Within the last 15-20 years apprenticeship has had a revival, supported by theories about learning in practice (Schön, 1983) in particular situated learning (Lave and Wenger, 1991).These theories have contributed to developing the concept of learning to include formal and informal learning and to introducing general shift of focus from teaching to learning. Apprenticeship is in many ways perceived as an optimal way of learning, as it is closely connected to a specific and concrete practice and involves the luxury of individual training. However studies of and literature about apprenticeship training all point to the necessity of further developing apprenticeship in order to enable the general and expansive learning that corresponds to the modern demands for qualifications (Fuller and Unwin, 1998; Gamble, 2002; Guile and Young, 1998; Shaw and McAndrew, 2008). That part of the training, which aims at transcending the specific community of practice, often takes place in schoolbased education, (Brooker and Butler, 1997). In the Danish dual system the general training will typically take place in VET colleges. © VS Verlag fur Sozialwissenschaften | Springer Fachmedien Wiesbaden GmbH 2012.
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