Apprenticeship tends to be viewed either as part of vocational education or as part of labour market training (Ryan, 1998a). The former conception predominates in continental Europe, the latter in Britain, where apprenticeship has traditionally been viewed in labour market terms, as vocational training for intermediate skills. Part-time vocational schooling has certainly featured in British apprenticeship, but its role has been belated and partial. Indeed, apprenticeship has traditionally been treated in the UK as part of industrial relations rather than education. The paradigm of learning embedded in traditional British apprenticeship has been one of job training and work experience, geared to acquiring a trade. The wider educational and personal development implied by apprenticeship as a route to a Beruf in Germany or a profession in France has been largely absent in the UK (Lemaire, 1993; Ryan, 1998). é Patrick Ainley, Helen Rainbird and named contributors, 1999.
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