International Perspectives on an Evolving Model of Learning
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Throughout the world, people understand the meaning of 'apprenticeship'. As a model of learning and skill formation, apprenticeship has adapted over the years to reflect changes in work, in technology, and in the types of knowledge that underpin occupational expertise. Apprenticeship serves the needs of government, as well as employers, individuals and society more generally. These needs have always co-existed in dynamic tension.
This book explores the contemporary state of apprenticeship in Europe, the United States, Canada, and Ghana. The chapters present perspectives from leading researchers in the field, showing how apprenticeship is evolving and changing in every country (crossing boundaries of age, sector and levels of skill and knowledge) and examining the ability of apprenticeship to facilitate both vertical progression – particularly to higher education – and horizontal progression between jobs and sectors. As such, apprenticeship remains at the core of debates about vocational learning and the nature of expertise.
This book was originally published as a special issue of the Journal of Vocational Education and Training.
Table of Contents
1. Introduction: International Perspectives on Apprenticeship Alison Fuller and Lorna Unwin
Part I: Is apprenticeship still a viable model for skill formation in industrialised countries?
2. Apprenticeship: from learning theory to practice Cindy Louise Poortman, Knud Illeris and Loek Nieuwenhuis
3. Challenges for the dual system and occupational self-governance in Denmark Ida Juul and Christian Helms Jørgensen
4. Apprenticeship training in Germany – still a future-oriented model for recruiting skilled workers? Günter Walden and Klaus Troltsch
5. Apprenticeship in Canada: where’s the crisis? John Meredith
6. ‘Made in the trade’: youth attitudes toward apprenticeship certification Alison Taylor and Sheryl Freeman
7. Expanding Apprenticeship in the United States: Barriers and Opportunities Robert I. Lerman
Part II: Can the concept of apprenticeship be stretched too far?
8. Australian employers’ adoption of traineeships Erica Smith, Paul Comyn, Ros Brennan Kemmis and Andy Smith
9. Two-year apprenticeships – a successful model of training? Marlise Kammermann, Barbara E. Stalder and Achim Hättich
10. The dominance of apprenticeships in the German VET system and its implications for Europeanisation: a comparative view in the context of the EQF and the European LLL strategy Thomas Deissinger, Robin Heine and Mariska Ott
11. The ‘duality’ of VET in Austria: institutional competition between school and apprenticeship Lorenz Lassnigg
Part III: How is apprenticeship as a model of learning being refreshed?
12. The role of materiality in apprenticeships: the case of the Suame Magazine, Kumasi, Ghana Thomas Jaarsma, Harro Maat, Paul Richards and Arjen Wals
13. Apprenticeship as a model of vocational ‘formation’ and ‘reformation’: the use of Foundation Degrees in the aircraft engineering industry David Guile
14. The views of employers on internships as a means of learning from work experience in higher education Maarit Hannele Virolainen, Marja-Leena Stenström and Mauri Kantola
15. Collective guidance at work: a resource for apprentices? Laurent Filliettaz
Alison Fuller is Professor of Education and Work and Head of the Lifelong and Work-Related Learning Research Centre at the University of Southampton, UK. Her research interests focus on education-to-work transitions, vocational education, training and apprenticeship, patterns of adult participation in education, and workplace learning.
Lorna Unwin is Professor of Vocational Education and Deputy Director of the ESRC-funded LLAKES Research Centre at the Institute of Education, University of London, UK. Her research interests focus on the shifting meaning of occupational expertise, vocational education and training policy and practice, apprenticeship, and workplaces as sites for learning. She is Editor of the Journal of Vocational Education and Training.