In this paper, we investigate the effects of different characteristics of apprenticeship programmes both in historical and contemporary societies. Apprenticeship is one of the major means to transfer skills in a society. We consider five societies: the old Britain system (AD 1300s−1600s), the British East India Company (AD 1600s − 1800s), Armenian merchants of New-Julfa (AD 1600s − 1700s), contemporary German apprenticeship (1990s), and the “Modern Apprenticeship” in Britain (2001). In comparing these systems, using an agent-based simulation model, we identified six characteristics which impact the success of an apprenticeship programme in a society, which we measured by considering three parameters, namely the number of skilled agents produced by the apprenticeships, programme completion, and the contribution of programmes to the Gross Domestic Income (GDI) of the society. We investigate different definitions for success of an apprenticeship and some hy-pothetical societies to test some common beliefs about apprenticeships’ performance. The simulations suggest that a) it is better to invest in a public educational system rather than subsidising private contractors to train apprentices, b) having a higher completion ratio for apprenticeship programme does not necessarily result in a higher contribution in the GDI, and c) governors (e.g. mayors or government) that face significant emigration should also consider employing policies that persuade apprentices to complete their programme and stay in the society after completion to improve apprenticeship efficacy. © 2022, University of Surrey. All rights reserved.
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