Transcript No Slide Title

Apprenticeship, Pathways and Career Guidance:
A Cautionary Tale
Richard Sweet
INAP
Turin, 17 September 2009
Siegfried
Flosshilde
Bronnlinde
Wellgunde
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
er
l
G an d
er
m
D any
en
m
ar
A k
us
t
N ria
o
N
et r w
h e ay
r la
nd
s
F
N
ew ran
Z e ce
al
an
H
un d
ga
r
Ir e y
la
P o nd
rt
u
B gal
el
g
A ium
us
tr
al
ia
Sp
a
C in
an
ad
a
It
Sw aly
ed
en
K
or
e
G a
re
ec
e
U
ni Ja
te pa
d
n
St
at
es
Sw
itz
Apprentices as a share of upper secondary enrolments
(Mid 1990s estimate)
70
Source: OECD, 2000
60
50
40
30
20
10
0
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:



Aspirations
Equity
Career guidance
Pathways
EDUCATION AND
TRAINING
PROGRAMS
DESTINATIONS
INSTITUTIONAL
ARRANGMENTS
Aspirations
G
e
Sw rm
it z any
er
la
nd
A
Ne u
th s tr
er ia
la
De nds
nm
ar
Cz
ec Po k
Sl h R la n
ov
d
e
ak pu
b
Re lic
pu
b
Fi lic
nl
an
Fr d
an
Po ce
rtu
g
I
Ne ce al
la
w
n
Z
Lu e a d
xe la n
m d
bo
u
No rg
rw
ay
It
Be aly
lg
iu
m
Sp
Hu ain
ng
a
M ry
ex
Sw ico
ed
e
Ire n
la
Au nd
st
ra
lia
Un
j
ite ap
d an
St
at
G es
re
e
Ca ce
na
d
Tu a
rk
e
Ko y
re
a
%
15 year-olds aspiring to tertiary education, 2003 (%)
100
Source: OECD PISA 2003 database
90
80
70
60
50
40
30
20
10
0
Equity
In equitable countries, achievement
depends upon talent, not upon
family background
xe
m
It
Fi aly
nl
a
No nd
rw
Ca ay
na
d
Ko a
re
Ja a
p
Ic a n
el
an
d
bo
Hu urg
ng
a
Fr r y
a
Sl
ov B nce
ak e lg
Re ium
pu
G bl i
e
Un r c
ite ma
d ny
St
at
e
M
Ne e s
x
th ic
er o
la
P o nds
rtu
g
Ne T al
w urk
Z
e
S ea y
Cz wit la n
ec ze d
h rla
Re nd
pu
bl
Au ic
st
G ria
re
e
Po ce
l
De a nd
nm
Un
ar
ite
k
d Sp
Ki ai
ng n
do
Ire m
l
Au and
st
r
Sw alia
ed
en
Lu
%
Variance in science achievement explained
by family socio-economic status (%), 2006
25.0
Source: PISA 2006
20.0
15.0
10.0
5.0
0.0
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
Low equity
High achievers and low achievers
are in the same schools
The wealthy are in the same
schools as the poor
High equity
Ability streaming, streaming by wealth and
apprenticeship
70
High streaming by achievement
DEU
CZE
Between school variance in science performance
NLD
AUT
60
NZL
BEL
JPN
ITA
50
TUR
GRC
SVK
40
CHE
OECD average
High streaming by SES
Low streaming by SES
0
2
KOR
4
6
30
8
10
12
LUX
PRT
MEX
UKM
20
AUS
NZL
CAN
IRL
DNK
NOR
ISL
SWE
ESP
10
FIN
Low streaming by achievement
0
Between school variance explained by socio-economic status (% )
14
USA
Equity and pathway size
Equity and vocational pathways, 2006
90.0
Upper secondary enrolments in vocational programmes (%)
High equity, large upper secondary VET
Low equity, large upper secondary VET
80.0
CZE
AUT
SVK
70.0
FIN
NLD
ITA
NOR
BEL
LUX
CHE
60.0
DEU
OECD average
SWE
DNK 50.0
0.0
5.0
10.0
ESP
40.0
ISL
15.0
20.0
FRA
25.0
POL
TUR
KOR
JPN
IRL
30.0
PRT
HUN
20.0
10.0
CAN
High equity, small upper secondary VET
GRC
0.0
MEX
Low equity, small upper secondary VET
Variation in achievement explained by socio-economic status, 2006 (% )
Equity and tertiary pathways, 2006
60
High equity, large tertiary systems
JPN
CAN
KOR
Tertiary qualified 25-34 year-olds, 2006 (%)
50
IRL
NOR
FIN
0.0
5.0
ISL
NZL
DNK
SWE
AUS
ESP
40
FRA
US
UKM
LUX
NLD
10.0
15.0
OECD average
BEL
30
CHE
20.0
25.0
POL
GRC
DEU
20
PRT
MEX
AUT
ITA
HUN
SVK
CZE
10
TUR
Low equity, small tertiary
0
Variation in achievement explained by socio-economic status, 2006 (% )
Career guidance
Cz
P
ec or
tu
h
Re ga
pu l
b
Sl
ov Hu lic
ak ng
Re ar
pu y
b
Be lic
lg
iu
m
Au
Un
st
ite
r
Ic ia
d
el
St
at
G an
es er d
of m a
Am ny
er
ic
Ne Ire a
w lan
Ze
d
al
an
d
Lu
xe Ita
m ly
bo
u
M rg
ex
ic
o
Tu
rk
C ey
Sw a n
it z ada
er
la
nd
Ko
r
Sw e a
ed
Au en
st
r
De alia
nm
ar
k
Ne Sp
ai
Un th
ite erl n
a
d
Ki nds
ng
do
Fi m
nl
an
G d
re
ec
No e
rw
ay
Ja
pa
n
% of all schools
Schools in which career guidance is
compulsory, 2006
100
90
80
70
60
50
40
30
20
10
0
Sw
it z
Lu e rl
xe an
m d
bo
G urg
er
m
an
Cz
ec Au y
Un
h
s
ite
Re tri
a
d
p
St
ub
at
lic
es
of
I
Am taly
er
Po ica
rtu
g
Ic al
el
A an
Ne us d
w tra
Ze lia
al
a
Hu nd
ng
a
Ire r y
la
n
Fi d
nl
a
S w nd
ed
Un
en
ite
d Sp
Ki ai
ng n
d
De om
nm
a
No rk
rw
Sl
ov
M ay
ak ex
Re ico
Ne pu
th blic
er
la
n
Ca ds
na
da
Ja
pa
Tu n
r
Be key
lg
iu
m
Ko
re
a
G
re
ec
e
Compulsory minus voluntary
Difference in achievement levels between schools where
guidance is compulsory and schools where it is voluntary
100
Guidance favours high achievers
80
60
40
20
00
-20
-40
-60
-80
Guidance favours low achievers
Ire
la
n
Po d
rtu
ga
Sl
l
ov Be
ak lgiu
m
Re
pu
bl
Hu ic
ng
ar
y
Ic
el
an
Au
d
Ne s tra
li
th
er a
la
nd
Ca s
na
da
M
ex
ic
o
Ja
pa
Un
No n
ite
rw
d
ay
Ki
ng
do
De m
nm
ar
k
Sp
ai
n
G
re
e
Un
ce
ite
K
d
or
St
ea
at
Au
es
st
of
Am ria
Sw er
it z ica
er
la
G nd
er
m
an
y
Ne
I
ta
w
ly
Z
Cz
ec e ala
h
Re nd
Lu pub
xe
lic
m
bo
ur
g
Tu
rk
ey
Teachers’ tertiary focus and guidance
2.0
0.8
Guidance more likely when tertiary focus of teachers is strong
1.8
1.6
1.4
1.2
1.0
Guidance equally likely
0.6
0.4
0.2
0.0
Guidance more likely when tertiary focus of teachers is incidental
Ko
r
Be e a
lg
iu
Hu m
ng
ar
y
G
re
ec
M e
ex
ic
o
Ita
ly
Ja
Un
pa
ite
n
Au
d
st
St Sw
r
at
i
es t ze ia
of rlan
d
A
Lu m e
r
Sl xem ica
ov
ak bou
Re rg
pu
b
Po lic
rtu
g
Ic al
e
Ne
l
th and
er
la
nd
Ca s
na
Cz Ge da
rm
ec
h
a
Re ny
pu
bl
ic
Sp
ai
Ire n
la
nd
N
Ne
or
w
w
Ze ay
al
a
Un
Au nd
ite
st
r
d
Ki alia
ng
do
Sw m
ed
De en
nm
ar
k
Fi
nl
an
d
Per cent of all schools
Either not provided or all teachers provide it
80
70
60
50
40
30
20
10
0
It
De aly
nm
ar
Au k
st
Un
ria
ite
J
d
St Ne a pa
th
at
es erl n
of an
ds
A
Lu m e
xe ric
a
m
bo
u
Po rg
rtu
g
Ca al
na
d
Sl
ov
Ic a
ak ela
Re nd
pu
b
Cz
S lic
ec we
h
d
Re en
pu
bl
ic
Ne
Sp
w
Ze ain
al
an
d
Ire
la
Au nd
st
ra
l
No ia
rw
ay
Fi
nl
an
d
um
K
Sw
o
it z re a
er
la
n
Hu d
ng
a
G
er r y
m
an
M y
ex
ic
Un
o
G
ite
re
d
ec
Ki
ng e
do
m
Be
lg
i
Per cent of all schools
Specific teachers or counsellors are
employed by the school
100
90
80
70
60
50
40
30
20
10
0
Un
i
te
d
of
M
Ita
ly
tra
lia
ai
n
ay
Ic
el
an
d
Po
rtu
ga
l
Sw
ed
en
Ne
th
er
la
nd
s
Be
lg
iu
Sw
m
it z
er
la
nd
G
er
Un
m
ite
an
d
y
Ki
ng
do
m
De
nm
ar
k
Ko
re
a
ex
ic
o
Am
er
ic
a
Hu
Cz
ng
ec
ar
h
y
Re
pu
bl
ic
Ca
na
da
G
re
ec
e
St
at
es
Au
s
Sp
No
rw
% of all schools
Visiting counsellors provide it
50
45
40
35
30
25
20
15
10
5
0
um
Ko
re
a
M
ex
ic
o
Tu
rk
e
Ire y
la
nd
Sp
a
Sl
ov Hu in
ak ng
Re ar y
pu
bl
i
Ic c
el
an
d
Lu Gre
xe e c
e
m
bo
Un
u
ite
Sw rg
d
ed
St
at
Po en
es
r
of tug
Am al
er
ic
a
Ne
Ita
th
ly
Ne erla
n
w
Ze ds
Sw ala
it z nd
er
la
n
No d
rw
ay
Fi
nl
an
Cz
Ca d
ec
na
h
Re da
pu
b
Un
De lic
ite
nm
d
Ki ark
ng
do
m
Au
s
Au tria
st
r
G alia
er
m
an
y
Be
lg
i
Index value (maximum=100)
External and experiential focus of careers
85
Source: PISA 2006. Index of job fairs, business lectures and industry visits
80
75
70
65
60
55
50
45
40
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 pathwaydependent
– 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