Digital technologies are increasingly being adopted in a variety of occupations and sectors, meaning that workers need a solid set of digital skills. Ensuring that young people and adults have opportunities to develop the right digital skills is crucial in avoiding skills shortages and fostering productivity. Apprenticeship can help develop the right skills for the digital transition and can also benefit from the introduction of digital technologies in its delivery. This publication draws from practice and research that explore how skill needs are changing due to the digital transition, how this impacts apprenticeship systems, how apprenticeships can support and promote the transition, and how they can benefit for from effective technology adoption and use in their delivery in the school-based and workplace components.
Authors
- Catalogue number
- TI-RF-24-002-EN-N
- Citation
- Cedefop, Apprenticeships and the digital transition – Modernising apprenticeships to meet digital skill needs , Publications Office of the European Union, 2024, https://data.europa.eu/doi/10.2801/074640
- DOI
- https://data.europa.eu/doi/10.2801/074640
- ISBN
- 978-92-896-3751-0
- ISSN
- 2363-216X
- Pages
- 182
- Published in
- Belgium
- Themes
- Vocational training , Information technology and telecommunications
Table of Contents
- Foreword 6
- Acknowledgements 7
- 1. CHAPTER 1. 11
- Introduction 11
- 1.1. Digitalisation is changing labour markets 11
- 1.2. Digitalisation: opportunities and challenges for education systems 12
- 1.3. What does this mean for apprenticeship? 12
- 1.4. Insights from the research papers 13
- 1.5. Digitalisation is an opportunity for apprenticeships 15
- 1.6. The way forward 16
- 2. CHAPTER 2. 19
- How is the digital transformation changing demand for skills in apprenticeship-typical occupations? 19
- 2.1. Introduction 19
- 2.2. Methodology 20
- 2.3. Findings and discussion 23
- 2.4. Conclusions 36
- References 37
- 3. CHAPTER 3. 39
- Swiss training firms navigating challenges in recruiting apprentices through the digital transition 39
- 3.1. Introduction 39
- 3.2. Hiring difficulties among Swiss training firms 40
- 3.3. Hiring difficulties and a digital divide? 44
- 3.4. Discussion and conclusion 51
- Social inclusion perspective 51
- References 52
- 4. CHAPTER 4. 55
- Apprenticeship for digital skills training: preparing the new generation of workers for the digital future 55
- 4.1. Introduction 55
- 4.2. Defining apprenticeship 56
- 4.3. Case study on apprenticeship for digital skills training 59
- 4.4. Conclusion 63
- References 64
- 5. CHAPTER 5. 67
- Digital transition of apprenticeship in China’s tourism sector: an ‘alternation of working and learning’ apprenticeship scheme in Hainan Province 67
- 5.1. Introduction 67
- 5.2. Methodology 69
- 5.3. Findings 70
- 5.4. Policy recommendations 74
- 5.5. Conclusion 76
- References 76
- 6. CHAPTER 6. 77
- Digitalisation of apprenticeship training: the view of apprenticeship providers 77
- 6.1. Introduction 77
- 6.2. Cases of apprenticeship training digitalisation 79
- 6.3. Educational repercussions of digitalisation of apprenticeship training 82
- 6.4. Conclusions 86
- References 86
- 7. CHAPTER 7. 88
- Apprenticeships in the Digital Era: the Erasmus+ project DigiGo and the work-based development of digital skills for apprentices and company mentors 88
- 7.1. Introduction 88
- 7.2. Theoretical background 89
- 7.3. Digitalisation of apprenticeships: methodological approach 92
- 7.4. Pilot and evaluation of the DigiGo methodology 95
- 7.5. Results 97
- 7.6. Reflections 98
- 7.7. Conclusions and recommendations 99
- References 100
- 8. CHAPTER 8. 102
- The digital office simulation LUCA from the perspective of teachers and learners: first findings of usability analyses 102
- 8.1. Introduction 102
- 8.2. LUCA: simulation-based teaching and learning 103
- 8.3. Perception of the office simulation in commercial apprenticeship 109
- 8.4. Conclusion 114
- References 116
- 9. CHAPTER 9. 118
- Looking behind the scenes: being able to master ERP systems as a goal of vocational education and training 118
- 9.1. Introduction 118
- 9.2. Theoretical foundation for ERP teaching and learning 119
- 9.3. Methodology 123
- 9.4. Findings 123
- 9.5. Conclusions 125
- References 126
- 10. CHAPTER 10. 128
- Extended reality opportunities and challenges for apprenticeships 128
- 10.1. Introduction 128
- 10.2. Extended reality affordances in apprenticeships 128
- 10.3. Challenges 133
- 10.4. Broader policy-level issues/implications 134
- 10.5. Conclusions 136
- References 136
- 11. CHAPTER 11. 138
- Virtual reality in apprenticeship training: myths and real opportunities 138
- 11.1. Introduction 138
- 11.2. Application of VR in VET and apprenticeship 139
- 11.3. Potential of using VR in apprenticeships 144
- 11.4. Challenges and enablers of apprenticeship VR 145
- 11.5. Conclusions 146
- References 146
- 12. CHAPTER 12. 148
- Success factors in apprenticeship delivery in times of digital transformation: facilitating new skills uptake by in-company trainers 148
- 12.1. Introduction 148
- 12.2. Methodology 149
- 12.3. Findings 156
- 12.4. Discussion 159
- 12.5. Conclusion 162
- References 163
- 13. CHAPTER 13. 165
- Informing pedagogies for apprenticeship in a complex and modern world 165
- 13.1. Introduction 165
- 13.2. Research questions and methods 166
- 13.3. Findings and proposed pedagogical framework 168
- 13.4. Perspectives on wider application 176
- 13.5. Conclusion 177
- References 177
- Acronyms 180
