Factors pertaining to quality outcomes of shorter duration apprenticeships and traineeships

• For the purpose of this study, quality outcomes refer to the employment and related benefits achieved from completing the apprenticeship or traineeship related qualification and the level of client satisfaction with the program. Shorter duration apprenticeships or traineeships are defined as those of expected duration two years or less.

• The evidence indicates that the rate of training completion, and hence qualifications attained, is the key issue related to quality outcomes for shorter duration apprenticeships and traineeships. Those who do complete shorter duration apprenticeships and traineeships achieve relatively good employment-related outcomes and express high levels of satisfaction with the program.

• Based on 1995 to 2000 data the study found that, on average, only one in two apprentices and trainees in shorter duration programs complete their training compared to three in four in longer duration ones. However, there is much variability by industry and occupation in training completion rates of shorter duration apprenticeships and traineeships. Risk areas where shorter duration contracts have very low training completion rates relative to longer term ones, include all trades and related occupations and the personal and other services industry area.

• Of the various factors that can affect the quality of outcomes of apprenticeships and traineeships, it is the actions of New Apprenticeships Centres, registered training organisations and employers that appear to have had the biggest impact and appear to be associated mainly with shorter duration apprenticeships and traineeships, based on 35 research studies undertaken between 1990 and 2003. Issues arising from the actions of New Apprenticeships Centres, registered training organisations, and employers that require attention, include the level of awareness by all parties of their roles and responsibilities, the level of employer support and commitment, the level of skills of the trainers, and the amount of training provided.

• A key suggestion is that a proper and thorough induction process be developed, and perhaps the mandatory development of a training plan, to ensure roles and responsibilities and necessary training commitments are understood by all players. Further research is also needed to separate the factors of 'duration' from 'Australian Qualifications Framework (AQF) level' in respect of training completion rates, and to gauge the effect of existing workers on training completion rates.

• The quality of outcomes of shorter duration apprenticeships and traineeships is an important issue for the training sector because they are a significant and growing subset of all apprenticeships and traineeships that in turn are a growing cohort of all students in vocational education and training. It is expected that shorter duration apprenticeships and traineeships will dominate longer duration ones in the near future.

This study examines relevant literature in order to identify key factors influencing the quality of outcomes from shorter duration apprenticeships and traineeships. National data on apprenticeships and traineeships were also analysed. A support document contains the reviews of the 35 research studies included (appendix 1) and the complete data analysis (appendix 2). This document can be obtained from the National Centre for Vocational Education Research (NCVER) website at <http://www.ncver.edu.au>.

Quality outcomes in vocational education and training (VET), and for this study, refer to qualifications and competencies attained, and the better employment and related outcomes achieved as a result of training participation. Employer and apprentice/trainee satisfaction is also considered a key indicator of quality.

The major finding is that non-completion of training adversely affects the quality of outcomes for shorter duration apprenticeships and traineeships. Those who do complete their qualification achieve relatively good employment and related outcomes. They are highly satisfied with the quality of their course (83%), and they are as satisfied as longer duration apprentice/trainees and all other graduates.

Apprenticeships and traineeships of two years or less in duration have consistently lower training completion rates, and so qualifications achieved, in comparison to those of longer duration. Data analysis for this project indicates that those in shorter duration contracts had average training completion rates of about 50% for the period 1995ñ2000, compared to about 75% for longer duration contracts.

The research studies indicate that there is great variability in training completion rates of shorter duration apprenticeships by occupation and industry, but none of the studies clarified this completely. Data analysis for this project confirms and clarifies this variability (as at 2002-03).

Below the 50% average training completion rates were found for all shorter duration apprenticeships and traineeships in trades and related workers occupations (except for mining) with an average of 23%. All other occupation groups have training completion rates of between 50% and 55% for shorter duration apprenticeships and traineeships, and significantly higher than these training completion rates for longer duration contracts. The exception is the elementary and intermediate clerical sales and service workers occupation where training completion rates for longer duration contracts are only marginally above those for shorter duration contracts. The other exception, in a positive sense, is managers and administrators who have high training completion rates for both shorter and longer duration contracts.

By industry sector, we also find that shorter duration apprenticeships and traineeships have consistently and significantly lower training completion rates than longer term contracts and that personal and other services industries stand out together with the trades industries as having very poor training completion rates.

Factors affecting quality of outcomes

Four factors were identified that could have an impact on the quality of outcomes achieved from apprenticeships and traineeships. The four factors are: characteristics of apprentices and trainees, actions of stakeholders, training issues and contextual factors. The various stakeholders in the system are the apprentices/trainees, employers, registered training organisations, and New Apprenticeships Centres.

According to the evidence available, in the 35 research reports developed between 1990 and 2003, the actions of stakeholders in the system is the factor that has had the most influence in relation to shorter duration programs.

Actions of stakeholders

The review of research revealed four major factors relating to the actions of stakeholders in the apprenticeship and traineeship system that affect the quality of outcomes from shorter duration contracts. The four factors are:

Lack of awareness of roles and responsibilities between the various stakeholders in the system was the most commonly recurring theme. Employers and apprentices/trainees in some cases lacked information on what the apprenticeship/traineeship would involve. This included employment as well as training arrangements. Non-completion was found to be more often associated with dissatisfaction with the working relationship than the training component among trainees (who are generally in shorter duration programs).

Level of employer support and commitment to the apprenticeship/traineeship was another strong theme. This concern extended to a lack of a learning culture and time for employers to undertake the training. Additionally, the level of networking among students, and time to do the learning for the apprenticeship and traineeship while working, were raised as areas of concern across studies. Employers had concerns regarding allocating time for the apprenticeship/ traineeship and administrative burdens.

Training issues of various kinds was another key theme. For some apprentices and trainees, training was inadequate or lacked structure. In addition, some studies found that there was a lack of training plans. Furthermore, some of the studies found that there was inadequate use of recognition of prior learning. This may be related to some apprentices and trainees saying that they did not learn anything. In addition, lack of availability of assessment when apprentices/ trainees are ready to be assessed was raised as another area of frustration in some instances.

Level of skills of teachers and workplace trainers was another key factor recorded. Issues were raised in terms of teachers being up to date with what is happening in the workplace, as well as the level of skills of workplace trainers.

Other factors

Characteristics of apprentices/trainees. Both the research reviewed and the data analyses undertaken found that certain characteristics are associated with shorter duration apprentices and trainees who do not complete or achieve poorer employment outcomes, although these were common to all students in VET with lower outcomes. These characteristics were lower levels of previous education, unemployment prior to the apprenticeship/traineeship, and Indigenous status. Age was the one distinguishing characteristic. It was found that training completion rates increase by age at commencement for all shorter duration apprenticeships and traineeships, while they decrease by age for longer duration apprenticeships and traineeships. Being an existing worker might be another factor. However, further work is required to clarify their effect on training completion rates.

Training issues. The level of integration of training was found to affect the quality of outcomes. Integrating both on- and off-the-job learning modes generally resulted in fulfilment of learning and assessment expectations, while the fully on-the-job mode raised concerns about the quality of the training, and training outcomes, particularly the breadth of skills gained, and employer commitment. There is no information available on differences (if any) between shorter versus longer duration 'fully on-the-job' traineeships/apprenticeships.

Contextual factors. The structure of the labour market, legislation and regulation and government policy, and government financial incentive schemes, for example. Contextual factors were not found to be primary factors in the research evaluated.

Implications

These findings suggest more effort must be put into improving training completion rates of apprenticeships and traineeships of shorter duration, and particularly those at Australian Qualification Framework (AQF) levels I and II, in order to improve the overall quality of outcomes from these programs.

Firstly, there needs to be a proper and thorough induction process to ensure the roles and responsibilities of the apprentice/trainee, employer, registered training organisations and New Apprenticeships Centres are understood by all players, especially the apprentice and trainee. Perhaps the mandatory development of a training plan at the induction phase would clarify what the apprentice/trainee can expect from the apprenticeship/traineeship. It would also help clarify whether the apprentice or trainee should receive recognition of prior learning or be required to undertake a full training program, and when the registered training organisation is needed.

Secondly, developing a learning culture in enterprises and industries is important, especially in those without a tradition of apprenticeships/traineeships. This also has implications for the skill development of workplace trainers in terms of training and assessment practices.

Thirdly, increased use of group training organisations would enable apprentices/trainees to gain a greater breadth of skills, particularly for the mostly on-the-job mode of delivery and would ease the administrative burdens placed on employers. However, to be noted is that group training organisations reflect the overall trends when it comes to shorter duration apprenticeships and traineeships. They too have achieved significantly lower training completion rates in these contracts compared to their traditional longer term contracts.

The findings also suggest the need for further work to fully separate the duration and the AQF level factors in respect of training completion rates, as well as to gauge the effect of existing workers on training completion rates. Further work also needs to be done on the extent to which key factors found to affect quality of shorter duration apprenticeships and traineeships also affect longer duration ones.