Seven Questions about Apprenticeships

Answers from International Experience

image of Seven Questions about Apprenticeships

After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.

It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?

The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.

English French, German


Apprentices and apprenticeship gwraduates in the Survey of Adult Skills (PIAAC)

Current apprentices are defined as currently studying in upper-secondary education or short post-secondary programmes (at ISCED level 3 longer than two years, or ISCED 4C) and defining themselves as apprentices or holding an apprentice contract. Variables C_Q07 and D_Q09 from the background questionnaire for the Survey of Adult Skills, a product of the Programme for the International Assessment of Adult Competencies (PIAAC), were used to identify current apprentices. As these variables do not distinguish between internships and apprenticeships, apprenticeships have been limited to programmes leading to upper -secondary and short post-secondary programmes only, with the assumption that internships are more common in long post-secondary programmes than at lower levels of education and training (Kuczera, 2017[1]).

English German, French

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error