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APPRENTICESHIP TRAINING can be considered both as a pedagogical model for learning a profession and as way of shortening the path between schools and working life. Two models can be distinguished. One more regulated model, which can, for example, be found in Denmark, Germany and Austria, and a less regulated model where England constitutes an example. Is there a model that would be suitable for Sweden?
APPRENTICESHIP TRAINING can be considered both as a pedagogical model for learning a profession and as way of shortening the path between schools and working life. Two models can be distinguished. One more regulated model, which can, for example, be found in Denmark, Germany and Austria, and a less regulated model where England constitutes an example. The former provides a broader education that is governed by legislation and collective agreements, while the latter has smaller elements of schooling and is run by trade associations, entrepreneurs and individual firms. In the former, a certificate of professional qualification is of importance, while this is of little importance in the latter model. Is there a model that would be suitable for Sweden?
THE TRANSITION between education and work differs between countries. This makes it difficult to compare the size of youth unemployment. Apprenticeship training comes with a salary in some countries and study grants might also be paid during holidays. Full-time students who look for part-time work are considered to be unemployed, as well as those who are waiting to start a job in the summer.
THE INFLOW into apprenticeship training has decreased in Denmark and there seem to be many participating pupils with a weak educational background. In Germany, there is a strong continued interest in apprenticeship training and many participants do already have a secondary-school degree when they start. In Austria, apprenticeship training continues to have a strong position where individuals with a weak educational background dominate. In England, where the apprenticeship training is much shorter, apprentices tend to be considered as regular labour, but reforms to reinforce the qualifications and the professional competency are on their way.
THE MODEL FOR VOCATIONAL TRAINING in Sweden seems to go in the direction of an increase in on-the-job training, where industries and companies get a clearer authority and a stronger influence. Professional standards and different kinds of support structures, for example in the form of cooperation between industries, do then need to be developed.
AUTHOR Jonas Olofsson is Professor of Economics History at Malmö University. e-post: jonas.kg.olofsson@mah.se
Eskil Wadensjö is Professor of Economics at the Swedish Institute for Social Research (SOFI) at Stockholm University. e-post: eskil.wadensjo@sofi.su.se.