Reconceptualising apprenticeship: exploring the relationship between work and learning

Abstract

This article explores the concept of apprenticeship as a model for learning at and about work in the late 20th century. The authors propose that social and activity theories of learning can usefully underpin a reconceptualisation of apprenticeship generally, and the recent British initiative the Modern Apprenticeship in particular. Central to this claim are two growing beliefs: first, that the distinction between formal and informal education is unhelpful because it implies the superiority of learning which takes place within educational institutions over, and distinct from, that which occurs in the workplace; second, that a reconceptualised apprenticeship needs to reconcile the previously polarised positions of learner-centred and transmission approaches to pedagogy. The article concludes by outlining a number of features which a contemporary apprenticeship should include and by indicating the extent to which they are featured in the Modern Apprenticeship.

Factors promoting vocational students’ learning at work: study on student experiences

“…Formal learning is often characterized as theoretical, planned, largely explicit, and focused on individual activities with predictable outcomes, whereas learning in the workplace is described as unplanned and implicit, often collaborative, highly contextualized, and leading to unpredictable learning outcomes (e.g. Billett, Harteis, and Eteläpelto 2008;Eraut 2004;Fuller and Unwin 1998;Hager 1998;Resnick 1987;Tynjälä 2008). …”

Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning

“…at college) and they were disadvantaged by being apprenticed to companies where there was no tradition of apprenticeship provision or what Wenger 58 A. Fuller et al (1998) calls 'shared participative memory'. Moreover, unlike in Company A, there was no clear post-apprenticeship career route available.…”

“…Other writers have begun to address this limitation by focusing on workplace pedagogy and the creation of strategies and environments to support it (see for example, Engeströ m, 1994;Billett, 1998Billett, , 2001Fuller & Unwin 1998. These are likely to include approaches which enable employees to participate both on and off the job and in so doing, experience the pedagogic benefits of engaging in communities of practice within and beyond the workplace.…”

Vocational training in small firms in Germany: the contribution of the craft sector

“…9 In the UK, the Modern Apprenticeship Scheme is expected to provide more structured training opportunities, although MA remains attached to the NVQ system. As the latter obviously differs markedly from traditional notions of structured, examination-based training, deviations from the German approach are likely to remain even if the MA scheme should become successful (for critical views, see Vickerstaff, 1998;Fuller and Unwin, 1998;Ryan, 2001 Bildung und Forschung (1999;2001), and www.bmbf.de. 12 Masons, butchers, bakers, hairdressers and radio and television technicians are examples of typical handicraft occupations.…”