The Success of Apprenticeships

6Apprenticeships, a “Springboard” to Professional Integration?

6.1. Introduction

In recent years, apprenticeships in higher education have increased. Questions could be raised about students’ attraction to apprenticeships in terms of their expectations, motivation, integration, rhythm and autonomy.

According to APEC¹, in 2016, the hiring of bac +4/bac +5² workers is more frequent in medium-sized companies; 11% of workers in establishments with 500 or more employees were recruited on permanent or fixed-term contracts of one year or more at the end of their studies.

The welcoming of apprentices makes it possible to enhance the image of the company, on the one hand, and, on the other hand, allows apprentices to develop, improve their skills and apply the theoretical knowledge they have studied (Van de Portal 2009).

The integration of an apprentice from a higher education institution thus makes it possible to promote professional experience, to have financial autonomy and to be part of the company. This integration offers young people the opportunity to access a qualification, by combining periods of employment in companies and periods in schools (Cranny et al. 1992).

In some schools, the apprenticeship program may last one or two years with work and studies generally alternating on a weekly basis. Apprenticeships are based on the principle of alternating between theoretical training at school and vocational training in the company with which the apprentice has signed his/her ...