Based on interviews with youth in Canada participating in a high school based apprenticeship programme, this article investigates the extent to which such programmes affect stated policy goals of facilitating school-work transitions and developing workplace skills. Although embedded in very different education and labour market structures, Germany's dual system is often discussed as a successful model for youth apprenticeship programmes, A comparison between Canadian and German youth apprentices therefore provides a rare critical look at how these differences shape individual experiences in apprenticeships, but also how they affect the accomplishment of policy goals. Findings show that the study participants themselves viewed their apprenticeships as positive and meaningful experiences, Yet the Canadian apprentices had only a cursory knowledge of apprenticeship regulations and career paths, and the German apprentices were restricted in their choices by the early streaming processes in Germany's education system, Skill development in Canada was limited by a focus on workplace-readiness skills and a lack of integration of what participants did at work and what they learned at school, Rather than gaining an understanding of their rights and responsibilities in the workplace, they were learning to accept their underprivileged place in it. Copyright © 2005 BSA Publications Ltd.
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