Apprenticeship for craftspeople in the construction industry: a state-of-the-art review

”, Journal of Vocational Education and Training , Vol. 63 No. 3 , pp. 345 - 362 . Figure 1 Flow chart of the research process Figure 2 Conceptual model used for the qualitative analysis of the selected studies Figure 3 Annual trends of relevant publications Figure 4 Distribution of craftspeople research across countries Figure 5 Journals where craftspeople research is published Figure 6 Research method used in selected journal papers Figure 7 Conceptual framework for the classification of factors that negatively affect the outcome apprenticeship training Table I Summary of relevant studies No. Journal Country Author(s) and year  1 Education + Training Australia Riggall et al. (2017)  2 Journal of Technical Education and Training Malaysia Manap et al. (2017)  3 Engineering, Construction and Architectural Management (ECAM) New Zealand Chang-Richards et al. (2017)  4 Education + Training Australia Simon and Clarke (2016)  5 Journal of Computing in Engineering UK Bosché et al. (2015)  6 Journal of Vocational Education and Training Australia Callan et al. (2015)  7 Construction Management and Economics (CME) UK (England) Hogarth and Gambin (2014)  8 Journal of Education and Work UK (Scotland) Anderson (2014)  9 Education + Training USA Woods (2012) 10 Cognition, Technology and Work Australia Tichon and Diver (2010) 11 Desalination Journal UK (Scotland) Gordon et al. (2009) 12 Journal of Construction Engineering and Management (JCEM) USA Wang et al. (2008) 13 Construction Management and Economics (CME) USA Wang et al. (2010) 14 Development in Practice South Africa Thwala (2008) 15 International Journal of Training and Development UK (South Wales) Morgan et al. (2008) 16 Journal of Engineering, Design and Technology (JEDT) Malaysia Abdul-Aziz et al. (2008) 17 Construction Management and Economics (CME) Zambia Muya et al. (2006b) 18 Engineering, Construction and Architectural Management (ECAM) Zambia Muya et al. (2006a) 19 Construction Management and Economics (CME) UK Kappia et al. (2007) 20 Personnel Review UK Clarke and Herrmann (2007) 21 Industrial Relations: A Journal of Economy and Society USA Bilginsoy (2007) 22 Journal of Vocational Education and Training Ireland O’Connor (2006) 23 The International Journal of Human Resource Management UK(Northern Ireland) McGuinness and Bennett (2006) 24 Canadian Journal of Civil Engineering Canada Fayek et al. (2006) 25 International Journal of Manpower USA Berik and Bilginsoy (2006) 26 Education + Training USA Glover and Bilginsoy (2005) 27 Community College Journal of Research and Practice USA Garlich and Tesinsky (2005) 28 Canadian Journal of Civil Engineering Canada Fayek et al. (2003) 29 ILR Review USA Bilginsoy (2003) 30 Journal of Vocational Education and Training UK (Jersey Channel Island) Arkani et al. (2003) 31 Journal of European Industrial Training Ireland O’Connor and Harvey (2001) 32 Construction Management and Economics (CME) UK Clarke and Wall (2000) 33 Gender, Work and Organization Australia Pringle and Winning (1998) Table II Factors that support craftspeople apprentice training Grouping Label Factors that support craftspeople apprentice training Authors G1 Mentoring opportunity for craftspeople F1 Monitoring and control Hogarth and Gambin (2014) , O’Connor (2006) , Fayek et al. (2003) , Gordon et al. (2009) F2 Use of role model and mentoring Simon and Clarke (2016) , Bosché et al. (2015) F3 Involving tradesmen mentoring of trainees Fayek et al. (2003) G2 Provision of funds for training F4 Government provision of funding Hogarth and Gambin (2014) F5 Provision of allowance for trainee Thwala (2008) , Clarke and Wall (2000) , Abdul-Aziz et al. (2008) F6 Provision of scholarship for trainees Garlich and Tesinsky (2005) , Hogarth and Gambin (2014) F7 Provision of funding from employer Muya et al. (2006a) F8 Construction industry to contribute to government funding Muya et al. (2006a) G3 Presence of policy and regulatory framework F9 Government policy, regulation and programmes Simon and Clarke (2016) , Anderson (2014) ; Hogarth and Gambin (2014) , O’Connor (2006) F10 Regulation of training provided Muya et al. (2006a) F11 Active support from regulatory agencies O’Connor (2006) G4 Involvement of the stakeholders F12 Employer involvement and ownership of craftspeople training Hogarth and Gambin (2014) , Muya et al. (2006a) , Garlich and Tesinsky (2005) F13 Good collaboration with the main contractors Garlich and Tesinsky (2005 , p. 30) F14 Clear communication and good relationship with the all the stakeholders involved Morgan et al. (2008) , Garlich and Tesinsky (2005) F15 Meeting and network event with trainee, funders, employer and education providers Woods (2012) , Gordon et al. (2009) F16 Stakeholder involvement in curriculum development Manap et al. (2017) G5 Training approach and structure F17 Project-based learning approach Hogarth and Gambin (2014) , O’Connor (2006) , Manap et al. (2017) , Fayek et al. (2006) F18 Exposure of apprentice to varied tasks during the programme Bilginsoy (2007) Fayek et al. (2003) F19 Training structure Bilginsoy (2003) , O’Connor and Harvey (2001) F20 Provision of training opportunities for the craftspeople Gordon et al. (2009) , Fayek et al. (2006) F21 Frequency of training Wang et al. (2008) , Morgan et al. (2008) F22 Flexibility in teaching and learning approach Garlich and Tesinsky (2005) F23 Meeting individual training needs Berik and Bilginsoy (2006) F24 Inclusion of managerial and costing in training Thwala (2008) G6 Appraisal and competency assessment approach F26 Competency-based assessment of practical skill rather than exams Gordon et al. (2009) , Fayek et al. (2003) F27 Regular appraisal of craftspeople Clarke and Herrmann (2007) , Fayek et al. (2006) F28 Certification and quality of training Arkani et al. (2003) G7 Apprentice training as a social partnership F29 Viewing apprentice as social partnership O’Connor (2006) F30 Provision of extra curriculum activities such as sport Manap et al. (2017) G8 Use of VR and e-learning in training of craftspeople F31 Use of virtual reality in training and virtual learning environment Callan et al. (2015) , Tichon and Diver (2010) F32 Use of IT and e-learning Callan et al. (2015) , Hogarth and Gambin (2014) G9 Prospect of career progression F33 Career progression and as a pathway to higher degrees Callan et al. (2015) , Tichon and Diver (2010) F34 Job prospect opportunities Callan et al. (2015) Table III Factors affecting the outcome of apprenticeship training for craftspeople Label Factors Publication L1 Time required for conducting training Riggall et al. (2017) , Chang-Richards et al. (2017) , Morgan et al. (2008) , Wang et al. (2008) L2 No established training need for craftspeople Clarke and Herrmann (2007) , Arkani et al. (2003) L3 Training not reflecting the industry skill need McGuinness and Bennett (2006) , Arkani et al. (2003) L4 Funding issues Wang et al. (2008) , Arkani et al. (2003) L5 Lack of operational capacity by construction organisation Chang-Richards et al. (2017) , Arkani et al. (2003) L6 Employer reluctance to train and invest in apprentice Hogarth and Gambin (2014) , Wang et al. (2010) L7 Conflict of interest between college and employer Anderson (2014) , Wang et al. (2008) L8 Narrow skills demotivate apprentice Anderson (2014) , Woods (2012) L9 Teaching centric approach and lack of mindset change Callan et al. (2015) L10 Short project duration Hogarth and Gambin (2014) L11 Rigid approach to training Callan et al. (2015) L12 Lack of employment prospect Thwala (2008) L13 Craftspeople not accepting formal training Wang et al. (2010) L14 Quest for quick earning for trainee rather than career progression McGuinness and Bennett (2006) L15 Going to apprentice for the sake of learning main stream education system McGuinness and Bennett (2006) L16 Lack of mechanism to engage stakeholders Morgan et al. (2008) L17 Inadequate instructors and supervisors Wang et al. (2008) L18 Lack of adequate training facilities and resources Wang et al. (2008) L19 Gender stereotype in training Thwala (2008) L20 Craftspeople training acceleration Bilginsoy (2007) L21 Bullying of craftspeople Riggall et al. (2017) L22 Lack of clear framework for progression Arkani et al. (2003)