A study of apprenticeship systems in a large number of foreign countries revealed considerable interest in expanding and improving apprenticeship systems, both as initial training systems and as a way of easing the transition from school to work and relieving youth unemployment. The American apprenticeship system differs from those of other Enghish-speaking countries by a relative absence of skill shortages, the alternative routes to skilled status, the absence of training boards or councils, the concentration on construction trades in apprenticeship, and the advanced age of apprentices. In these other countries apprentices are concentrated in relatively few occupations, and full-time vocational education competes with or is replacing apprenticeships in many occupations. On-the-job training includes broadbased introductory training and pay incentives. Successful related instruction depends upon administrative or institutional coordination of instruction and on-the-job training. Few foreign countries have policies to expand minority and female program participation. In most countries public finance of apprenticeship systems and participants has increased. Study of these foreign systems yields few policy implications for the American system. Implications for the American system include increasing the number of apprenticeships and occupations using apprentices, and strengthening the role of the Federal Committee on Apprenticeship. (A list of countries visited is appended.) (MN)