Apprenticeship as a Work-based Learning in Addis Ababa City Administration of Ethiopia

This study aimed to examine apprenticeship from the standpoint of work-based learning and its function in skill development. Considering this, the study attempted to investigate historical settings as well as contemporary behaviors, including the potential and difficulties associated with apprenticeship. A qualitative method and quantitative data from documents were used to address this objective. Interviews were done to assess opportunities and difficulties throughout the apprenticeship. For analysis, the interview data were transcribed. To supplement this, documents and previous works on apprenticeship’s institutional, organizational (employers) and individual (apprentices) contexts were used. The approach and materials consulted were chosen depending on policy relevance and contextual appropriateness. Accordingly, research-based documents were thematically organized and analyzed. Hence, the results showed that the development of skills and work behavior was aided by apprenticeships as a route of skill transition. Because costs were matched by companies (enterprises) in this arrangement, it gave young people a chance to support themselves. However, part of the problem emanates from the traditional nature of apprenticeship, which has a low contribution to economic development. Weak linkage was also observed between vocational institutes and apprenticeship providers. Finally, policy alternatives were suggested to fill the existing deviation in the direction of school-to-work transition.