Apprenticeships: What happens in On-the-Job Training (OJT)?

Worthen, Helena; Berchman, Mark

doi:10.1007/978-90-481-3939-2_12

Cited by 7 publications

(6 citation statements)

References 11 publications

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“…Whilst the above apprenticeship models of education are nationally consistent, this is not always the case. In the United States, apprenticeships are a rarity and can be organised by unions, as is the case in Illinois in the construction sector (Worthen and Berchman, 2010). In the United Kingdom, apprenticeship models of education can also differ within and across industry sectors with some being intensively work based, with apprentices being employees, and others having apprentices largely as students in vocational colleges who engage with workplaces on varying bases and with varying frequency (Billett, 1997;Deissinger, 2002), yet rarely to the extent of the workplace-based approaches mentioned above.…”

Section: Apprenticeship As a Model Of Educationmentioning

confidence: 99%

Apprenticeship as a mode of learning and model of education

Billett

2016

Education + Training

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Apprenticeships are usually seen, in contemporary times, as a model of education focused on occupational preparation, albeit manifested in different ways across nation states. However, throughout human history, the majority of occupational preparation has been premised upon apprenticeship as a mode of learning, that is, as preparation and ongoing learning arising mainly through active and interdependent engagement by apprentices in their work, rather than their being taught or directly guided by more experienced practitioners. Whilst both conceptions are important, the apprenticeship mode of learning is also central to the success of educational models, such as contemporary apprenticeships and the ongoing development of workers' occupational capacities and subjectivities. So, although apprenticeship has become viewed as a model of education associated with initial occupational preparation whose specific form is shaped by societal sentiment and governmental preference and imperatives, it is important to understand and emphasise apprenticeship as a mode of learning, not restricted to initial learning of an occupation. This consideration seems particularly salient for those of us living in schooled societies that often privilege education provisions over individuals' learning, yet which are seeking to enhance the efficacy of individuals' active learning across working life. Apprenticeship as a mode of learning and model of educationCurrently, apprenticeships are usually seen as models of education focused on initial occupational preparation, usually for young people, albeit manifested in distinct ways across nation states. Some of these models are largely premised on workplace experiences, with apprentices being employees and positioned as novice practitioners (Chan, 2013;Deissinger and Hellwig, 2005). Others comprise programs largely enacted through educational institutions, with apprentices being students (Berglund and Loeb, 2013), and then there are variations between these two kinds (e.g. in Denmark and Norway). However, across human history, most occupational preparation has arisen through apprenticeship as a mode of learning, not through these models of education; that is, it has arisen mainly through learners' active and interdependent engagement in occupational tasks, not through being taught or directly guided, and rarely in hybrid settings (i.e. educational institutions) established to promote that learning (Billett, 2014). Rather than viewing this mode as being just learning "on the job", it is characterised as being mediated by learners themselves, rather than the kinds of activities and interactions though which others (e.g. teachers, practitioners) directly attempt to mediate that learning (e.g. teaching and direct guidance). Whilst both conceptions are important, the apprenticeship mode of learning is also central to the success of educational models, such as contemporary models of apprenticeships, and in building learners' occupational capacities and subjectivities across working lives. Hence, whilst...

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Section: Apprenticeship As a Model Of Educationmentioning

confidence: 99%

Apprenticeship as a mode of learning and model of education

Billett

2016

Education + Training

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“…The fulfilment of these goals is supposed to be checked during structured talks with the apprentice's supervisor. This can undoubtedly be seen as challenging because apprenticeship in the construction sector is by its nature completed at different work sites (Worthen & Berchman, 2010), and thus involves different objectives that provide different tasks. By undertaking different tasks at different work sites-and sometimes in different companies-the PSA apprentice develops his or her ability to competently perform different tasks, i.e.…”

Section: Psamentioning

confidence: 99%

Constituting an apprenticeship curriculum

Fjellström

Kristmansson

2019

Journal of Curriculum Studies

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Apprenticeships are required for many trades and can take different forms. In Sweden, one form can be viewed as a pathway where students complete a three-year-long vocational education in upper secondary school followed by a post-secondary apprenticeship in a particular trade. Another takes the form of vocational training within the framework of upper secondary school through an apprenticeship. This study analyses how a more clearly defined apprenticeship curriculum can provide sufficient knowledge to identify and understand learning outcomes in apprenticeships. A theoretical framework of an apprenticeship curriculum is used in the analytical work. The findings show that educational goals are often overlooked during apprenticeships, and thus a deliberative education is overridden by deliberative learning that stems from and is closely connected to the individual's own perception of what to learn. By constituting an apprenticeship curriculum, this article contributes to an enhanced understanding of how to analyse vocational learning, and thus adds important elements to the research field.

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“…It recognizes the interaction of a community within a sector of employment, or workplace, who demonstrate competence within a given field through sharing information and learning. Worthen and Berchman (2010) suggest that there is limited information in the literature on how apprentices learn in the workplace and it is an area that would merit further investigation.…”

Section: Quality Themesmentioning

confidence: 99%

Quality Matters in Apprenticeships

McSorley¹

2018

IJHRDPP&R

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Apprenticeships: What happens in On-the-Job Training (OJT)?

Cited by 7 publications

References 11 publications

Apprenticeship as a mode of learning and model of education

Apprenticeship as a mode of learning and model of education

Constituting an apprenticeship curriculum

Quality Matters in Apprenticeships

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