EFFECT OF APPRENTICESHIP ON THE PERFORMANCE OF ARTISANS
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EFFECT OF APPRENTICESHIP ON THE PERFORMANCE OF ARTISANS
CHAPITRE ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Apprenticeship’s contribution to jobs and skills has long been recognised by governments seeking to encourage growth and ease the transition from full-time study to work for young people. Both France and England have roughly 5% of 16-24 year olds in apprenticeship and have made significant attempts to increase this number (Cilpepper&Thelen, 2008).
Currently, however, the places offered by employers are insufficient to meet the enormous demand from young people or to have a significant impact on youth unemployment in these countries – the unemployment rate for 15-24 year olds in both countries is around 20%, and higher in European countries without apprenticeship provision (Steedman, 2011).
While there is a favourable association between apprenticeship and low young unemployment that has been established throughout time, it would be incorrect to view apprenticeship as a ‘solution’ for high youth unemployment. Apprenticeship is primarily about skill development for the benefit of businesses, their employees, and the larger economy.
Apprenticeship may accommodate a diverse set of abilities and aptitudes since it accurately reflects the diverse set of skills necessary in today’s market (Bosch & Charest, 2008). However, it is insufficient to improve the labor-force transition of young individuals with low academic achievement or other disadvantages.
Apprenticeship is defined as “any system by which an employer undertakes by contract to employ a young person and to train him [or her] or have him [or her] trained systematically for a trade for a fixed period of time during which the apprentice is bound to work in the employer’s service” (Steedman& Ryan, 1998).
This training method has resulted in the growth of the majority of the artisan. Systematic long-term training for a recognised occupation that takes place primarily within an enterprise or under the supervision of an independent craftsman should be governed by a documented apprenticeship contract and according to defined norms.
Apprenticeship training is defined as a training programme that combines vocational education with work-based learning for an intermediate occupational skill (i.e., more than routinised job training) and is subject to externally imposed training standards, particularly for its workplace component (Steedman, 2011).
Apprenticeship in the informal economy is a common occurrence, even in G20 countries. Poor societies have evolved solely workplace-based informal apprenticeship systems to pass on skills from one generation to the next. A new apprentice learns from an experienced master craftsperson through observation and imitation, obtains trade skills, and is initiated into the company culture and networks (Streeck, 1987).
Apprenticeship contracts are largely oral, yet they are deeply rooted in societal practises, norms, and traditions. Countries in mediaeval Europe had strong apprenticeship systems governed by guilds, or craft associations (Streeck, 1987). In today’s world, informal apprenticeship is a comprehensive training system in nations with large informal economies, like Nigeria.
The practises vary widely, but the core feature stays the same: the training agreement between a young learner and an experienced craftsperson to teach trade skills. After completing their training, the majority of the students become regular artisans. Several craftsmen’ performances in Nigeria have been called into question.
Despite the system’s strength in imparting Artisan-relevant skills, informal apprenticeship has a number of flaws. Long working hours, hazardous working conditions, low or no allowances or wages, little or no social protection in the event of illness or accident,
and significant gender imbalances are among the decent work deficits commonly found in an apprenticeship, which are thought to have a significant impact on the performance of the artisans.
On the one hand, improving informal apprenticeship is regarded as critical in addressing these shortcomings. However, when compared to investing in expanding formal technical education and training,
it is a more cost-effective option to invest in a country’s skills base and improve youth employability because training is integrated into the manufacturing process.
1.2 STATEMENT OF THE PROBLEM
The most important prerequisite of a successful apprenticeship training system is the performance of craftsmen following completion of apprenticeship training.
As a result, apprenticeship training offers organisations with young employees (artisans) who have acquired the skill set required for a certain function inside the firm. Furthermore, the apprentice has gained information and transferable abilities.
He/she has assimilated the firm’s culture as well as an understanding of its organisation and operation as a result of the training received. The researcher, on the other hand, is looking into the impact of apprenticeship training on the performance of artisans.
1.3 OBJECTIVES OF THE STUDY
The following are the study’s objectives:
To investigate the impact of apprenticeship training on artisan performance.
Examine the apprenticeship training method and organisation.
To determine the reasons restricting artisans’ performance.
1.4 RESEARCH QUESTIONS
What influence does apprenticeship training have on artisan performance?
What is the procedure and structure of apprenticeship training?
What factors are restricting artisans’ performance?
HYPOTHESIS 1.5
HO: There is no statistically significant association between apprenticeship training and artisan performance.
HA: There is a strong link between apprenticeship training and artisan performance.
1.6 SIGNIFICANCE OF THE STUDY
The following are the study’s implications:
The study’s findings will serve as a useful guide for the Nigerian government, policymakers, and the general public on the benefits of apprenticeship training and its impact on the performance of craftsmen.
This research will also serve as a resource base for other academics and researchers interested in conducting additional research in this sector in the future, and if implemented, will go so far as to provide new explanations for the topic.
1.7 SCOPE AND LIMITATIONS OF THE STUDY
This study on the effect of apprenticeship training on artisan performance will look at how the apprenticeship programme is organised and administered, as well as its impact on artisan performance.
STUDY LIMITATIONS
Financial constraint- A lack of funds tends to restrict the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection procedure (internet, questionnaire, and interview).
Time constraint- The researcher will conduct this investigation alongside other academic activities. As a result, the amount of time spent on research will be reduced.
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