Noting a "lack of variety of models of vocational training for solicitors and barristers", the report calls for further development of apprenticeships for wannabe solicitors, more of the vocational stage of training to be integrated with workplace training, new "work-based learning pathways through the training contract" and the development of "additional alternative pupillages".
This paper therefore seeks to close this gap in knowledge by studying commercial apprentices' intention to remain within the learned occupation and the development of this intention through apprenticeship training as well as their learning motivation and apprenticeship satisfaction.
A major part of the solution is the development of educational partnerships and apprenticeship programs between industry and school and community college systems to develop an educated, sophisticated, high tech middle class workforce.
This instrument has been frequently applied to measure the development of learning motivation within commercial apprenticeship training (Beck 2000; Knöll et al. 2007; Nickolaus and Ziegler 2005; Prenzel and Drechsel 1996; Schumann 2010; Seifried 2005; Seidel et al. 2003 Winther 2006).
Leadership development programmes might also be designed with leadership of apprenticeship experiences as part of the overall curriculum.
The introduction of an apprenticeship levy is seen by policymakers as one way to increase employer demand for apprenticeships as is the move from apprenticeship frameworks to the development of standards through Trailblazer groups of employers setting out the skill development requirements of apprenticeships, but there are potentially other measures to consider, as well.
Second, we analyze the interdependence of the construct developments of learning motivation, apprenticeship satisfaction and the intention to remain within the occupation.
Furthermore, cyclical developments and demographic change have direct impacts on the number of apprenticeship programs offered by firms (Muehlemann, Wolter and Wüest 2009, Wolter and Ryan 2011).
In contrast, due to the trajectory of historical development, the widest range of apprenticeships exists, even today, within the commercial and industrial sectors (Gonon 2012).
The practices of apprenticeship and mentoring are valuable for all disciplines of a development group and apply to professional, vocational, and technical disciplines.
