide, why not back to communities along the way. become a responsible traveller and build Gap Year volunteering into your gap year plans? What do people mean when they talk about taking a gap year? It's a phrase that's often used, but can mean different things to different people. Whether you are interested in wildlife Gap year can mean taking any and conservation, community extended time out of work or studies, or development, working with children, taking a break between school and sports initiatives or getting your hands college, college and work or between dirty on a building project, we can tailor jobs. the gap year to suit your skills, passions and interests. You can share your Basically it's your chance to do experiences and knowledge to help something a little different from the build the capacity of sustainable grass norm, gain life experience, expand your roots projects globally whilst having a horizons and CV/Resume while sharing great adventure. your own skills and passions with local communities. It can be exactly what Our gap year programs are flexible to you make it. suit your travel needs and personal schedule, so challenge yourself today As a gap year traveller, the world is your and do something different with your oyster. Whether you want to travel for time out. 3 months, 6 months or a whole year, Kaya can provide you with great gap year ideas, for a once in a lifetime opportunity.
    [Show full text]