Apprenticeship: Towards a New Paradigm of Learning

In this chapter we want to share our formative ideas about the relationship between apprenticeship and a four-dimensional concept of community. In doing so, we will explore the extent to which community is still relevant to contemporary forms of apprenticeship, most notably the Modern Apprenticeship…

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 edu…

Traditionally, the idea of apprenticeship has been associated with the process of skill formation within craft and industrial production and, to a lesser extent, within certain professions. Apprenticeship in these different contexts has usually been characterized by a constellation of both legal and…

The concept of 'apprenticeship' requires analysis in terms of its end state: Mastery. Apprenticeship viewed as a 'new learning paradigm' demands that the concept of the fully developed apprentice-one who has become a 'master'-be clarified. The apprentice-master couplet is not of the polar variety, a…

There is nothing new about the relationship between apprentice training and further education (FE)colleges; indeed the provision of off-the-job training for craft and technician apprentices is at the heart of the history of FE. The Mechanics' Institutes of the 19th century were established for the p…

Apprenticeship is one of those institutions, in common with the university and parliament, that has a history stretching back at least to medieval times. Such longevity immediately suggests a host of basic questions to the historian. Why has apprenticeship lasted so long? What basic human need or ne…

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 train…

It is often assumed that apprenticeship is timeless, that it has existed for ever and a day in the same form. The aim here is to show its very different stages of development in Britain, each associated with specific characteristics with respect to: Its regulation; its scope, length, form and skill …