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Relevant bibliographies by topics / Apprenticeships

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Academic literature on the topic 'Apprenticeships'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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Journal articles on the topic "Apprenticeships"

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Wright, Caleb. "The role of higher education institutions as employers of apprentices." Higher Education, Skills and Work-Based Learning 10, no. 4 (July 23, 2020): 651–57. http://dx.doi.org/10.1108/heswbl-02-2020-0025.

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PurposeA discussion piece of how apprenticeships can be used by HEIs as employers.Design/methodology/approachThe paper explores the current apprenticeship landscape; what HEIs are already doing with apprenticeships; the arguments for using apprenticeships in the sector. There is then a case study on how the University of Birmingham uses apprenticeships before a discussion about future directions.FindingsThe paper reports that although there are a range of advantages for using apprenticeships, HEIs could still use apprenticeships more.Originality/valueThis paper uses a range of sources as detailed in the reference.

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Taylor, Marion, and Cariona Flaherty. "Nursing associate apprenticeship – a descriptive case study narrative of impact, innovation and quality improvement." Higher Education, Skills and Work-Based Learning 10, no. 5 (September 7, 2020): 751–66. http://dx.doi.org/10.1108/heswbl-05-2020-0105.

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PurposeThe purpose of this article is to explore how one higher education institution (HEI) has embraced the apprenticeship agenda and is successfully providing an apprenticeship programme for nursing associates (NA) a new profession within health and social care in the United Kingdom.Design/methodology/approachThis is a descriptive case study narrative about one programme from one HEI, selected for its relevance for the subject area of apprenticeships. This descriptive approach allows the provision of apprenticeships within HEI to be explored in depth by one institution.FindingsThis case study identifies the considerable value of apprenticeships within HEI for the students, the employers and the HEI. It also identifies that there are challenges within this. These findings will be of interest to those entering into the apprenticeship arena, especially within healthcare, and may inform an academic discourse in this area.Research limitations/implicationsIt is acknowledged that this case study does not seek to compare apprenticeships with other programmes. However, there is value in providing an academic narrative around the challenges of this provision which will be informative for others developing higher apprenticeships in the United Kingdom or similar delivery of apprenticeship models internationally.Practical implicationsThere is value in providing an academic narrative around the challenges of this provision which will be informative for others developing higher apprenticeships in the UK or similar delivery of apprenticeship models internationallySocial implicationsThese findings will be of interest to those entering into the apprenticeship arena, especially within healthcare, and will inform the academic discourse in this area.Originality/valueThis is original work and provides a new body of knowledge to the inform HEIs engaging with the relatively new context of higher and degree apprenticeships, as well as the new role within healthcare of the nursing associate.

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Baker, Denise. "Potential implications of degree apprenticeships for healthcare education." Higher Education, Skills and Work-Based Learning 9, no. 1 (February 11, 2019): 2–17. http://dx.doi.org/10.1108/heswbl-01-2018-0006.

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Purpose The purpose of this paper is to critically reflect on evidence relating to the development and delivery of apprenticeships and its potential implications for pre-registration healthcare education. Design/methodology/approach An iterative review of English language literature published after 1995 to date relating to apprentices and apprenticeships was undertaken. In total, 20 studies were identified for inclusion. Only three related to the most recent apprenticeship initiative in the UK, and the majority were UK based. Findings Three key themes were identified: entering an apprenticeship, the learning environment and perceptions of apprenticeships. Successful completion of an apprenticeship relies heavily on both understanding the role the apprentice is seeking to inhabit, as well as well-structured and comprehensive support whilst on the programme. These findings are then discussed with reference to professional body requirements and pre-registration education in healthcare. Practical implications Appropriate work experience and support for learning are critical to apprenticeship success and apprenticeships should be given equal status to traditional healthcare education routes. Originality/value The introduction of the Apprenticeship Levy in April 2017 (Finance Act, 2016), acknowledgement that all National Health Service Trusts will be levy payers and the introduction of targets relating to apprenticeships for public sector employers have all contributed to growing interest in the apprenticeship agenda in health and social care.

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Saraswat, Arti. "Higher apprenticeships and the new apprenticeship standards." Higher Education, Skills and Work-Based Learning 6, no. 4 (November 14, 2016): 401–16. http://dx.doi.org/10.1108/heswbl-06-2016-0042.

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Purpose The UK government is actively promoting higher apprenticeships and degree apprenticeships and this agenda has been gaining momentum amongst the various providers of apprenticeships. The purpose of this paper is to draw on an exploratory study on English further education (FE) colleges and highlight some of the key drivers of delivery, and possible challenges that can be faced by the providers in any expansion of this provision. Staff perceptions on the new apprenticeship standards are also presented in the paper. Design/methodology/approach This paper draws on a qualitative exploratory study with ten FE colleges in England. As part of the study, 19 in-depth semi-structured interviews were conducted with college staff and managers. Findings Higher apprenticeships have the potential to offer work-focussed alternatives to the conventional full-time degree models of higher education, however, the paper sheds light on a number of factors can limit the uptake of higher and degree apprenticeships. Practical implications The paper presents some practical challenges in developing higher apprenticeships and outlines some successful instances of higher apprenticeships which will be useful for those involved in the design and delivery of apprenticeships at FE colleges as well as at other providers. Originality/value This paper draws on research with FE colleges and will be of particular significance to FE colleges and universities that may consider delivering higher apprenticeships. The paper presents insights into institutional experiences and decision-making associated with higher and degree apprenticeships and, in doing so, the paper offers valuable contributions to the body of knowledge in this under-researched area.

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Aspøy, Tove Mogstad, and Torgeir Nyen. "Short-Term Benefits, Long-Term Harm? Alternative Training to Apprenticeships in Norway." International Journal for Research in Vocational Education and Training 4, no. 4 (December 21, 2017): 306–24. http://dx.doi.org/10.13152/ijrvet.4.4.1.

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Many countries with apprenticeship-based systems of VET face a shortage of apprenticeships. Some countries, including Denmark and Norway, address this supply-demand mismatch by offering alternative school-based routes to vocational qualifications for students not able to secure an apprenticeship. Other countries offer no alternative routes, but focus instead on pre-vocational education and training to prepare students for apprenticeships. This paper discusses the effects on the VET system of a recent Norwegian attempt to organise alternative training primarily as workplace training. Unlike the more established Danish system of alternative training, which relies primarily on school-based training in learning centres, Norway has attempted to make alternative training as similar to apprenticeship-based learning as possible. Most training in the pilot projects takes place in the work environment of a company, rather than in vocational schools. Our paper shows that the students in the pilot projects experience many of the learning and motivational benefits offered by workplace learning in general, and apprenticeships in particular. In certain circumstances, such schemes can improve the chances of completing VET despite for young people without an apprenticeship. However, such training schemes also generate important dilemmas. In particular, there is a risk that full-scale implementation of a system of alternative workplace-based training could reduce the number of new apprenticeships, potentially undermining the apprenticeship model on which Norwegian VET is based.

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Sloman, Martyn. "Apprenticeships: silver bullet or hard slog?" Industrial and Commercial Training 46, no. 3 (April 1, 2014): 117–23. http://dx.doi.org/10.1108/ict-12-2013-0081.

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Purpose – The purpose of this paper is to review apprenticeship policy in the UK and to present examples of good practice. Design/methodology/approach – The approach takes the form of a review of three cases. Findings – Apprenticeships are not an easy option. An apprenticeship scheme, and indeed any training initiative, will not command support within an organisation unless it can be seen to assist the business in economic terms. Context is critical. Practical implications – The paper argues for a more realistic assessment of the role of apprenticeship at the level of government policy and in the organisation. Originality/value – The paper offers a different and more measured perspective on apprenticeships, which contrast with current uncritical hype and over-selling.

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Lalioti, Varvara. "Labour Market Responsiveness of Greek Apprenticeships: An Empirical Investigation." Interações: Sociedade e as novas modernidades, no. 35 (December 31, 2018): 9–29. http://dx.doi.org/10.31211/interacoes.n35.2018.a1.

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The ongoing economic crisis in Greece has given rise to a new interest in apprenticeships, linked to the perception that such programmes can provide an alternative to an academic educational pathway that can boost the employment prospects of young people. Against this background and drawing on the findings of a large-scale, mostly qualitative, research project that reviewed the Greek apprenticeship system and involved surveying 150 stakeholders, this original exploratory article provides a critical, succinct, but also comprehensive exploration of three major themes associated with a key aspect of apprenticeships in Greece: labour market responsiveness. These themes which emerged from the thematic content analysis undertaken, are: (i) content-related issues; (ii) actor-related issues; and (iii) issues related to the mismatch between the offer of and demand for apprenticeship positions. The article argues that, despite some strengths, serious weaknesses jeopardize the potential of apprenticeships in Greece to function as an effective alternative to academic study and an efficient path towards labour market integration.

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Crawford-Lee, Mandy Samantha. "Towards a sustainable apprenticeship system." Higher Education, Skills and Work-Based Learning 6, no. 4 (November 14, 2016): 324–28. http://dx.doi.org/10.1108/heswbl-09-2016-0068.

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Purpose The purpose of this paper is to provide a short overview of current government policy and context to the development of higher and degree apprenticeships and the engagement of higher education (HE) providers in delivery to achieve the ambition of three million apprenticeship starts by 2020. Design/methodology/approach Opinion piece contextualising the UK Government’s approach to apprenticeship reforms and the role of HE and further education in the design and development and delivery of higher and degree apprenticeships. Findings The apprenticeship system is at a critical stage of development and HE providers need to embrace the opportunities and address the competitive challenges of apprenticeship delivery given the £2.5 billion per annum that will be raised by the apprenticeship levy and the threat to their existing and traditional HE provision. Originality/value Reflects the ambition and mission of the University Vocational Awards Council.

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Felce, Alison. "The Hub in a Pub: University of Wolverhampton Apprenticeship Hub." Higher Education, Skills and Work-Based Learning 7, no. 1 (February 13, 2017): 70–78. http://dx.doi.org/10.1108/heswbl-05-2016-0035.

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Purpose The purpose of this paper is to present the innovative approach being taken by the University of Wolverhampton to create an Apprenticeship Hub through which the regional offer for Intermediate, Advanced, Higher and Degree Apprenticeships can be accessed. Readers can review the approach taken and consider the possibilities of a similar approach in their own context. Design/methodology/approach The paper presents a case study that sets out and discusses the drivers behind the approach adopted to create the Apprenticeship Hub. It identifies the stakeholders who will engage with the Apprenticeship Hub and it outlines the reasons for, and benefits of, working in collaboration with other organisations to provide an integrated offer for apprenticeship provision across the region. Findings The Apprenticeship Hub is a physical entity within a well-known local landmark building that is easily accessible to the communities which is intended to serve. It has been developed to meet the national and local contexts and, although only recently established, it is meeting the needs of the stakeholder groups. It provides an environment through which the integrated regional apprenticeship offer can be accessed. Practical implications The world of apprenticeships is changing significantly with many new requirements for employers and for education. It is a complex road to travel, particularly for Higher Education (HE) which has not, traditionally, been involved in the world of apprenticeships. This paper posits that a collaborative approach to stakeholder engagement and recognition of respective strengths can lead to organisations working in partnership to draw together their respective expertise to ensure that, through a collaborative approach they can meet the needs of the communities that they serve. Originality/value Apprenticeships are new to HE; universities are entering a complex and unknown territory. This paper sets out the approach taken by one university to work in partnership with others to provide an integrated offer that could be adopted or adapted by other providers to their own context.

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Garnett, Jonathan. "Work-based learning tools to inform the implementation of degree apprenticeships for the public sector in England." Higher Education, Skills and Work-Based Learning 10, no. 5 (September 14, 2020): 715–25. http://dx.doi.org/10.1108/heswbl-06-2020-0134.

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PurposeThe article identifies and examines key elements of a work-based learning framework to consider their use as part of the higher education response to the apprenticeship agenda for the public sector in England.Design/methodology/approachThis article draws upon work-based learning academic literature and the authors 28 years’ experience of the development and implementation of work-based learning at higher education level in the UK and internationally.FindingsThe article suggests that while the experience of work-based learning at higher education level appears to offer many ready-made tools and approaches for the development and delivery of higher and degree apprenticeships, these should not be adopted uncritically and in some cases may require significant repurposing.Research limitations/implicationsThis article is intended to inform practitioners developing degree apprenticeships. Given the degree apprenticeship is still at a relatively early stage in its implementation, this has limited the extent to which it has been possible to review entire degree implementation to the point of participant graduation.Practical implicationsThe article draws upon real-life implementation of innovative curriculum design and is of direct practical relevance to the design and operation of work-based learning for degree apprenticeships.Social implicationsDegree apprenticeships have the potential to increase productivity and enhance social mobility. Effective design and implementation of degree apprenticeships in the public sector has the potential to make a significant impact on the quality of public services.Originality/valueThe article provides an informed and sustained examination of how degree apprenticeships, especially those designed for public sector employees, might build upon previous higher education experience in work-based learning.

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Dissertations / Theses on the topic "Apprenticeships"

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Powers, Ted. "Church planting apprenticeships developing laborers for the harvest /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Houghton, Joanna Mary. "Apprenticeships in England : where policy does not meet practice." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723506.

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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.

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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.

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Jordaan, CJ, and A. Bezuidenhout. "Constraints leading to the shortage of skilled motor mechanics in South Africa." Tshwane University of Technology, 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001154.

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In a research study, which focused on a strategy to link informal and formal motor mechanic artisan training, a number of constraints leading to the shortage of artisans in general were identified in the literature. Disparities between big businesses and the informal sector were highlighted. Emphasis was placed on the need for a growth initiative, which would include the informal practising motor mechanic, to address the key constraints and obstacles encountered in the development and implementation of artisan training for South Africa. The study was explorative and a qualitative research design followed. The researcher used semi-structured interviews to collect data from 16 (n = 16) experts in the field of training automotive artisans. A purposive snowball sampling method was applied to select participants from educational sectors (public and private FET colleges), automotive organisations and organised labour with the common characteristic of involvement in the training of motor mechanic artisans. The key themes identified in the different participants’ responses formed the data for the study, which was analysed by means of the ATLAS.ti 7.0 version data analysis program. The research confirmed that a strategy could be developed to successfully link the informal and formal motor mechanic artisan communities.

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MacAuley, Lorien Eleanora. "On - Farm Apprenticeships: Labor Identities and Sociocultural Reproduction within Alternative Agrifood Movements." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/80966.

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On-farm apprenticeships are gaining momentum as an important strategy for beginning farmer training. They are also a space for identity work and rehearsal of alternative agrifood movement practice (AAMs; MacAuley and Niewolny, 2016; Pilgeram, 2011). AAMs embody and recursively construct values of biophysical sustainability, food quality, egalitarianism, and agrarianism (Constance, Renard, and Rivera-Ferre; 2014). However, AAMs have been critiqued for disproportionately representing upper- to middle-class white cultural norms (Allen, 2004; Guthman, 2008a; Slocum, 2007), for romanticized agrarian ideology (Carlisle, 2013), and for mechanisms reproductive of neoliberalism, which buttresses the dominant agrifood system (Guthman, 2008b). These AAM discourse elements are expressed in on-farm apprenticeships. On-farm apprenticeships are variably understood as beginning farmer training (Hamilton, 2011), as inexpensive farm labor (MacAuley and Niewolny, 2016; Pilgeram, 2011), and as sites of tension between economic and non-economic attributes (Ekers, Levkoe, Walker, and Dale, 2016). I illuminate these dynamics within on-farm apprenticeships through the complementary theoretical lenses of cultural historical activity theory (Engeström, 1999), cognitive praxis (Eyerman and Jamison, 1991), and cultural identity theory (Hall, 1996). I employ critical ethnographic case study methodology to explore issues of power, social reproduction, and equity. I conducted 53 days of participant observation, worked alongside 19 apprentices on six farms for 37 days, conducted interviews (n=25), and completed a document analysis (n=407). I observed white spaces and class-based work values re/produced, mediated by AAM discourse. Furthermore, I observed three distinct objectives within the activity system: beginning farmer training, inexpensive labor for farms, and an authentic farm lifestyle experience. In contrast to the first two, this third objective, the authentic lifestyle, resists market-based logics. Instead, logics that did govern behavior include membership in a movement; an ascetic bent; the valorization of farmers and the authentic farm lifestyle; alignment with clean, healthy, and dirty parts of the job; and communitarianism. These logics point towards the creation of a third type of nonmarket/quasimarket space (Gibson-Graham, Cameron, and Healy, 2013). I describe several considerations for on-farm apprenticeship to lead to greater equity, reproduction of viable small farm labor models, and stabilized and legitimate nonmarket understandings of what makes on-farm apprenticeship function.
Ph. D.

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Freese, Lauren N. "Corporate Apprenticeships in Design Research: Interdisciplinary Learning Practices of an Emergent Profession." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535465775968169.

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Fentem, Matthew A. [Verfasser], and Dieter [Akademischer Betreuer] Schulz. "Dark Apprenticeships: The Novels of John Irving / Matthew A. Fentem ; Betreuer: Dieter Schulz." Heidelberg : Universitätsbibliothek Heidelberg, 2012. http://d-nb.info/1179785711/34.

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Wright, Barry. "What is the perceived effectiveness of fully on-the-job training for carpentry apprenticeships?" Thesis, Federation University Australia, 2018. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/167953.

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This study examined the training experiences of apprentices and employers who were involved in fully on-the-job training in the building and construction trades, specifically in carpentry. Fully on-the-job training, in apprenticeship, means that all training is delivered at the workplace rather than in an institution or training centre and must include structured training arrangements. The apprentice acquires competence through the performance of normal work duties, with some self-managed or facilitated training, as well as receiving support from the appointed Registered Training Organisation (RTO) trainer or trainers, which is all undertaken on the worksite. In the building and construction trades, carpentry apprentices in Australia must gain skills and knowledge over an extensive range of competencies to achieve their qualification. Traditional construction trade jobs have become more specialised over the past 20 years, which could limit the learning activities in terms of tasks and knowledge, resulting in a restricted range of skills. The project investigates this issue and other possible challenges of this delivery model. This qualitative research project involved individual apprentice and employer interviews together with key stakeholder focus group sessions. The research question was: What is the perceived effectiveness of fully on-the-job training for carpentry apprenticeships? Findings included people’s views regarding the advantages, disadvantages, the learning impacts and the outcomes of fully on-the-job training and ways of compensating for limited job roles.
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ALBUQUERQUE, SABRINA BARBOSA G. DE. "THE TEACHER OF ELEMENTARY SCHOOL AND THE APPRENTICESHIPS SUPERVISED IN THE TEACHERSNULL INITIAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10324@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Este estudo insere-se no amplo debate a respeito da formação de professores. Trata-se de uma investigação que tem como principais sujeitos os professores regentes da educação básica que recebem estagiários em suas salas de aulas. Neste estudo, buscou-se entender qual o lugar desses professores na formação dos estagiários que freqüentam suas aulas, que importância eles atribuem a esse trabalho com os estagiários e como se vêem diante da formação desses futuros professores. A universidade e a escola como espaços insubstituíveis de formação docente e a importância atribuída aos saberes da experiência, que dá ao professor experiente da escola uma posição importante frente à produção de conhecimentos relativos à docência, foram algumas das idéias que serviram de forças motrizes para o desenvolvimento deste trabalho. Autores como Tardif, Nóvoa, Lüdke, Perrenoud, Dubar, entre outros, foram importantes interlocutores. Para esta pesquisa, foram realizadas entrevistas semi- estruturadas com onze professores regentes de três escolas de educação básica da cidade do Rio de Janeiro experientes no trabalho com estagiários. Procurou- se mostrar a questão do estágio em três situações diferenciadas entrevistando: professores que trabalham em uma escola de aplicação de uma universidade pública, professores que trabalham em uma escola pública municipal integrante de um projeto de parceria para a formação de professores com uma universidade privada e professores que trabalham em uma escola comum da rede municipal que também recebem estagiários. Essa composição diversificada da amostra buscava encontrar diferenças que pudessem ser significativas para a discussão a respeito dos estágios. Através da análise dos depoimentos, é possível dizer que, a maioria dos entrevistados, independente da escola que trabalha, percebe-se como uma peça importante na formação de professores, uma espécie de elo ou ponte que colabora na integração entre o que é aprendido na universidade e o que é vivido na realidade da docência. Através do contato e convívio com os estagiários em suas salas de aulas, os professores regentes mostraram-se capazes de detectar e avaliar lacunas e problemas na formação dos estagiários, no entanto, revelam que sua participação na avaliação dos mesmos, bem como, nas discussões acerca dos problemas da formação docente, ainda não encontra um espaço formalizado na formação de professores das universidades. Ou seja, ainda que os debates e estudos apontem para a importância dos saberes construídos pelos professores no exercício da docência e para a necessidade de que o próprio professor seja o ator principal nas discussões e decisões a respeito da sua formação, seu papel na formação de professores ainda não é reconhecido e o seu lugar ainda permanece na informalidade.
This study is included in the wide debate regarding the teachers´ training. It is about an investigation which has its main subject the teachers of elementary education who have trainees in their classrooms. The objective this study is to understand the importance of those teachers in the education process of the trainees who attend their classes, wich importance they attribute to this work the traineesand how they see themselves towards the education of the future teachers. The university and the school as irreplaceable spaces for teachers education and the importance attributed to the knowledge acquired through experience, which gives the some driving forces to the development of this work. Authors as Tardif, Nóvoa, Ludke, Perrenoud, Dubar, among other, were important speakers. To this research, semi-structured interviews were made with eleven teachers of three elementary schools in Rio de Janeiro city which have experience with trainees. The aim was to interview teachers who work in three different situations: teachers who work in a school of application of a public university, teachers who work in a municipal public school which is part of a partnership with a private university for teacher training project and teachers who work for a municipal common school which also receive trainees. This diverse composionof that sample tried to find meaningful differences for the discussion regarding the trainees. Through the analysis of those teachers´ depositions, it is possible to say that most of them, regardlessof the school they work, play an important role in the teachers education process, they are a kind of link or bridge that cooperates in teh integration of what is learned in the university with the teacher´s reality. Through the contact with the trainees in the classrooms the teachers were able to detect and to evaluate gaps and problems in the trainees´ education. However, they reveal their participation in the evaluation process, as well as in the discussions about those has not yet been formalized when it refers to university teachers education. That is, although the discussions and studies show the importance of the knowledge buit by teachers during the teaching practice and need that the teacher is the main actor in the discussions and decisions regarding his education, his role in this process is not yet acknowledge and his place still remains informal.

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Richards, Debra L. "Recruitment and retention of women in the steamfitter/refrigeration apprenticeships of Madison and southeastern Wisconsin." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008richardsd.pdf.

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Books on the topic "Apprenticeships"

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Dufty, Norman Francis. Apprenticeships. Perth, Western Australia: Australian Institute for Public Policy, 1988.

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Jeffers, Thomas L. Apprenticeships. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979155.

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Gadamer, Hans-Georg. Pilosophical apprenticeships. Cambridge, MA: MIT Press, 1985.

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Gadamer, Hans-Georg. Philosophical apprenticeships. Cambridge, Mass: MIT Press, 1985.

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Armstrong, Paul. Delivering modern apprenticeships. Bristol: FEDA, 1997.

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Great Britain. Department for Education and Employment. Modern apprenticeships: Consultation document. Sudbury: Department of Education and Employment, 2000.

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Farr, J. Michael. 250 Best Jobs Through Apprenticeships. Indianapolis: JIST Publishing, 2005.

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Farr, J. Michael. 200 best jobs through apprenticeships. Indianapolis, Ind: JIST Pub., 2009.

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Great Britain. Department for Education and Employment. Quality and Performance Improvement Division. Modern apprenticeships in licensed premises. Moorfoot, Sheffield: DFEE, QPID, 1999.

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Laurence, Shatkin, ed. 250 best jobs through apprenticeships. Indianapolis, IN: JIST Publishing, 2004.

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Book chapters on the topic "Apprenticeships"

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Jeffers, Thomas L. "Prologue." In Apprenticeships, 1–8. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979155_1.

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Jeffers, Thomas L. "Goethe’s Classical Bildungsroman: Mastering the Art of Living." In Apprenticeships, 9–34. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979155_2.

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Jeffers, Thomas L. "The Idea of Bildung and the Bildungsroman." In Apprenticeships, 35–54. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979155_3.

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Jeffers, Thomas L. "David Copperfield’s Self-Cultivation." In Apprenticeships, 55–87. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979155_4.

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Jeffers, Thomas L. "From Pink to Yellow: Growing Up Female in What Maisie Knew and The Portrait of a Lady." In Apprenticeships, 89–117. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979155_5.

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Jeffers, Thomas L. "Forster’s The Longest Journey and “the code of modern morals”." In Apprenticeships, 119–34. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979155_6.

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Jeffers, Thomas L. "Lawrence’s Sons and Lovers: “We children were the in-betweens”." In Apprenticeships, 135–57. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979155_7.

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Jeffers, Thomas L. "The Philosophical Apprenticeship of Oliver Alden." In Apprenticeships, 159–84. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979155_8.

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Jeffers, Thomas L. "Epilogue." In Apprenticeships, 185–92. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979155_9.

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Halpern, Robert. "Apprenticeships." In Encyclopedia of Adolescence, 160–65. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_222.

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Conference papers on the topic "Apprenticeships"

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Kithinji, Winfred. "Adapting Apprenticeships Learning for Youth Employability: Evidences from Selected Dual Vocational Training Projects in Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.272.

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Apprenticeships learning is part of the ongoing educational reforms to combat youth unemployment in Kenya. This paper presents findings of a study that assessed five donor-funded apprenticeships training projects using a descriptive research design. Using a sample of 54 respondents from apprentices, employers, schoo-based and in-company trainers, the study established that apprenticeship training improved the quality of vocational training. Moreover, apprenticeship training equipped trainees with market-ready skills that enabled a school-to work transition for employment, with a higher employer preference of apprenticeships’ graduates compared to the school-based track. Similarly, the collaborative engagement of employers during training gave them a source of low cost labor and high productivity so that they could support trainees and the vocational schools. The study recommended the need to mainstream apprenticeships learning in formal vocational training as a sure way of increasing employment opportunities.

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Long, Philip D. "Scalable apprenticeships." In the 13th annual conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1384271.1384273.

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Peñalvo-López, Elisa, Javier Cárcel-Carrasco, Jaime Llinares-Millán, and Manuel Valcuende-Payá. "Digital skills for workplace mentors in construction sector apprenticeships (CONDAP)." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10221.

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Employers in the construction industry are regularly and increasingly reporting hiring difficulties, since the sector is experiencing a skills shortage in spite of numerous apprenticeship schemes. According to the European Construction Sector Observatory, the main reason of this skills shortage is two-fold: a) the inadequacy of VET provision, and b) the low attractiveness of the sector to young people, further hindered by the perception of its limited capacity for innovation. Correspondingly, modernising construction apprenticeships is crucial for the development of key skills and the improvement of the employability of young construction workers. Training the trainers and mentors to become more engaged and involved in the design of apprenticeships and to introduce new methods, digital tools, and innovative content during their teaching practices is essential to make training more flexible and effective. Such an approach could effectively address the misalignment between VET offerings and the demand for skills and innovation in the construction sector. This article shows the focus of the European project CONDAP, whose purpose is to improve learning in the construction sector.

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Vogt, Alexis, and Rosario Micali. "Optics manufacturing technician apprenticeships." In Sixteenth Conference on Education and Training in Optics and Photonics: ETOP 2021, edited by A. Danner, A. Poulin-Girard, and N. Wong. SPIE, 2022. http://dx.doi.org/10.1117/12.2635505.

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Vogt, Alexis, and Rosario Micali. "Optics Manufacturing Technician Apprenticeships." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2021. http://dx.doi.org/10.1364/etop.2021.f1a.3.

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Micali, Ross, and Alexis Vogt. "Optics manufacturing technician apprenticeships." In Optics Education and Outreach VII, edited by G. Groot Gregory and Anne-Sophie Poulin-Girard. SPIE, 2022. http://dx.doi.org/10.1117/12.2633130.

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Aliaga, Oscar. "College Apprenticeships in Cybersecurity Programs." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690270.

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Ilyas, Zeshan, Freeha Azmat, Alaa Sebae, and Zeina Rihawi. "TECHNOLOGY ENHANCED LEARNING IN DEGREE APPRENTICESHIPS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1656.

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Novak, Robert F. "Optical fabrication apprenticeships: an academic/industrial partnership." In SPIE's 1995 International Symposium on Optical Science, Engineering, and Instrumentation, edited by Victor J. Doherty and H. Philip Stahl. SPIE, 1995. http://dx.doi.org/10.1117/12.218424.

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Hiranpruek, Nichamon. "Thai Carpentry Knowledge Transmission: Development of Traditional Apprenticeships in a New Context | พัฒนาการทางรูปแบบการส่งต่อองค์ความรู้ในการสร้างอาคารไม้ไทยโบราณใน บริบทปัจจุบัน." In The SEAMEO SPAFA International Conference on Southeast Asian Archaeology and Fine Arts (SPAFACON2021). SEAMEO SPAFA, 2021. http://dx.doi.org/10.26721/spafa.pqcnu8815a-22.

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The shortage of highly skilled carpenters is an obstacle to the conservation of Thai wooden heritage. This article aims to explore the development of the Thai carpentry education system in order to analyse its nature and propose an effective method for conserving traditional knowledge. This research is based on interviews with relevant parties who work closely with traditional Thai wooden construction. Documentary research is also utilized to supplement data obtained from fieldwork. The findings suggest that apprenticeships make up the largest part of a carpenter’s education. Although apprenticeships have transitioned from traditional to institutional, the essence of the education remains the same.

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Reports on the topic "Apprenticeships"

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Fazio, Maria Victoria, Raquel Fernández-Coto, and Laura Ripani. Apprenticeships for the XXI Century: A Model for Latin America and the Caribbean? Inter-American Development Bank, October 2016. http://dx.doi.org/10.18235/0000383.

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Raei, Lami. KHF Entrepreneurship Support and the Impact of COVID-19 on Jordanian Entrepreneurs. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7895.

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The King Hussein Foundation (KHF) partners with Oxfam in the Youth Participation and Employment programme (YPE) to promote entrepreneurship through supporting youth to engage in business start-ups and scale-ups. KHF projects support community-based organizations (CBOs) in establishing revolving funds, training CBOs in microfinance management and building the capacity of potential entrepreneurs. Apprenticeships and shadowing are two examples of popular approaches to facilitating entrepreneurship and self-employment. During the COVID-19 crisis, KHF has continued the implementation of activities virtually. This case study presents examples of young people utilizing financial support, reaching out to new clients using ICT, and eventually exploring ways to mitigate the impacts of COVID-19.

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

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

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Collins, Allan. Cognitive Apprenticeship and Instructional Technology. Fort Belvoir, VA: Defense Technical Information Center, January 1988. http://dx.doi.org/10.21236/ada203609.

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Harhoff, Dietmar, and Thomas Kane. Financing Apprenticeship Training: Evidence from Germany. Cambridge, MA: National Bureau of Economic Research, December 1993. http://dx.doi.org/10.3386/w4557.

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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.

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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.

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Pfeffer, Richard L. DoD Science and Engineering Apprenticeship Program for High-School Students. Fort Belvoir, VA: Defense Technical Information Center, June 1995. http://dx.doi.org/10.21236/ada310875.

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Fersterer, Josef, Jörn-Steffen Pischke, and Rudolf Winter-Ebmer. Returns to Apprenticeship Training in Austria: Evidence from Failed Firms. Cambridge, MA: National Bureau of Economic Research, August 2007. http://dx.doi.org/10.3386/w13344.

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Walker, Martin R. Army Apprenticeship Program (AAP). Analysis of AAP Participants. Phase 1. Fort Belvoir, VA: Defense Technical Information Center, June 1990. http://dx.doi.org/10.21236/ada242023.

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