The alignment of educational frameworks with industry requirements has increasingly been facilitated through contemporary apprenticeship models, yet persistent doubts regarding their quality continue to surface. Existing scholarship has drawn attention to issues such as limited success rates and the tendency for apprenticeships to function as a source of inexpensive labour rather than genuine learning opportunities. To address these concerns, this systematic review examined 20 peer-reviewed publications indexed in Scopus and Web of Science, applying a rigorous selection and evaluation process. The synthesis of findings revealed eleven principal theoretical foundations and conceptual models shaping current discourse on apprenticeships. Recent investigations have broadened the debate by incorporating multiple perspectives and considering outcomes for diverse groups, including learners, educators, and employers. A recurring theme within the literature is the necessity of robust quality management, which depends upon structured curricula and the professional preparation of mentors. Equally significant is the partnership between small and medium-sized enterprises and public authorities, which plays a decisive role in sustaining programme relevance and supporting apprentices’ personal development, particularly during periods of economic uncertainty. Overall, the evidence underscores the urgency of implementing forward-looking strategies that guarantee the integrity and long-term viability of apprenticeship systems internationally. © 2024, International Forum of Management Scholars. All rights reserved.
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