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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