scholarly journals Job mobility and heterogeneous returns to apprenticeship training in Italy

2021 ◽  
Author(s):  
Giorgio d'Agostino ◽  
Michele Raitano ◽  
Margherita Scarlato
Keyword(s):  
Job Mobility ◽  
Apprenticeship Training

Mobilität nach der beruflichen Erstausbildung: Eine empirische Studie für Westdeutschland / Job Mobility after Apprenticeship Training in West Germany

1999 ◽  
Vol 219 (1-2) ◽  
Author(s):  
Wolfgang Franz ◽  
Volker Zimmermann
Keyword(s):  
Job Mobility ◽  
West Germany ◽  
Empirische Studie ◽  
Apprenticeship Training ◽  
Empirische Analyse

ZusammenfassungDiese ökonometrische Studie befaßt sich mit der Übernahme sowie der Betriebszugehörigkeitsdauer von Ausbildungsabsolventen im Lehrbetrieb. Die Bestimmungsfaktoren beider Entscheidungen liegen sowohl auf Seiten des Auszubildenden als auch des Ausbildungsbetriebes. Die Firmen haben einerseits ein Interesse am Verbleib der Ausgebildenden im Betrieb, um die Erträge aus den Investitionen, die sie häufig in Form von Nettoausbildungskosten in das Humankapital der Auszubildenden getätigt haben, zu sammeln. Andererseits entlassen Firmen ehemalige Lehrlinge, wenn die Ausbildung als Verfahren zur Personalauswahl eingesetzt wird oder Auszubildende Tätigkeiten verrichten, für die sonst nicht ausgebildete Arbeitskräfte eingestellt werden müßten. Der Auszubildende seinerseits gründet seine Entscheidung, im Betrieb zu bleiben oder zu wechseln, unter anderem auf der Überlegung, den Arbeitsplatz zu finden, auf dem er die höchste Produktivität erzielt. In diese Überlegung geht die Situation auf dem Arbeitsmarkt ein. Die empirische Analyse wird mit Hilfe von Individualdaten für den Zeitraum von 1980 bis 1991 in Verbindung mit einem Hazardraten-Modell durchgeführt.

Job Mobility and the Social Integration of Displaced Workers

1966 ◽  
Vol 14 (1) ◽  
pp. 48-56 ◽  
Author(s):  
Michael Aiken ◽  
Louis A. Ferman
Keyword(s):  
Social Integration ◽  
Job Mobility ◽  
Displaced Workers ◽  
The Social

scholarly journals The costs of standardized apprenticeship curricula for training firms

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Jürg Schweri ◽  
Manuel Aepli ◽  
Andreas Kuhn
Keyword(s):  
Regulatory Element ◽  
Recent Survey ◽  
Skills Development ◽  
Costs And Benefits ◽  
Apprenticeship Training ◽  
Training Costs ◽  
Trade Offs ◽  
Training Content ◽  
Productive Process ◽  
Productive Output

AbstractStandardized curricula define the set of skills that must be trained within a training occupation and thus are a key regulatory element of apprenticeship systems. Although clear economic rationales support the usage of such curricula, they necessarily impose costs, especially on firms that train apprentices, but do not use the full set of skills in their productive process and/or train other skills that are not covered by the curriculum. In this paper, we identify the trade-offs involved in setting up training curricula and use data from the most recent survey on the costs and benefits of apprenticeship training among Swiss firms to quantify the associated costs to training firms. On average, training firms state that they do not use 17% of the training content prescribed by the relevant curriculum, and 11% of the companies train additional skills not covered by the curriculum. We show that both kinds of misfit are associated with higher training costs and lower productive output from apprentices. This shows that the regulator imposes costs on firms in order to guarantee broad skills development for apprentices. It also cautions against overly broad curricula that may impose disproportionate costs on firms.

scholarly journals Development and launch of the first obstetrics and gynaecology master of medicine residency training programme in Botswana

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
R. Luckett ◽  
M. Nassali ◽  
T. Melese ◽  
B. Moreri-Ntshabele ◽  
T. Moloi ◽  
...  
Keyword(s):  
Training Programme ◽  
International Standards ◽  
Sub Saharan Africa ◽  
Subspecialty Training ◽  
Continuous Assessment ◽  
Curricular Development ◽  
Apprenticeship Training ◽  
University Of Botswana ◽  
Sub Saharan ◽  
The University

Abstract Background Sub-Saharan Africa (SSA) faces a severe shortage of Obstetrician Gynaecologists (OBGYNs). While the Lancet Commission for Global Surgery recommends 20 OBGYNs per 100,000 population, Botswana has only 40 OBGYNs for a population of 2.3 million. We describe the development of the first OBGYN Master of Medicine (MMed) training programme in Botswana to address this human resource shortage. Methods We developed a 4-year OBGYN MMed programme at the University of Botswana (UB) using the Kern’s approach. In-line with UB MMed standards, the programme includes clinical apprenticeship training complemented by didactic and research requirements. We benchmarked curriculum content, learning outcomes, competencies, assessment strategies and research requirements with regional and international programmes. We engaged relevant local stakeholders and developed international collaborations to support in-country subspecialty training. Results The OBGYN MMed curriculum was completed and approved by all relevant UB bodies within ten months during which time additional staff were recruited and programme financing was assured. The programme was advertised immediately; 26 candidates applied for four positions, and all selected candidates accepted. The programme was launched in January 2020 with government salary support of all residents. The clinical rotations and curricular development have been rolled out successfully. The first round of continuous assessment of residents was performed and internal programme evaluation was conducted. The national accreditation process was initiated. Conclusion Training OBGYNs in-country has many benefits to health systems in SSA. Curricula can be adjusted to local resource context yet achieve international standards through thoughtful design and purposeful collaborations.

Research on the practice of modern apprenticeship training from the perspective of competency

2021 ◽  
pp. 002072092110032
Author(s):  
Wang Shuwei ◽  
Zhang Yong
Keyword(s):  
Resource Management ◽  
Human Resource Management ◽  
Moral Education ◽  
Human Resource ◽  
Work Motivation ◽  
Apprenticeship Training ◽  
Work Meaning ◽  
Apprenticeship Education ◽  
The Relationship

Whether the apprentice is competent for the job and produces performance for the organization is the key index to test the quality of apprenticeship education. Based on competency theory, this paper investigates the influence of competency dimensions and work meaning on performance. Through the competency questionnaire analysis of 224 shop managers in apprentice project enterprises, it is found that: the part of the competency dimension of personality traits, motivation and values hidden in the iceberg model has a significant impact on performance through work meaning; the relationship between work values and work meaning of apprentices is stronger, and that the relationship between work motivation and work meaning of non-apprentices is stronger. Therefore, we should pay more attention to the cultivation of multiple values of apprenticeship, especially the significance of moral education. The results provide reference for upgrading the quality of talent training in Colleges, reconstructing talent training objectives and the practice of human resource management in enterprises.

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