Log in

Relevant bibliographies by topics / Apprenticeship programs

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Apprenticeship programs'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Apprenticeship programs.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Apprenticeship programs"

1

Imtiyaaz, Suraya, and Wahyu Donri. "Praktik Unpaid Internship Dalam Perkembangan Regulasi Ketenagakerjaan Indonesia (Studi Kasus Campuspedia)." Al-Adl : Jurnal Hukum 15, no. 1 (January 31, 2023): 232. http://dx.doi.org/10.31602/al-adl.v15i1.6613.

Full text

Abstract:

The trend of unpaid apprenticeship programs is increasingly being found. Due to the increasingly high competition, many are still interested in joining the apprenticeship program without pay, with the lure of work experience for the next career step. The growing interest in unpaid internships is also supported by the company's strategy to reduce expenses and the high desire of prospective interns to gain knowledge in the field of work. Companies often use this condition to obtain workers who are not bound by a minimum wage. If it continues to happen, the purpose of apprenticeship, which was initially skills training, becomes exploitation of workers. The purpose of writing is to analyze unpaid apprenticeships in increasing the integrity of the workforce in Indonesia, how the Indonesian workforce views the practice of unpaid apprenticeships and the government's role as a labour regulator in Indonesia. This analytical descriptive study utilizes a normative legal research typology, a normative juridical approach and is analyzed through a qualitative approach. The study results show that the apprenticeship programs' regulations still need to be specific, especially regarding the wage rights of apprentice workers. The government, as a regulator, should understand the high interest in apprenticeship programs, so clear legal protection is needed for apprentices. The outcome of this paper will be the awareness of the lack of strict regulations protecting the rights of apprentices based on one of the cases, namely the Campuspedia apprenticeship, to continue to be critically studied.

APA, Harvard, Vancouver, ISO, and other styles

2

Solechan, Solechan. "Rekrutmen Program Pemagangan ke Jepang: Suatu Tinjauan Program Pemerintah Daerah." Administrative Law and Governance Journal 1, no. 3 (August 9, 2018): 326–44. http://dx.doi.org/10.14710/alj.v1i3.326-344.

Full text

Abstract:

Apprenticeships can be carried out inside or outside the territory of Indonesia. In Indonesia there are several apprenticeship programs abroad. Apprenticeship abroad is regulated more specifically in the Regulation of the Minister of Manpower and Transmigration of the Republic of Indonesia Number PER. 08 / MEN / V / 2008 concerning Procedures for Licensing and Implementation of Overseas Internships. This study aims to know the recruitment of apprenticeship programs to Japan: a review of government programs. This research is normative legal research. The results of the study found that apprenticeship abroad has been regulated more specifically in the Regulation of the Minister of Manpower and Transmigration of the Republic of Indonesia Number PER. 08 / MEN / V / 2008 concerning Procedures for Licensing and Implementation of Overseas Internships. The regulation is a mandate and guidance on apprenticeship activities abroad.Keywords: Internship, Japan, Government, Employment AbstrakPemagangan dapat dilaksanakan di dalam maupun di luar wilayah Indonesia. Di Indonesia ada beberapa program pemagangan di luar negeri. Pemagangan di luar negeri diatur lebih spesifik dalam Peraturan Menteri Tenaga Kerja dan Transmigrasi Republik Indonesia Nomor PER. 08/MEN/V/2008 tentang Tata Cara Perizinan dan Penyelenggaraan Pemagangan di Luar Negeri. Penelitian ini bertujuan untuk mengatahui rekrutmen program pemagangan ke Jepang: suatu tinjauan program pemerintah. Penelitian ini merupakan penelitian hukum normatif. Hasil penelitian ditemukan bahwa Pemagangan di luar negeri telah diatur lebih spesifik dalam Peraturan Menteri Tenaga Kerja dan Transmigrasi Republik Indonesia Nomor PER. 08/MEN/V/2008 tentang Tata Cara Perizinan dan Penyelenggaraan Pemagangan di Luar Negeri. Peraturan tersebut sebagai mandat dan panduan kegiatan pemagangan diluar negeri.Kata Kunci: Magang, Jepang, Pemerintah, Ketenagakerjaan

APA, Harvard, Vancouver, ISO, and other styles

3

Sullivan, Kelly J. "$100M for apprenticeship programs available." Federal Grants & Contracts 39, no. 3 (January 6, 2015): 1. http://dx.doi.org/10.1002/fgc.30006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Komariah, Kokom, Badraningsih Lastariwati, Siti Hamidah, Sri Palupi, Tuatul Mahfud, and Eltom Ishaq Osman Musa. "Evaluation of Students Performance in The Japanese Apprenticeship Program." Jurnal Pendidikan Teknologi dan Kejuruan 28, no. 1 (May 27, 2022): 22–31. http://dx.doi.org/10.21831/jptk.v28i1.48202.

Full text

Abstract:

Apprenticeship programs are considered as an effective learning method to improve the job skills of prospective workers. The Japanese apprenticeship program highlights 5 work principles consisting of Seiri, Seito, Seiso, Seiketsu, Shitsuke (5S). However, until now, the apprenticeship program's effectiveness in Japan to foster 5S work principles for students has not been much evaluated. The objectives of this study were (1) to describe the student's 5S performance profile; (2) factors affecting the implementation of student 5S performance in the apprenticeship program in Japan; (3) the benefits of the Japanese apprenticeship program. This study involved 69 students who were apprenticed in Japan. The data collection used a questionnaire, and the data were analyzed using descriptive analysis. The study results revealed that the student's 5S performance was considered good during the apprenticeship program in Japan. Besides, the study results also show that ten factors affect student performance when participating in an apprenticeship program, namely self-discipline, technology, equipment arrangement, workplace, job planning, worker characteristics, management support, work type, job characteristics, and the existence of training. . Finally, the apprenticeship program in Japan provides benefits to the development of student work competencies which include aspects of knowledge, attitudes, and skills. This study recommends the need to develop and strengthen apprenticeship programs with a positive work culture that can encourage student performance improvement.

APA, Harvard, Vancouver, ISO, and other styles

5

Ravichandran, Ramasamy. "Bridging the Gap: The Role of Apprenticeship Training Programs." Journal of Vocational Education Studies 6, no. 1 (June 11, 2023): 156–66. http://dx.doi.org/10.12928/joves.v6i1.8006.

Full text

Abstract:

This paper summarizes a study on the prospects and challenges of apprenticeship training programs for vocational students from schools in India. The study explores the current state of vocational education in India and the potential benefits of apprenticeship programs for students. It also discusses the challenges faced by the implementation of such programs, including the lack of coordination between educational institutions and industry, inadequate infrastructure, and inadequate regulatory framework. The study concludes that apprenticeship training programs have the potential to address the skills gap in India's workforce and improve the employability of vocational students, but significant efforts are needed to overcome the existing challenges and create a more supportive ecosystem for apprenticeship training programs in India.

APA, Harvard, Vancouver, ISO, and other styles

6

Venkatraman, Sitalakshmi, Tony de Souza-Daw, and Samuel Kaspi. "Improving employment outcomes of career and technical education students." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 469–83. http://dx.doi.org/10.1108/heswbl-01-2018-0003.

Full text

Abstract:

Purpose In this rapidly changing world, we are experiencing the fourth industrial revolution, known as “Industry 4.0,” that requires education systems to redesign qualifications in order to meet the needs of an individual and the workplace of the digitized economy. The purpose of this paper is to provide an overview of the relatively new approaches being explored mainly in the UK and Australia within the higher education (HE) sector and to propose a framework with selected career training pathways for the tertiary education system within the Australian context. The implementation plan postulated from the reports of recent studies conducted in England’s apprenticeship system is intended as a guideline for facilitating a sustainable career and technical education (CTE) with three pillars of innovation, integration and collaboration in order to improve employment outcomes required for the digitized economy in Australia. Design/methodology/approach This study adopts a descriptive, pragmatic research methodology to review and analyze education methods found in contemporary degree and vocation programs, particularly the degree apprenticeships adopted in England. This approach is used to explore, explain and develop a framework for student-centric apprenticeship options in CTE with graduate outcomes in the re-designed HE programs to successfully meet the needs of Industry 4.0 workplaces in Australia. Findings A student-centric framework is designed for HE programs with a proposal to include practical variations in apprenticeships to embrace flexible structures and industry responsiveness. The paper develops tactical plans and implementation flowcharts for the proposed framework with four CTE pathways, such as degree apprenticeships, start-up focus degrees, tailored studies and multiple majors that are designed for tertiary education programs to meet the dynamically changing employment needs of industry. Originality/value This proposal is a relatively new approach to improve employment outcomes of students undergoing degrees and vocational education with a focus on apprenticeship in four different forms. The strength of this pragmatic approach is in providing an insight into “what works” through a set of flexible, sustainable and practical implementation plan for the proposed CTE pathway framework in order to meet the future need of re-skilling and training for the digital economy.

APA, Harvard, Vancouver, ISO, and other styles

7

Martin, Larry G., and Regina O. Smith. "Pre-Apprenticeship Urban Workforce Training Programs." Adult Learning 22, no. 1 (January 2011): 23–27. http://dx.doi.org/10.1177/104515951102200105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Evanciew, Cheryl E. P. "Maximizing Learning through Youth Apprenticeship Programs." Clearing House: A Journal of Educational Strategies, Issues and Ideas 68, no. 2 (December 1994): 111–14. http://dx.doi.org/10.1080/00098655.1994.9957209.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Calnan, Thomas W. "Maitre D' Apprenticeship Program." Hospitality Education and Research Journal 12, no. 2 (February 1988): 472. http://dx.doi.org/10.1177/109634808801200249.

Full text

Abstract:

The hospitality industry has historically trained its own employees at the entry and supervisory level. Today, because of the growth of the hospitality industry, even with the proliferation of hospitality education programs, more non-hospitality trained personnel are entering the industry than ever before. The maitre d' apprenticeship program is designed to complement the in-house training programs of hotels and restaurants with a college curriculum leading to an associate degree and national certification in food service management. The maitre d' apprenticeship program is designed as a model for community and junior colleges to provide an alternative to fulltime college programs to meet the needs of front-of-the-house food service employees who wish to develop their basic skills and supervisory talents. The model of the maitre d' apprenticeship curriculum details the course content needed to meet the certification requirements of the International Food Service Executives Association (IFSEA).

APA, Harvard, Vancouver, ISO, and other styles

10

Jenkerson, Michelle, Stephanie Freel, Anthony Keyes, Jessica Cranfill, and Rachel Cody. "114 Reimagining Entryways: Innovative Apprenticeship Models for New Clinical Research Professionals." Journal of Clinical and Translational Science 8, s1 (April 2024): 33. http://dx.doi.org/10.1017/cts.2024.112.

Full text

Abstract:

OBJECTIVES/GOALS: 1. Standardize pathways, training and evaluations 2. Expose apprentices to a variety of research experiences 3. Remove barriers to hiring early talent 4. Expand opportunities for underrepresented minority applicants to obtain clinical research professional positions METHODS/STUDY POPULATION: Collaborators connected by the Clinical Research Professional Taskforce ACTS SIG conducted a landscape analysis survey to identify aspects of CRP Apprentice models and formed a Subgroup. Members will share plans for multiple apprenticeship programs, including specific training modalities and skill sets used to prepare apprentices for a successful clinical research professional career. Methods across institutions include: • Increasing awareness of the profession • Facilitating talent identification for managers • Making the business case for funding and staffing • Implementing work-based learning for fundamental competency development Survey results from CRP institutions demonstrated apprenticeships are value added to teaching how to conduct research. RESULTS/ANTICIPATED RESULTS: The landscape survey of Apprentice programs revealed multiple models in use. The newly formed Apprentice subgroup is engaging in analysis and actively working to build a standardized repository of competency-aligned, research courses and experiences for apprentices. Results will help make the business case for starting or growing programs. Subgroup members have focused on a shared goal of expanding opportunities for underrepresented minority applicants, with current outreach efforts that are extending awareness of the CRP profession. We anticipate a continuous strengthening of connections between institutions to share a variety of models to implement, develop shared tools (e.g., proficiency tests), and share existing tools to standardize pathways and training for CRP apprenticeships. #_msoanchor_1 DISCUSSION/SIGNIFICANCE: Academic Medical Centers (AMCs) need novel strategies to support clinical research portfolios.Innovative Apprenticeship Models improve efficiency and sustainability of the clinical research professional (CRP) workforce to train the next generation of CRPs in an effective and timely way.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Apprenticeship programs"

1

Krull, Kari L. "Analysis of impact of youth apprenticeship programs on students enrolled in Manitowoc County Youth Apprenticeship Programs." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009krullk.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Stoner, Gayla M. "INSTRUCTORS' PERCEPTIONS OF ONLINE INSTRUCTION WITHIN REGISTERED APPRENTICESHIP PROGRAMS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1048.

Full text

Abstract:

AN ABSTRACT OF THE DISSERTATION OF Gayla Stoner, for the Doctor of Philosophy in Education degree, presented on May 16, 2015, at Southern Illinois University Carbondale. TITLE: INSTRUCTORS' PERCEPTIONS OF ONLINE INSTRUCTION WITHIN REGISTERED APPRENTICESHIP PROGRAMS MAJOR PROFESSOR: Dr. Barbara Hagler This qualitative study explored the perceptions of instructor use of online instruction within Registered Apprenticeship Programs (RAPs). The study concentrated on experienced instructors within a RAP that is part of a long-term, well-established trade union located in a major metropolitan area in the Midwestern United States. This study was informed by the methodology of a constructivist case study, which included the following methods: document review, expert panel, and in-depth interviews. Swan, Garrison, and Richardson's (2009) process-oriented model of the Community of Inquiry (CoI) with a constructivist approach served as the conceptual framework to inform this study. The purpose of this study was to contribute to the body of knowledge of online instruction within RAPs. The focus of this research study described (a) how RAP instructors perceive online instruction, (b) how their perceptions might impact the learning experiences of adult learners, and (c) how the perception of online learning may be improved among such instructors. The Office of Apprenticeship, which is within U.S. Department of Labor (DOL) Employment and Training Administration (ETA), recently revised regulations that now encourage the integration of technology-enhanced training into RAPs. Specifically, on October 29, 2008, the ETA, through its Office of Apprenticeship, exercised its statutory authority under the National Apprenticeship Act of 1937 and promulgated the first revision in more than 30 years to its longstanding regulatory rubric governing RAPs (Code of Federal Regulations, Title 29, Part 29) (Labor, 2008). These revisions, published in Title 29, Part 29 of the Code of Federal Regulations (29 CFR Part 29), embrace the use of "electronic media," including "interactive distance learning," as permissible instructional vehicles for the technical training of RAP-enrolled apprentices (Labor, 2008). As a result of the revision of 29 CFR Part 29, RAPs now have the option to augment their formal training programs with non-traditional instructional modalities for the benefit of both apprentice-sponsoring employers and enrolled apprentices. Interviewee quotes are used throughout the study to illustrate the range of interviewee opinion and to support conclusions. These findings may enable the instructor to provide quality instruction by demonstrating the elements of presence described in the CoI process-oriented model. In addition, my findings indicated there is evidence of a CoI process-oriented model that helps facilitate quality online learning within this specific RAP. I also discovered that RAP instructors recognize and encourage the benefits of online instruction for the apprentice, which includes (a) increased training opportunities and (b) the ability to maintain adult lifestyles. Additionally, instructors serve as mentors for the apprentice by providing guidance and opportunities in regard to achieving their educational goals. Also, I found that perceptions of online learning will continue to improve through the ongoing support provided by the RAP. Support includes technology-based workshops and pedagogical-based professional development opportunities. Finally, RAP instructors must continue to be educated on the advantages online instruction can bring to the self-directed apprentice. Primary conclusions from the study are the revelation of a strong community establishment within this specific RAP. This community of learners support the apprentice's ability to contribute positively to the workforce through the attainment of educational goals. In addition, RAP instructors take ownership of the responsibility to provide flexible educational offerings to the apprentice. These offerings include the delivery of quality courses that result in the benefits gained through online instruction. Also, instructor support of resources must continue to remain a priority for the RAP. Finally, I concluded that the self-directed apprentice has similar attributes as the ideal online learner. Flowing from the study's conclusions are several recommendations for this specific RAP, as well as the Employment and Training Administration. My recommendations include the suggestions for online lifelong learning and professional development course offerings, as well as the comparison of the learning outcomes of apprentices based on delivery modes. I recommended assessments and evaluations or online program evaluation in RAPs. Also, I recommended instructor creation of a mechanism for evaluating the quality of online instruction within RAPs. I recommended that RAPs continue to consider additional paths for sustainable funding. Additionally, I recommended that RAP instructors should receive more knowledge and application training in regard to the utilization of the process-oriented model theoretical framework of the Community of Inquiry. Finally, I recommended the creation of a national advisory sub-committee to serve the Federal Advisory Committee on Apprenticeship. The sub-committee would be charged with the purpose of understanding and disseminating educational and technological instruction to enhance RAPs.

APA, Harvard, Vancouver, ISO, and other styles

3

Hsu, Yun-Hsiang. "Training Externalities and Institutional Determinants: Assessing Rentention in Ohio Apprenticeship Programs." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366224121.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Smith, Peter John Brenchley, and mikewood@deakin edu au. "Preparing for flexible delivery in industry: Learners and their workplaces." Deakin University. School of social and cultural studies in education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060623.095632.

Full text

Abstract:

This thesis examines the learning preferences and learning strategies of apprentices, and the contexts within which they learn in their workplaces. Since the end of the 1980s Australian vocational education and training (VET) structures and processes have undergone radical change in attempts to develop skills in the workforce that will ensure enterprise, national, and international competitiveness. A major strategy in the national reforms has been the encouragement of flexible delivery as a means through which workplace-based learning can be accessed by a larger number of workers in ways that are cost-efficient, and that reduce the amount of time that workers spend away from their jobs. Although flexible delivery has been championed by governments and industry alike, there has been little attempt to identify the preparedness of either learners or their workplaces for the demands of flexible learning. The thesis examines the economic context for these changes to VET, and also examines the literature available on workplace learning. Additionally, the thesis examines the conceptualisations of flexible delivery that are available in the literature, pointing to the possibility that the wide range of meanings associated with the term flexible delivery may result in quite different practices and expectations. The thesis also examines the literature on independent learning and self-directed learning, and explores the concept of client-focused flexible delivery. The study of learner preferences uses data collected from apprentices over a period of some years, in the four occupational areas commanding the highest number of apprentices in Australia. These occupational areas are Metals and Machining, Building, Electrical, and Hairdressing. These data on learning preferences are collected using the commercially available Canfield Learning Styles Inventory (CLSI). The data from the sample of 389 apprentices are analysed statistically through analyses of variance, and indicate that variables such as age, gender, and occupational area are related to learning preferences. Apprentices are shown by this analysis to prefer structured programs of instruction that are instructor-led, and to not have a high preference for independent learning or the development of their own learning goals. Additionally, they are shown to have very low preferences for learning through reading, preferring instead to learn through direct hands-on experience. While these characteristics are largely common among the four occupational groups, the Hairdressing apprentices are shown to have a slightly higher preference for independent learning and goal setting. Females are shown to have a higher preference than males for learning qualitative material through reading. Interestingly, the younger apprentices are shown to have a higher preference than the older ones for self-directed learning. Some possibilities for that finding are discussed. The research also shows that the learning preferences displayed by different groups of apprentices in any one program are much the same over time, providing some confidence that data generated from one group of apprentices can be used to make instructional decisions for future groups in the same program. The data are also factor analysed to indicate three major factors underlying apprentice learning preferences. The first factor indicates a VerbalNon-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as StructureContent, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directedSocial preference, indicates apprentices preferring to learn through socially mediated presentations and contexts rather than through more independent forms of learning. Qualitative data are also generated through interviewing eight apprentices, and focusing on the learning strategies they employ while constructing knowledge in the workplace. That component of the research uses a modification of the Marland, Patching and Putt (1992a, 1992b) stimulated recall technique, and a set of learning strategies derived from the work of OMalley and Chamot (1990) and Billett (1996a). The eight apprentices are drawn from the Metals and Machining, Electrical, and Hairdressing trades. The findings indicate that the learning strategies most often used by apprentices in the workplace are those associated with the construction of knowledge that is structured and provided by the instructor or learning program, and those that include social mediation of learning. Additionally, the strategies associated with demonstration and hands-on practice are most favoured. The qualitative data are confirmatory of the quantitative data. The research also indicates, through the apprentice interviews, that support for apprentices learning in their workplace is typically unplanned and haphazard. Their experience was sometimes characterised by a reluctance on the part of the workplace to acknowledge learning needs such as trialling and practice of new knowledge, or pro-actively seeking understanding from other more skilled workers. The learning preferences and learning strategies findings for apprentices, coupled with the findings of typically poor or unplanned support in the workplace, indicate that effective flexible delivery of training to apprentices in the workplace provides a number of challenges. These challenges, it is argued, demand strategies to be developed and implemented to prepare both learners and workplaces for effective engagement with flexible delivery. Using as a theoretical framework Kembers (1995) two-dimensional model of open learning for adults, the thesis integrates the findings into a proposed two-dimensional model of learner and workplace preparedness for flexible delivery. The model provides for a Learner Development Space, a Workplace Development Space, and a Strategy Space. Within the Learner Development Space, focuses for the development of learner preparedness are identified in terms of self-directed learning, skills developments, and effective participation in a community of practice. Focuses for workplace development identified in the Workplace Development Space are those associated with development of training policies, training structures, and trainer skills and abilities. The Strategy Space then provides detail of seventy-nine specific strategies developed to enhance learner and workplace preparedness within each of the focuses identified.

APA, Harvard, Vancouver, ISO, and other styles

5

Johnson, Carolyn S. "Developing servant leaders in rural Isaan churches through apprenticeship." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p002-0813.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Baird, Craig A. "Cognitive apprenticeship in a building design office." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1065.

Full text

Abstract:

This thesis presents a research study that investigated student learning in a mentor supported design office situation, using a cognitive apprenticeship learning approach that utilised authentic design project tusks. In this study, 29 final year Technical And Further Education (TAFE) building design students undertook authentic building design projects with expert building designers, who acted as mentors, in commercial design office situations. The mentors guided student learning by using a cognitive apprenticeship approach to learning, implemented with authentic design projects designed to replicate the everyday culture of practice activities typical of commercial design office operations. This study follows the progress of these students as they worked in collaboration with their mentors in the design and presentation of design solutions developed for the projects. Data about the students' learning experiences in this setting were collected and analysed to determine their learning outcomes, the kinds of knowledge acquired and the means through which knowledge was transferred in the study situation. A holistic interpretivistic approach was used to collect data in three phases. The first of these was a pilot-study with the other two phases providing the main data gathering parts of the study. Much of the focus of the third phase of this study was on verifying findings emergent from analysis of data collected in the first two phases, as well as seeking greater understanding of the study phenomena. Throughout each of the three phases, data were collected from multiple sources, which included interviews, direct observations, personal journals and drawings. Analysis of the data showed that using cognitive apprenticeship learning methods organised around mentor supported authentic projects implemented in authentic commercial design office situations provided successful transfer of declarative, tacit and procedural knowledge from the mentor to the students. This thesis concludes with recommendations for the classroom application of cognitive apprenticeship learning methods, as used by the expert building designers who participated in this research.

APA, Harvard, Vancouver, ISO, and other styles

7

Coenen, Glenn T. "A study of curriculum utilized in three Carpenter's Apprenticeship Programs in Wisconsin and Missouri." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002coeneng.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Lundall, Paul. "The erosion of apprenticeship training in South Africa's metal and engineering industry." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/16098.

Full text

Abstract:

Bibliography: pages 107-120.
This thesis explores the decline and transmutation of the apprenticeship system in South Africa, specifically as it occurred in the metal and engineering industry. It proceeds to analyse the most basic and influential imperatives which have driven this process. On the side of capital, these imperatives were the inexorable motive for a profit driven industrial organisation and on the side of organised labour, the imperatives to protect skills, jobs and wages. The existence of the one set of imperatives presupposed the need to redefine the existence of the other set. These contradictory imperatives have shaped the trajectory of the apprenticeship system in South Africa. They were contradictory because the one was an impediment on the untrammelled extension of the other. However, as the imperative of profit maximisation gradually became the predominant consideration in the relationship, it began to exert greater pressure on the character of the apprenticeship system. Within the apprenticeship training system, the imperative of profit maximization prioritised price calculation as the dominant consideration by which decisions and trajectories were chartered. Since the state mediated the relationship between the various economic interests in society, its interventions merely curtailed a more rapid consolidation of the effects of a profit driven industrial organisational imperative, within the apprenticeship training system. The triumph of the profit maximization imperative, systematically eroded the system of apprenticeship training in the metal and engineering industry of South Africa. An institutional inertia within the South African state resulted in the manifestation of erosive effects within institutions of the state empowered with governing and managing human resources development. This institutional inertia within the state was an accompaniment to the broader erosion of the apprenticeship training system at the workplace.

APA, Harvard, Vancouver, ISO, and other styles

9

Shaw, Joseph. "An analysis of regional occupational programs that offer academic credit, college articulation, state licensing, and apprenticeship training credit." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/941.

Full text

Abstract:

This study survey all ROP's in the State. It determined the degree to which the ROP's were meeting the changing need for enhancing and utilization vocation educational programs to meet the mandates of ̲S̲ec̲oṉḏ ṯ̲o Ṉ̲oṉ̲e.

APA, Harvard, Vancouver, ISO, and other styles

10

Rezin, Andrew A. "A comparison of industry success of associate degree graduates who participated in cooperative apprenticeship programs versus their counterparts in traditionally delivered programs /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953567771178.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Apprenticeship programs"

1

Washington (State). Dept. of Labor and Industries. Speciality Compliance Services Division. Apprenticeship Section., ed. Washington State apprenticeship programs. Olympia, WA (PO Box 44530, Olympia, 98504-4000): Dept. of Labor and Industries, Speciality Compliance Services Division, Apprenticeship Section, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Ontario. Ministry of Training, Colleges and Universities., ed. Modular training programs: Apprenticeship. [Toronto]: Ontario Ministry of Training, Colleges and Universities, 2002.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Barker, Caroline. Choosing your apprenticeship. Richmond: Trotman, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

1960-, Summerfield Carol J., and Cosgrove Holli 1964-, eds. Ferguson's guide to apprenticeship programs. Chicago, Ill: J.G. Ferguson, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

1964-, Oakes Elizabeth H., ed. Ferguson's guide to apprenticeship programs. 2nd ed. Chicago, IL: Ferguson Publishing, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Branch, Alberta Curriculum. Registered Apprenticeship Program: Information manual. Edmonton, AB: Alberta Learning, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Branch, Alberta Curriculum. Registered apprenticeship program: Information manual. Edmonton, AB: Alberta Learning, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Branch, Alberta Curriculum. Registered apprenticeship program: Information manual. Edmonton, AB: Alberta Learning, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Prince Edward Island. Dept. of Industry., ed. Apprenticeship on Prince Edward Island. [Charlottetown, P.E.I.]: Dept. of Industry, 1988.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Commission, Ghana Law Reform. Report on apprenticeship practice in Ghana. [Accra]: The Commission, 1993.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Apprenticeship programs"

1

Archibald, Douglas E., Emily Pulham, and Danny Young. "Apprenticeship Programs in a Blended Design Case." In Learning, Design, and Technology, 1–17. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-319-17727-4_174-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Archibald, Douglas E., Emily Pulham, and Danny Young. "Apprenticeship Programs in a Blended Design Case." In Learning, Design, and Technology, 2305–21. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-319-17461-7_174.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Ault, Glenn T. "From Apprenticeship to Accreditation: The History of Colorectal Training Programs in the United States." In The Legacy Continues, 113–31. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-52893-4_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Stalder, Barbara E., Marlise Kammermann, Iris Michel, and Marie-Theres Schönbächler. "Successful Integration of Refugees in Vocational Education and Training: Experiences from a New Pre-vocational Programme." In Migration, Education and Employment, 133–54. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-41919-5_9.

Full text

Abstract:

AbstractTo support refugees and temporarily admitted persons in their endeavour to access vocational education and training, the Swiss federal government and the cantons have launched the pre-apprenticeship to support integration PAI. Based on a multi-source mixed-method design with 432 participants and 184 employers, we describe the PAI programme and explore participants’ learning environments at the workplace and school, their individual characteristics, and their social environment. We investigate factors contributing to participants’ successful transition to regular apprenticeships by comparing participants who could secure an apprenticeship at the end of the PAI with those who did not. Results show that participants appreciated the learning in the workplace and school and felt well-supported by teachers and in-company trainers. They were highly motivated and had good performances, which the employers also confirmed. Those having secured an apprenticeship found their work more interesting, engaged more in learning, and had better learning outcomes than those with an uncertain pathway. We conclude that the PAI programme is a valuable means to foster the integration of refugees and temporarily admitted persons in vocational education and training and highlight factors contributing to the programme’s success.

APA, Harvard, Vancouver, ISO, and other styles

5

Sweet, Richard, and Helmut Zelloth. "We Need Them, They Need Us: Work-Based Learning Programmes for Young People in the Mediterranean Region." In Rediscovering Apprenticeship, 103–12. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3116-7_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Singh, Pranab Man, and Pushpa Palanchoke. "Taḥnani Dāphā Khalaḥ's Apprenticeship Programme." In Rethinking Education in the Context of Post-Pandemic South Asia, 45–58. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003332688-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Larson, Reed W. "Discovering the Possible: How Youth Programs Provide Apprenticeships in Purpose." In The Ecology of Purposeful Living Across the Lifespan, 73–92. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52078-6_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Martaamidjaja, A. S., and H. Anwarhan. "South-South cooperation: Indonesian apprenticeship program for African rice farmers." In Resource Management in Rice Systems: Nutrients, 269–80. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-5078-1_19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Wilson, John P. "Public Education Institutions as Providers of Private Training Programs: Degree Apprenticeships in the United Kingdom." In Handbook of Vocational Education and Training, 1–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_102-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Wilson, John P. "Public Education Institutions as Providers of Private Training Programs: Degree Apprenticeships in the United Kingdom." In Handbook of Vocational Education and Training, 829–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_102.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Apprenticeship programs"

1

Parker, Rusty. "Key Partnership Roles in High-Quality Pre-Apprenticeship Programs." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2105109.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Yakout, Akram Ahmed. "Apprenticeship Programs Opens up New Vistas for National Staff Training." In Abu Dhabi International Petroleum Exhibition and Conference. Society of Petroleum Engineers, 2014. http://dx.doi.org/10.2118/172042-ms.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Milojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley, and Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.

Full text

Abstract:

Abstract Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum. The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources. We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.

APA, Harvard, Vancouver, ISO, and other styles

4

Johnson, Carla. "National Study of 21st Century Skills Attainment in Out-of-School STEM Apprenticeship Programs." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1890764.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Johnson, Carla. "National Study of 21st Century Skills Attainment in Out-of-School STEM Apprenticeship Programs." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890764.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Hosam, Osama, Rasha Abousamra, Ahmed Ghonim, and Khaled Shaalan. "Utilizing Machine Learning to Develop Cloud-Based Apprenticeship Programs Aligned with Labor Market Demands." In 2023 IEEE 10th International Conference on Cyber Security and Cloud Computing (CSCloud)/2023 IEEE 9th International Conference on Edge Computing and Scalable Cloud (EdgeCom). IEEE, 2023. http://dx.doi.org/10.1109/cscloud-edgecom58631.2023.00082.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

González, Javier, R. Sánchez, and Esther Rodríguez. "SYSTEMATIC APPROACH TO ENHANCE THE PARTICIPATION OF CONSTRUCTION INDUSTRY SMES IN APPRENTICESHIP PROGRAMS: CO.TUTOR PROJECT." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1492.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Ali, Hendratta. "Designing apprenticeship programs to facilitate mentoring, foster professional development, and retention of diverse groups in geosciences related fields." In SEG Technical Program Expanded Abstracts 2018. Society of Exploration Geophysicists, 2018. http://dx.doi.org/10.1190/segam2018-2991397.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Bettayeb, Nahema, Christian Bourret, Thomas Drapier, and Leslie Cherioux. "PROMOTING PROFESSIONAL SKILLS IN FRENCH UNIVERSITIES: A CASE STUDY OF THE USE OF A DIGITAL PLATFORM BY BACHELORS IN APPRENTICESHIP PROGRAMS AT GUSTAVE EIFFEL UNIVERSITY." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1135.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Erro-Garcés, Amaya, and Giedrius Čyras. "The creation of clusters of value to reduce youth unemployment in Lithuania and Spain." In Contemporary Issues in Business, Management and Economics Engineering. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/cibmee.2019.071.

Full text

Abstract:

Purpose – this article presents empirical evidence of the creation of clusters of value that emerge when creativity, innovation, and entrepreneurship are developed together. These clusters contribute to welfare creation and, to the reduction of youth unemployment. Research methodology – this paper aims to conduct an exploratory qualitative research study through multiple case studies. Findings – findings show the relevance of emotions in social initiatives, the role of teams and experts that recognizes innovations, the relevance of stakeholders wealth to motivate employees and the importance of linking the day-to-day challenges to local apprenticeship programs, as creativity is closely related to these daily lives and everyday concerns. Research limitations – this research paper has some limitations because multiple cases studies not allow for generalizations. An extension of this study encompassing a greater number of case studies could confirm findings. Practical implications – this article describes the role of future entrepreneurs and can be applied in the identification of entrepreneurs’ skills and characteristics. Originality/Value – it is related to how to support entrepreneurs, taking into account the role of key actors, their teams, their local situation, and their intentions. Emotions were essential in the cases presented, and, even more, for the professionals that joined the initiatives

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Apprenticeship programs"

1

DeMoss, Karen. Registered Apprenticeship Programs and Teacher Residencies. Prepared To Teach, May 2022. http://dx.doi.org/10.61625/zssi5150.

Full text

Abstract:

Explore principles that Prepared To Teach has surfaced as helpful for designing Registered Apprenticeship Programs for teacher residencies to promote and support high-quality teacher preparation systems.

APA, Harvard, Vancouver, ISO, and other styles

2

Watson, Eric J. Weatherization Apprenticeship Program. Office of Scientific and Technical Information (OSTI), December 2012. http://dx.doi.org/10.2172/1057576.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Bingamon, Brian. LANL Machine Apprenticeship Program. Office of Scientific and Technical Information (OSTI), August 2021. http://dx.doi.org/10.2172/1814745.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, April 2006. http://dx.doi.org/10.51420/conf.2006.1.

Full text

Abstract:

The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.

APA, Harvard, Vancouver, ISO, and other styles

5

Moore, Gary. Summer Research Program - 1997 High School Apprenticeship Program. Volume 14, Rome Laboratory. Fort Belvoir, VA: Defense Technical Information Center, December 1997. http://dx.doi.org/10.21236/ada386988.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Moore, Gary. Summer Research Program - 1996 High School Apprenticeship Program. Volume 12B, Armstrong Laboratory. Fort Belvoir, VA: Defense Technical Information Center, December 1996. http://dx.doi.org/10.21236/ada386990.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Moore, Gary. Summer Research Program - 1996 High School Apprenticeship Program Volume 13 Phillips Laboratory. Fort Belvoir, VA: Defense Technical Information Center, December 1996. http://dx.doi.org/10.21236/ada387003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Moore, Gary. Summer Research Program - 1996 High School Apprenticeship Program Volume 15A Wright Laboratory. Fort Belvoir, VA: Defense Technical Information Center, December 1996. http://dx.doi.org/10.21236/ada387006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Moore, Gary. Summer Research Program - 1996 High School Apprenticeship Program. Volume 14. Rome Laboratory. Fort Belvoir, VA: Defense Technical Information Center, December 1996. http://dx.doi.org/10.21236/ada387064.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Moore, Gary. Summer Research Program - 1998 High School Apprenticeship Program. Volume 14. Phillips Laboratory. Fort Belvoir, VA: Defense Technical Information Center, December 1998. http://dx.doi.org/10.21236/ada387103.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!