After a period of decline in the 1970s and its official denigration in the 1980s as 'mere time-serving', the concept of apprenticeship is now exciting interest not only for academic research and in professional disciplines but as an active policy issue. Whether it concerns day release in further education colleges, training for professional employment in higher education or the Department for Education and Employment's Modern Apprenticeships associated with work-based learning, this form of skill acquisition and learning is enjoying a renaissance both in Britain and elsewhere. (See for example, the special edition of the Journal of Vocational Education and Training, 1998, or the international comparative perspective presented by Finlay et al, 1998). However, it is as a model for thinking about all learning that apprenticeship affords a focus for what can be described as a new paradigm for learning about learning. This book aims to introduce readers to this new way of thinking about what learning is and how it occurs, through its examination of apprenticeships of many different types from a variety of perspectives. é Patrick Ainley, Helen Rainbird and named contributors, 1999.
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