This paper investigates effective strategies for enhancing completion rates of apprentices and their retention after completing their training. The study was cross sectional and qualitative, involving semi‐structured interviews with managers and four focus groups involving current and completed apprentices from within the engineering sector. The findings revealed that the factors that can enhance intentions of completing an apprenticeship were perceived organisation support (POS) factors such as apprentice pay, recognition and employer support. Leader Member Exchange (LMX) factors such as support from trainers and supervisors, would increase their intentions to complete an apprenticeship and stay on with an organisation after training. The key Percieved Organisational Support factors that would enhance intentions to stay with the organisation after completion were post apprenticeship pay, career progression and challenging and interesting work. Participants with high Perceived Organisational Support and Leader-Member Exchange, had higher intentions of completing an apprenticeship and staying with the employer after completion and vice versa. This research added to the literature on apprenticeships as it analysed the factors influencing current and completed apprentices' intentions to discontinue or complete an apprenticeship and stay with or leave their employer after completion through the lens of social exchange theory (SET) (Blau, 1964). This is unlike previous studies that emphasised motivation theory. Social Exchange Theory was supported as both employers and apprentices weighed the costs and benefits of their relationship which impacted on their completion and retention choices. The implication of this study is that employers should develop effective strategies for enhancing completion and retention rates to reap the full benefits from apprenticeships.

The paper evaluates the readiness of apprenticeship systems to cope with five major developments affecting the future of work. The institution of apprenticeship has evolved over time in all countries, gradually adapting to changes in industrial processes, the economy, the labour market and education systems. This paper suggests, however, that recent changes in the economy and the labour market, and their concomitant effects on the likely future of work, have the potential to disrupt apprenticeship systems quite radically worldwide, and/or to make them less relevant in the 21st century. The paper draws on data from recent Australian and international research projects undertaken by the author, as well as the author's engagement in Australian government exercises to discuss the future of apprenticeships. The research found that adaptations of systems and processes were being undertaken at company level and by stakeholders such as trade union or employer peak bodies. They were less frequently apparent, however, in government policy. The paper analyses the data to produce a framework of readiness for 'future work', but also queries whether adaptation of apprenticeship systems is necessarily desirable in all instances. Although the presence of multiple stakeholders in the system has previously been viewed as a strength of the system, it can also make even minor changes difficult to implement. This could prove to be a major impediment to apprenticeship's future or could be a means of preserving its essential features.

This study is the first of a suite of projects aimed at understanding the value of [vocational education and training] VET delivered to secondary school students for their post-school employment and training destinations. Statistical analysis presents the quantity and type of VET programs undertaken by students in secondary schools, and a content analysis of selected training packages explores non-technical skills. The aim is to understand how VET can equip the students with the technical and non-technical skills to participate in an ever-changing world of work. It identifies the presence or absence of key non-technical skills within the content.

Several economic factors influence the availability of job openings and labor supply, including technological change and access to quality educational resources. One of the most important factors explaining the current disparity between available jobs and labor supply, however, has been the "skills gap," or the difference between the skills needed for occupations and the skills workers hold. To address the skills gap, economists and policymakers have proposed improving access to--and delivery of--job training and education. While workforce skills training is structured and delivered in different formats, it typically results in some type of credential to demonstrate completion and competency. Labor market data demonstrate that nondegree credentials--that is, certificates, licenses, or industry certifications other than an associate or bachelor's degree--add value to workers who hold them, providing them with greater earnings than those who do not possess such credentials. In some industries, the earnings premium for holding a credential is as high as the earnings premium for holding a college degree. These training programs are particularly useful because participating students are not tied to enrolling in credit-bearing programs, which usually have longer time requirements and course sequences and delay transition to the workforce. The longer time needed to complete a credit-bearing training program is particularly difficult for unemployed or low-wage workers who need enhanced earnings as quickly as possible. Nondegree credentials may be obtained through both postsecondary credit-bearing and noncredit education and training programs at a number of institutions. Given the increasing need to more effectively and quickly upskill workers for unfilled occupations, an emerging option is expanding noncredit skills training at community colleges. Community colleges are already at the forefront of noncredit skills training. The expansion of noncredit skills training at community colleges, and the factors influencing its efficacy and use, provides an important framework for policymakers to consider, especially in light of ongoing questions regarding college affordability and the return on investment of various postsecondary education alternatives.

This report takes stock of trends and progress in vocational education governance mechanisms in 23 countries of Central Asia, Eastern Europe, South Eastern Europe and Turkey, and the Southern and Eastern Mediterranean, with a view to informing policy development and providing a tool to help modernise vocational education country systems.

A landmark report making the case for building on the success of apprenticeships by refocusing the programme on young people and those new to their occupation, broadening the training, preparing young people better to compete for these opportunities and driving the system on quality not quantity. The Edge Foundation brings together compelling international, historical, education and economic evidence to support the need for broader, higher quality apprenticeships focused on young people.

Attracting women and girls to STEM and providing an environment for them to thrive and progress is a shared responsibility of government, academia, the education system, industry, and the community. The Women in STEM Decadal Plan, developed by the Australian Academy of Science in collaboration with the Australian Academy of Technology and Engineering, offers a vision and opportunities to 2030 to guide stakeholders as they identify and implement specific actions they must take to build the strongest STEM workforce possible to support Australia’s prosperity. The opportunity to achieve a transformative, systematic and sustained change in Australia’s STEM sector begins with this plan.

Learning and skills contribute to economic growth both directly, by improving the skills base available to employers, and indirectly, by underpinning the five foundations of productivity identified by the government: ideas, people, infrastructure, business environment, and places. This is the case for all levels of learning from basic skills to degree level -- research clearly shows earnings, employment and productivity gains for each level of learning. Skills also contribute to social justice, helping to improve social mobility (the extent to which an individual's life chances do or do not depend on their family background) and reduce inequality (the gap between rich and poor). Gaining basic skills helps people access opportunities, and widening access to higher education also opens up new career opportunities. However, the UK's skills base has long lagged that of comparator countries, holding back economic growth and social justice. Nine million people in England lack functional literacy and/or numeracy, and a higher proportion of people have low skills compared to other countries, leaving the UK mid-table at best in the international rankings. This is the result of cuts in public funding for adult skills, alongside falling employer investment in skills. This report shows that the UK is on track to fall further back in the international league tables by 2030. Its qualification profile is projected to improve, but this would still fail to match other countries' rates of improvement. The status quo is not good enough and will hold back economic growth and social justice. This report analyses the potential impact for the UK of a higher ambition based on: (1) Increasing the proportion of people with functional literacy and numeracy to 90% by 2030; (2) Increasing the proportion of people with medium qualifications with a greater focus on Level 3 qualifications. This would mean by 2030 20% and 30% of people have Level 2 and 3 qualifications respectively; and (3) Maintaining the expected rate of progress in high qualifications, so that by 2030 43% of people have Level 4 qualifications or higher. Achieving this scenario would boost the UK economy by £20 billion per year and support an additional 200,000 people into work, along with significant taxpayer savings. It would also improve social justice by widening opportunity and making sure that more people have the fundamental skills and capabilities increasingly needed for economic and social inclusion, as well as bringing wider benefits to health, wellbeing and civic engagement. Ultimately the UK's future prosperity and fairness relies on high quality learning and skills.

Skills and training are devolved policy areas. This Briefing Paper covers apprenticeships in England. Sources of information on apprenticeships in Scotland, Wales and Northern Ireland are included in Section 3, Useful Sources. This paper covers policy developments from 2015 onwards.