Apprenticeship, Pathways and Career Guidance: A Cautionary Tale Richard Sweet INAP Turin, 17 September 2009.

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Apprenticeship, Pathways and Career Guidance: A Cautionary Tale Richard Sweet INAP Turin, 17 September 2009

Siegfried Wellgunde FlosshildeBronnlinde

Unwary policy maker Apprenticeship

Unwary policy maker Apprenticeship

“... It is important that every community in every State of this nation develop more school-to-work programs. The best alternative is to craft an American version of European apprenticeships - not necessarily just like the German system, but one that blends vocational and academic education in high school, provides students meaningful work experience, and continues their training after graduation.” Bill Clinton, Governor of Arkansas, Vocational Education Journal, October 1991

Very few countries have large apprenticeship systems for youth

Apprentices as a share of upper secondary enrolments (Mid 1990s estimate) Source: OECD, 2000

Apprenticeship: failure and success Failure –Korea –Sweden –United States Success –Ireland –Norway

Why? “Hard” institutional factors –Legislation and regulation –Training wages –Financing systems –Qualifications and certification arrangements “Soft” institutional factors –The quality of governance –Social capital at the local level

Today: Apprenticeship pathways and: l Aspirations l Equity l Career guidance

Pathways EDUCATION AND TRAINING PROGRAMS DESTINATIONS INSTITUTIONAL ARRANGMENTS

Aspirations

15 year-olds aspiring to tertiary education, 2003 (%) Source: OECD PISA 2003 database

Equity In equitable countries, achievement depends upon talent, not upon family background

Variance in science achievement explained by family socio-economic status (%), 2006 Source: PISA 2006

Streaming within school systems Some countries stream strongly and at an early age –Austria, Germany, Luxembourg, Switzerland Some countries delay streaming until a later age –Canada, Denmark, Japan, Norway

A model of ability streaming and wealth streaming in schooling High achievers and low achievers are in different schools The wealthy are not in the same schools as the poor High achievers and low achievers are in the same schools The wealthy are in the same schools as the poor Low equity High equity

Ability streaming, streaming by wealth and apprenticeship

Equity and pathway size

Equity and vocational pathways, 2006

Equity and tertiary pathways, 2006

Career guidance

Schools in which career guidance is compulsory, 2006

Difference in achievement levels between schools where guidance is compulsory and schools where it is voluntary Guidance favours high achievers Guidance favours low achievers

Teachers’ tertiary focus and guidance

Either not provided or all teachers provide it

Specific teachers or counsellors are employed by the school

Visiting counsellors provide it

External and experiential focus of careers Source: PISA Index of job fairs, business lectures and industry visits

Conclusions about guidance (1) Whether or not career guidance is provided does not seem to be linked to pathways However who gets it does: –In Germany and Switzerland, and perhaps Austria, career guidance seems to be pathway- dependent –In Denmark and Norway, and perhaps the Netherlands it seems to be provided more equitably

Conclusions about guidance (2) How career guidance is provided does seem to be linked to pathways –In all apprenticeship countries, career guidance seems to have a strong external, experiential and labour market focus

Conclusions The relationship between apprenticeship, pathways, equity and career guidance differs –Germany and Switzerland on the one hand –Denmark and Norway on the other –Austria and the Netherlands somewhere in between