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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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McKnight, Stella, Sarah-Louise Collins, David Way, and Pam Iannotti. "Case study: establishing a social mobility pipeline to degree apprenticeships." Higher Education, Skills and Work-Based Learning 9, no. 2 (May 13, 2019): 149–63. http://dx.doi.org/10.1108/heswbl-01-2019-0012.
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Purpose The government’s ambition is to have three million more apprentices by 2020. The newness of degree apprenticeships and insufficient data make it difficult to assess their relative importance in boosting the UK economy, meeting higher skills needs of employers, closing educational attainment gaps, increasing social mobility and supporting under-represented groups into professional employment. The purpose of this paper, led by the University of Winchester and delivered by a new collaboration of private and public sector partners, is to build a pipeline between those currently failing to progress to, or engage with, degree apprenticeships and employers seeking higher skills and a broader pool of applicants. Design/methodology/approach The paper provides an analysis of collaborative initiatives and related research in England as the context for university involvement in degree apprenticeships. The case study illustrates the benefits of collaboration in targeted outreach initiatives within the local region to address gaps in progression to degree apprenticeships. Findings This paper illustrates how establishing a regional picture of degree apprenticeship provision, access and participation can inform effective partnerships and build capacity locally to deliver the higher skills employers need, further demonstrating the potential benefits of university involvement in degree apprenticeship provision in contributing to local and national policy ambition. It also shows how effective targeted interventions can help under-achieving groups, including those in social care and women in digital enterprises. Originality/value The authors believe this paper is the only academic analysis of the impact of Degree Apprenticeship Development Fund activity in the region.
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Andersson, Ingela, Gun-Britt Wärvik, and Per-Olof Thång. "Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives." International Journal for Research in Vocational Education and Training 2, no. 1 (April 30, 2015): 1–24. http://dx.doi.org/10.13152/ijrvet.2.1.1.
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The article explores the major features of the Swedish Government’s new initiative - a school based Upper Secondary Apprenticeship model. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reform-making process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO), and the Confederation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship as an activity in the 21st century. The conclusion highlights how three traditional aspects of Swedish initial vocational education and training (IVET) collide in the formation of Upper Secondary Apprenticeship – a curriculum of labour market based apprenticeships, a curriculum of school based IVET, and ill-defined curriculums of school based apprenticeships. The emerging Upper Secondary Apprenticeship curriculum foreshadows multifaceted educational trajectories where the learning targets, and not the responsibility for the student’s learning are displaced from the school to the workplace setting.
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Crown, Hannah. "All happening." Nursery World 2019, Sup15 (July 21, 2019): 3–6. http://dx.doi.org/10.12968/nuwa.2019.sup15.3.
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Rowe, Lisa, David Perrin, and Tony Wall. "The Chartered Manager Degree Apprenticeship: trials and tribulations." Higher Education, Skills and Work-Based Learning 6, no. 4 (November 14, 2016): 357–69. http://dx.doi.org/10.1108/heswbl-05-2016-0034.
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Purpose In 2014, the UK Government introduced a new form of apprenticeship, the Degree Apprenticeship, which extends across all undergraduate degree and master’s degree levels, maps to professional standards, and which is now embedded within governmental levies of large businesses. The purpose of this paper is to share early experiences of developing these Degree Apprenticeships, and consider the processes deployed to achieve it. Design/methodology/approach This paper combines desk research with reflections on the experience of developing the new Degree Apprenticeships within higher education institutes (HEIs) and considers the implications of this upon current and emerging HEI practice and research. Findings There were a number of key resources which facilitated the approval of the Degree Apprenticeship, and these included a pre-existing, flexible work-based learning framework, the associated mechanisms of accreditation, existing professional networks, and a professionally oriented interface between the university, employer and professional body. Research limitations/implications As the context is currently at the early stages of implementation, and the policy context is rapidly changing in the context of Brexit, so too will the related scholarship. This means factors others than those highlighted within this paper may emerge over the coming year or two. Practical implications There are a number of practical implications for the development of Degree Apprenticeships from this research that are reflected in the findings, and include the development of flexible and collaborative processes, resources and networks. Originality/value This paper is one of the first published accounts of the development of a Degree Apprenticeship within the new policy context in the UK.
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Rustico, Lisa, Ramona David, and Antonio Ranieri. "‘Apprenticeship’ in the Italian approach to the dual system." Transfer: European Review of Labour and Research 26, no. 1 (February 2020): 91–103. http://dx.doi.org/10.1177/1024258919896902.
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Since 2003, Italy’s legislation on apprenticeships has regulated a scheme under which candidates can obtain upper- and post-secondary-level qualifications – type 1 apprenticeship – that share features with the dual system of vocational education and training (VET) to be found in German-speaking countries. This scheme has never been extensively implemented, not even in the wake of its latest reform in 2015, which made the scheme part of what might be termed the ‘Italian dual system’. The Cedefop review of type 1 apprenticeship identifies several challenges related to features of the scheme’s governance and design that still hamper its full implementation. In a European perspective, these challenges are common to an emerging approach to apprenticeship, characterised by a lack of clarity about its purpose and place within the education and training system. This may cast a shadow over the educational function of apprenticeships, especially as EU policy is to strengthen their educational value by linking them to schooling and formal qualifications.
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Schedlitzki, Doris. "Developing apprentice leaders through critical reflection." Higher Education, Skills and Work-Based Learning 9, no. 2 (May 13, 2019): 237–47. http://dx.doi.org/10.1108/heswbl-09-2018-0095.
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Purpose The purpose of this paper is to explore opportunities for delivering sustainable leadership education through critical reflection embedded in the framework of higher and degree apprenticeships. Design/methodology/approach This paper contributes to leadership development research that focusses on “leader becoming” as an ongoing process of situated learning (in the classroom and everyday work life). The approach to leadership development adopted in this paper proposes that sustainable leadership practices and decision making are developed when leadership learning is firmly embedded in work-based practices and critical self-reflection. Findings The discussion of critical reflection methods focusses on utilising the learning portfolio as a core aspect of all leadership and management apprenticeships to embed sustainable and reflective practice and facilitate situated leadership learning. The paper explores the role of training providers in actively connecting higher and degree apprenticeships to embed this model of leadership development and seeing leadership as a lifelong apprenticeship. It also highlights the potential for resistance by managers and senior leaders in seeing themselves as apprentices rather than accomplished leaders. By paying attention to issues of language and identity in this discussion, it will surface practical implications for the delivery of sustainable leadership education through the framework of apprenticeships. Originality/value This paper adds to the theoretical and practical understanding of sustainable leadership education by exploring opportunities for re-framing leadership development as a lifelong apprenticeship focussed on personal and professional development. Recognising the resistance that often exists to reflective practice within leadership development contexts, this paper further explores ways of dealing with such resistance.
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Allmark, Annette. "The IT and Digital Apprenticeship Awards." ITNOW 64, no. 3 (August 19, 2022): 35. http://dx.doi.org/10.1093/combul/bwac086.
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Abstract If you’re an apprentice, an employer or an apprenticeship training provider, there’s never been a better opportunity to celebrate those individuals who are going the extra mile, says Annette Allmark, Head of Apprenticeships at BCS.
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Baker, Denise. "Post-levy apprenticeships in the NHS – early findings." Higher Education, Skills and Work-Based Learning 9, no. 2 (May 13, 2019): 189–99. http://dx.doi.org/10.1108/heswbl-10-2018-0114.
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Purpose The purpose of this paper is to investigate apprenticeship developments in two National Health Service (NHS) organisations since the introduction of the apprenticeship levy in April 2017 and considers potential impact on social mobility. This is a pilot for a broader exploration of implementation of government apprenticeship policy in the NHS. Design/methodology/approach Following ethical approval, semi-structured interviews were conducted with two key informants with responsibility for education and training in their respective organisations. Interviews were recorded and transcribed verbatim. Thematic analysis was undertaken to identify major and sub-themes of the interviews. Findings Four major themes were identified – organisational readiness, the apprenticeship offer, opportunities for further development and potential problems with implementation. Both organisations were actively seeking opportunities to spend their levy and had developed local strategies to ensure this. The levy was being used to develop both new and existing staff, with leadership and management being particularly identified as an area of growth. Similarly, both organisations were using levy monies to develop the bands 1–4 roles, including the nursing associate. The affordability and bureaucracy of apprenticeships were seen as potential problems to the wider implementation of apprenticeships in the NHS. Practical implications Although the apprenticeship levy is being spent in the NHS, there are some challenges for employers in their delivery. The levy is offering new and existing staff the opportunity to undertake personal and professional development at a range of educational levels. This has the potential to increase and upskill the NHS workforce, improve social mobility and possibly lead to larger cultural and professional changes. Originality/value This paper offers an early insight into the implementation of apprenticeship policy in a large public sector employer such as the NHS.
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Senior, Rowena, Elizabeth Cleaver, Gilmar Queiros, Helen King, and Kirstin Barnett. "Doctoral Apprenticeships and the “ladder of opportunity”." Higher Education, Skills and Work-Based Learning 10, no. 4 (May 26, 2020): 673–85. http://dx.doi.org/10.1108/heswbl-12-2019-0170.
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PurposeThis discussion paper supports the new development of Apprenticeships at Level 8 of the UK’s Framework for Higher Education Qualifications (QAA, 2014). This exciting development, one that employers and universities had been waiting for paves the way for, apprenticeships, sold as the ladder of opportunity, to go all the way to the top.Design/methodology/approachHere, we explore in brief the emergence of the new apprenticeship landscape and the importance of the addition of this new highest of levels.FindingsImportantly, however, we make the case that such progress needs to be met with an equally progressive approach to the design of the new doctoral pathway.Research limitations/implicationsWe sketch out a possible shell for the assessment of a Doctoral Apprenticeship, one that allows for flexible occupationally relevant inputs to create an applicable role-based and academically rigourous whole.Originality/valueThe importance of such a design is discussed within the context of the potential for impact in three priority areas: social justice, broadening the talent pool and ensuring the relevance and sustainability of the doctoral award.
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Hayes, Derren. "Apprenticeships." Children and Young People Now 2019, no. 1 (January 2, 2019): 27–31. http://dx.doi.org/10.12968/cypn.2019.1.27.
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The government has a goal to create at least three million apprenticeships by 2020, with many of these placements being targeted at vulnerable and disadvantaged groups of young people, writes Derren Hayes
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Deissinger, Thomas, and Silke Hellwig. "Apprenticeships in Germany: modernising the Dual System." Education + Training 47, no. 4/5 (May 1, 2005): 312–24. http://dx.doi.org/10.1108/00400910510601896.
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PurposeThis paper proposes to investigate the modernisation of the German Dual System for apprenticeships.Design/methodology/approachThe paper looks at the history of the development of the Dual System and looks at the challenges it faces today.FindingsThe paper finds that Germany, with its long‐standing tradition of dual apprenticeships and the reputation of maintaining its practices rather than changing them, has joined the vocational education and training reform agenda. It also finds that reforms seem inevitable in the face of a partial failure of the traditional mechanisms operating within the existing apprenticeship system.Originality/valueThis paper is useful in highlighting the challenges faced by a traditional apprenticeship system.
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Bradley, Jessica, Claire Newhouse, and Nadira Mirza. "Driving social mobility? Competitive collaboration in degree apprenticeship development." Higher Education, Skills and Work-Based Learning 9, no. 2 (May 13, 2019): 164–74. http://dx.doi.org/10.1108/heswbl-07-2018-0077.
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Purpose Apprenticeship reforms have paved the way for higher education (HE) providers, including universities, to become Degree Apprenticeships (DA) training providers, creating new work-based HE routes. The changes aim to generate a new cohort of skilled individuals to support national economic growth, as well as improve levels of social mobility. The purpose of this paper is to focus on an HE partnership project which resulted in a number of collaborative models for development that address these aims. Design/methodology/approach The paper focuses on qualitative interviews undertaken during the process of creating DAs through a consortium of HE providers. It considers the collaborative relationships which were built on and which developed across the course of the short-term project. It assesses the concept of competitive collaboration and its link to social mobility. Findings The paper considers the various manifestations of collaboration which supported the DA developments in a competitive environment: collaboration as embedded; collaboration as negotiation; and collaboration as a driver for social mobility and social equality. Originality/value Working collaboratively across HE providers sought to raise the status of apprenticeships, provide opportunities for the development of new degree apprenticeship curricula and enable practitioners to establish these as a new route into HE. This paper contributes to what is currently limited knowledge about the impact of degree apprenticeships on social mobility and equality.
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Bravenboer, Darryll. "Why co-design and delivery is “a no brainer” for higher and degree apprenticeship policy." Higher Education, Skills and Work-Based Learning 6, no. 4 (November 14, 2016): 384–400. http://dx.doi.org/10.1108/heswbl-06-2016-0038.
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Purpose The purpose of this paper is to contend that collaboration between employers and universities in the design and delivery of programmes of work-based study is an effective way to align the higher-level skills needs of employers with the aspirations of individuals who wish to gain university qualifications in the workplace. In mapping the fluctuations of UK higher-level skills policy through workforce development to degree apprenticeships it is argued that the facility for employers and universities to co-design and develop degree apprenticeship standards should be extended to the development of Higher Apprenticeships in England. Design/methodology/approach The paper provides an analysis of a broad range of higher education (HE) skills related UK policy documents to map the fluctuations in policy that underpin the opportunities for employers and universities to collaborate in the design and delivery of HE programmes in England, including degree apprenticeships. Findings It is noted that the approach to collaborative employer-university development signalled for degree apprenticeships described in policy documents unhelpfully perpetuates the presumed distinction between “academic learning” and “on the job training”. However, it is also concluded that despite this, the rationale for co-design and delivery should equally apply to the development of all higher apprenticeships to ensure that the expertise that universities can bring in designing and assessing higher-level learning is not unnecessarily excluded from the process. Originality/value This paper provides value through its analysis of how the fluctuations of HE and skills policy has affected the basis upon which employers and universities can collaborate in the design and delivery of work-based HE including higher and degree apprenticeships in England. It also seeks to inform HE policy and practice in the development of employer-responsive provision.
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Simon, Linda, and Kira Clarke. "Apprenticeships should work for women too!" Education + Training 58, no. 6 (July 11, 2016): 578–96. http://dx.doi.org/10.1108/et-02-2016-0022.
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Purpose – The purpose of this paper is to explore some of the issues affecting successful employment outcomes for young women in male-dominated careers, focusing on those generally accessed via a traditional Australian apprenticeship model. Current patterns of participation in trades-based fields of education and training reinforce the highly gender segregated nature of the Australian Labour Force. Women are particularly under-represented in the large industries of construction, mining and utilities, where female employees account for only around 12, 15 and 23 per cent of employees, respectively, an issue of concern both in terms of increased economic participation of women and girls, and gender equality more broadly. The foundations for transition from education and training to employment are established during school. It is during these formative years that young men and women have notions of what is possible for them, and what is not possible, reinforced. Unfortunately, gendered stereotypes and perceptions around certain career options for young women are still reinforced within schools and create barriers to widening young women’s participation in a range of careers, particularly in fields traditionally dominated by males. The paper discusses strategies supporting initial apprenticeship opportunities for young women, and supportive structures to help women and girls build careers in these industries. Design/methodology/approach – This paper draws from a mixed method study, involving a national electronic survey of educators, industry and community groups, and a range of semi-structured interviews. Whilst the major study focused primarily on career exploration in relation to young women taking on careers in science, technology, engineering and mathematics and non-traditional industries, this paper focuses on one aspect of this study, young women taking up an apprenticeship in a male-dominated career. The research around career exploration was undertaken in 2014, and this paper has placed it in the current context of falling apprenticeships and increasing pressures to increase the number of women and girls employed in a wider range of careers. Findings – The findings of this particular study consider the barriers to young women taking on apprenticeships and identify strategies that hopefully will produce more successful pathways. This paper can be seen as adding to the public discourse to address the Australian Government’s stated reform objective in vocational education and training (VET), that trade apprenticeships are appropriately valued and used as career pathways. Originality/value – This paper can be seen as adding to the public discourse to address the Australian Government’s stated VET reform objective, that trade apprenticeships are appropriately valued and used as career pathways.
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WALLIS, PATRICK. "Apprenticeship and Training in Premodern England." Journal of Economic History 68, no. 3 (September 2008): 832–61. http://dx.doi.org/10.1017/s002205070800065x.
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This article reexamines the economics of premodern apprenticeship in England. I present new data showing that a high proportion of apprenticeships in seventeenth-century London ended before the term of service was finished. I then propose a new account of how training costs and repayments were distributed over the apprenticeship contract such that neither master nor apprentice risked significant loss from early termination. This new account fits both the characteristics of premodern apprenticeship and what is known about the acquisition of skills in modern and premodern societies.
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Mileham, R. "Who will win at apprenticeships? [Engineering apprenticeships]." Engineering & Technology 10, no. 4 (May 1, 2015): 58–60. http://dx.doi.org/10.1049/et.2015.0420.
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Mutlib, Isa. "How employers are rising to the 20% challenge: increasing the uptake of degree apprentices from Black, Asian and Minority Ethnic backgrounds." Higher Education, Skills and Work-Based Learning 10, no. 4 (July 10, 2020): 643–49. http://dx.doi.org/10.1108/heswbl-01-2020-0013.
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PurposeThis paper outlines the UK Government's move to increase the numbers of apprentices. It explores how employers are looking to increase take up of apprenticeships with focus on Black, Asian and Minority Ethnic (BAME) communities, the solutions they have identified and the role of higher education institutions (HEIs).Design/methodology/approachThis is the viewpoint of the BAME Apprenticeship Alliance and its Director through engaging with BAME apprentices and collecting a variety of research to show the benefit of recruiting from BAME backgrounds for individuals and organisations. Examples of good practices are included.FindingsThis paper shows there has been an increased effort from UK Government to increase apprenticeship representation from BAME communities. The UK Government has supported the role of apprentices in raising awareness of apprenticeships through recognition of their work.Research limitations/implicationsThis research is limited to the last five years from when the first degree apprenticeship was announced in 2015. Its real impact must be measured after a degree apprentice graduates finding what influence this has on job role, salary and subsequently promoting it to prospective apprentices from under-represented communities.Practical implicationsPractical implications include promoting apprentices as role models for the community and engaging with regional and stakeholder networks between HEIs, employers and the Government to share best practice.Originality/valueInitiatives mentioned within this paper are original to the BAME Apprenticeship Alliance.
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Decker. "Student Perceptions of Higher Education and Apprenticeship Alignment." Education Sciences 9, no. 2 (April 22, 2019): 86. http://dx.doi.org/10.3390/educsci9020086.
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Since its inception in medieval Europe, apprenticeships have played a vital role in knowledge transfer from one generation to the next. In a mutually beneficial relationship, the master craftsman passes along years of skill and wisdom to the younger apprentice while gaining the youthful, energetic infusion of labor from the burgeoning new learner. In the 21st century, the concept remains largely unchanged, but after years of falling by the wayside, the United States is experiencing a renaissance in the apprenticeship movement. For generations, apprenticeships were marginalized in favor of a more traditional form of classroom-based education now termed Career and Technical Education. However, with economic changes activated by a national ‘skills gap’ and a retiring Baby Boomer generation, the country faces a potential crisis if a skilled workforce is not trained quickly. With just over 500,000 participants nationally, apprenticeship pales in comparison to the 17 million students currently enrolled in higher education. Some of the fastest growing sectors of the American economy such as Science, Technology, Engineering and Math (STEM), and healthcare, have only a few thousand apprentices each. The solution to this challenge lies with the alignment of both methodologies. This article explores the subject of integrating apprenticeship growth and the higher education sector.
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Kluback, William. "Philosophical Apprenticeships." Idealistic Studies 17, no. 3 (1987): 259–60. http://dx.doi.org/10.5840/idstudies198717328.
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Long, Philip D. "Scalable apprenticeships." ACM SIGCSE Bulletin 40, no. 3 (August 25, 2008): 3–4. http://dx.doi.org/10.1145/1597849.1384273.
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Lillis, Finbar, and Angelo Varetto. "Changing the course of IfATE: healthier higher and degree apprenticeships for regulated healthcare professionals." Higher Education, Skills and Work-Based Learning 10, no. 5 (July 23, 2020): 799–813. http://dx.doi.org/10.1108/heswbl-04-2020-0074.
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PurposeThe purpose of this paper is to show how and why government discoursal constraints have obstructed the development of viable degree apprenticeships for regulated healthcare professionals working in England and suggests some ways these constraints can now be managed and overcome.Design/methodology/approachThe study uses an analysis of published literature, reviews of government and health professional body policies and regulations and semi-structured interviews recorded with those leading on the development of degree apprenticeships in healthcare-regulated professions.FindingsOnce created, a bureaucracy tends to look for ways to control discourse, to sustain itself and to extend its reach. In doing so, fault lines may be exposed which undermine the position of that bureaucracy, but it will continue to control discourses to maintain power over those it requires to act. There is no pedagogical need for End Point Assessment (EPA) to measure the competence of regulated healthcare professionals. The paper produces evidence to show how meeting health professional registration requirements is a sufficient metric for measuring successful degree apprenticeship outcomes.Research limitations/implicationsThis paper examined current practices relating to the registered nurse and nursing associate degree apprenticeships only. The validity of EPA for measuring occupational competence should be further investigated.Practical implicationsThe NHS and other public service organisations should use these findings to re-examine and challenge the requirements for EPA in degree apprenticeships for all regulated professions.Originality/valueUnderstanding how “centering” bureaucracies control discourse in their interests can help those in their orbit find ways to challenge and alter the course of policy.
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BREDLAU, SUSAN M. "Simone de Beauvoir’s Apprenticeship of Freedom." PhaenEx 6, no. 1 (May 27, 2011): 42. http://dx.doi.org/10.22329/p.v6i1.3151.
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In The Ethics of Ambiguity, Simone de Beauvoir makes reference to an “apprenticeship of freedom,” but she does not directly address why freedom requires an apprenticeship or what such an apprenticeship entails. Working from Beauvoir’s discussion of freedom in The Ethics of Ambiguity and her discussion of apprenticeships in The Second Sex, I explicate the idea of an apprenticeship of freedom, establishing why an apprenticeship is a necessary condition of freedom and describing how such an apprenticeship is administered. In doing so, I draw together two strands of thought within recent research on Beauvoir—first, that Beauvoir conceives of freedom as embodied and, second, that she conceives of freedom as interpersonal—to consider how adults’ interactions with a child either support or impede the realization of this child’s freedom.
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Leunig, Tim, Chris Minns, and Patrick Wallis. "Networks in the Premodern Economy: The Market for London Apprenticeships, 1600–1749." Journal of Economic History 71, no. 2 (June 6, 2011): 413–43. http://dx.doi.org/10.1017/s0022050711001586.
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We examine the role of social and geographical networks in structuring entry into premodern London's skilled occupations. Newly digitized apprenticeship indenture records for 1600–1749 offer little evidence that personal ties strongly shaped apprentice recruitment. The typical London apprentices had no identifiable tie to their master through kin or place of origin. Migrant apprentices' fathers were generally outside the craft sector. The apprenticeship market was strikingly open: well-to-do families accessed a wide range of apprenticeships, and would-be apprentices could match ability and aptitude to opportunity. This fluidity aided human capital formation, with obvious implications for economic development.
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Saville, Kelly-Mae, Gurkiran Birdi, Sarah Hayes, Helen Higson, and Frank Eperjesi. "Using strength-based approaches to fulfil academic potential in degree apprenticeships." Higher Education, Skills and Work-Based Learning 10, no. 4 (June 6, 2019): 659–71. http://dx.doi.org/10.1108/heswbl-02-2019-0024.
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Purpose The purpose of this paper is to highlight the positive academic and professional outcomes for students who undertake degree apprenticeships which use strength-based approaches in their curriculum and assessment. The design and implementation of programmes of work-based study which focus on an individual’s inherent talents are a new lens for higher education (HE), one that enables institutions to see diverse groups of students fulfil their potential and gain academic qualifications. Strength-based degree apprenticeships offer an effective way to align the needs of industry with the ambitions of individuals who wish to gain university level qualifications whilst in the workplace. Design/methodology/approach The research adopted a mixed-methods approach. Semi-structured interviews with stakeholders in industry and HE were undertaken and thematically analysed. Student data were analysed quantitatively for students in the degree apprenticeship programmes which incorporate a strength-based approach to learning and assessment. Findings The findings from this study highlight that the degree apprenticeships’ strength-based curriculum and assessment have spearheaded its success. On average, degree apprentices attain 10 per cent higher grades than students undertaking the same programme through the traditional degree route. Moreover, the module design and tailored support has contributed to over 91 per cent of apprentices graduating with a 2:1 or above. Research limitations/implications This research is exploratory in nature, focusing on one university’s experiences and outcomes regarding a strength-based approach curriculum and assessment on degree apprenticeships. Originality/value The findings describe how the knowledge exchange and culture of the HE sector has shifted, and the university’s efforts to make progressive relationships with employers. Moreover, this paper describes the challenges in designing curricula and assessing students based on the strengths and skills required for their employment, rather than university mandated learning outcomes. The findings of this paper could influence a strength-based framework for the development of degree apprenticeships in the UK.
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Daniel, Emmanuel Itodo, Olalekan Shamsideen Oshodi, Louis Gyoh, and Ezekiel Chinyio. "Apprenticeship for craftspeople in the construction industry: a state-of-the-art review." Education + Training 62, no. 2 (December 30, 2019): 159–83. http://dx.doi.org/10.1108/et-02-2019-0041.
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Purpose Apprenticeship programmes are designed to provide young trainees with essential broad-based skills. Through apprenticeships, different sectors that are underpopulated can fill up their skills gaps. Apprenticeships are particularly useful to the construction sector which has a high ageing workforce and associated lower labour productivity. However, the completion rates of apprenticeship training programmes in the construction sector remain low in several countries across the globe. Thus, the purpose of this paper is to review the published research on apprenticeship training that is specifically focused on the construction sector, to determine the current status quo and suggest a direction for future research. Design/methodology/approach A systematic review approach was adopted. Based on a comprehensive search using SCOPUS databases, 33 relevant journal articles were identified and analysed. Findings It was found that monitoring and control is the most mentioned factor responsible for improvements in the completion rates of apprenticeship training. In contrast, the length of time required for going through the full training is the most common factor responsible for low completion rates. Three research gaps were identified, among which is the dearth of studies that has focused on apprentices training in developing countries. Research limitations/implications The gaps identified in the current knowledge on apprenticeship training would serve as a justification for future investigations. However, the scope of the review is limited to papers published in academic journals and citable through SCOPUS. Practical implications The outcomes of the study provide researchers and other relevant stakeholders with a concise report on the findings of previous studies. It also provides insight into strategies for improving the completion rates of apprenticeship training in the construction sector. Originality/value A systematic evaluation of the extant literature draws on theoretical evidence and highlights the factors that are more likely to influence the outcomes of apprentice training for craftspeople in the construction sector.
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Schalk, Ruben, Patrick Wallis, Clare Crowston, and Claire Lemercier. "Failure or Flexibility? Apprenticeship Training in Premodern Europe." Journal of Interdisciplinary History 48, no. 2 (August 2017): 131–58. http://dx.doi.org/10.1162/jinh_a_01123.
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Pre-industrial apprenticeship is often considered more stable than its nineteenth- and twentieth-century counterparts, apparently because of the more durable relationships between masters and apprentices. Nevertheless, recent studies have suggested that many of those who started apprenticeships did not finish them. New evidence about more than 7,000 contracts across several cities in three countries finds that, for a number of reasons, a substantial minority of youths entering apprenticeship contracts failed to complete them. By allowing premature exits, cities and guilds sustained labor markets by lowering the risks of entering long training contracts. Training flexibility was a pragmatic response to labor-market tensions.
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Minton, Ann, and Jane Lowe. "How are universities supporting employers to facilitate effective “on the job” learning for apprentices?" Higher Education, Skills and Work-Based Learning 9, no. 2 (May 13, 2019): 200–210. http://dx.doi.org/10.1108/heswbl-10-2018-0099.
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Purpose The purpose of this paper is to review a range of mechanisms used by universities to support employers to facilitate effective “on the job learning” for apprentices. It reflects on how these mechanisms can be used to address some of the challenges, reported in the literature that employers face to in supporting apprentices in the workplace. Design/methodology/approach A short questionnaire administered to colleagues prior to attendance at a workshop, identified a range of activities, at various stages of engagement with employers that were used by universities to facilitate effective workplace learning and also to address some of the challenges faced by employers. These activities were then discussed and explored within the workshop to identify areas of best practice from the HEI sector to promote effective workplace learning. Findings Engagement with employers needs to occur from the outset of the development of the apprenticeship. Embedding the on the job learning within the design of the academic programme, with explicit links between the theoretical learning (knowledge element of the apprenticeship standard) and practical application of learning (skills and behaviours within the apprenticeship standard). Regular interactions with a range of staff within the employer ensure that there is a clear understanding throughout the apprentice’s journey, of how to promote an effective learning environment for the apprentice within the context of the organisation. The role of the workplace facilitator/mentor key. A range of approaches to providing training and ongoing support for facilitators/mentors was identified. Research limitations/implications The study was limited to the participants within the workshop at the conference, a self-selecting group from a relatively small number of HE providers. The HEIs represented provided apprenticeships in a range of subject areas, working with both public sector and private sector providers. Further studies are required to encompass a broader range of providers, including drawing on best practice from the FE and independent sector, and applying principles used there in the context of HE. Practical implications Engagement with employers from an early stage of the development of the apprenticeship is imperative, viewing the apprenticeship holistically, rather than as an academic programme with some work-based activities. Resources need to be devoted to regular and frequent contact with a range of personnel within the employer organisation, so that a partnership approach to supporting learning is developed. Training and ongoing support for work-based mentors/facilitators continues to be a key success factor. This needs to be managed to balance the learning needs of the mentors with the potential impact on workplace productivity. Social implications The paper identifies a range of approaches that will enhance the effectiveness of learning in the workplace. This will both enhance the apprentice’s learning experience and ensure that higher and degree apprenticeships are developed holistically, meeting the academic requirements of the university and the workplace needs of the employer. This, in turn, will enhance success rates and reduce attrition rates from apprenticeships, which, in turn, may encourage more employers to engage with higher and degree apprenticeships. Originality/value The paper collates a range of best practice from the sector to promote effective workplace learning.
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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.
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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.
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Ziolkowski, Stella. "Apprenticeships in profile." Practical Pre-School 2012, no. 143 (December 2012): 20–21. http://dx.doi.org/10.12968/prps.2012.1.143.20.
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Learner, Sue. "Bursaries for apprenticeships." Practical Pre-School 2013, no. 150 (July 2013): 4. http://dx.doi.org/10.12968/prps.2013.1.150.4a.
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White, H. "Apprenticeships are here." Radiography 23 (September 2017): S5—S6. http://dx.doi.org/10.1016/j.radi.2017.05.008.
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Chankseliani, Maia, and Aizuddin Mohamed Anuar. "Cross-country comparison of engagement in apprenticeships: A conceptual analysis of incentives for individuals and firms." International Journal for Research in Vocational Education and Training 6, no. 3 (December 19, 2019): 261–83. http://dx.doi.org/10.13152/ijrvet.6.3.4.
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Purpose: A fundamental assumption of the apprenticeship model is that there are benefits to both employers and individual learners. This paper offers a broad conceptual interrogation of an inherent assumption in the apprenticeship model, in that it provides incentives for participation to both individual learners and employers.
Approach: This study combines the analysis of literature and available data and draws upon apprenticeship models in ten nations: Australia, Brazil, Denmark, Egypt, England, Finland, Germany, India, Malaysia and South Africa.
Findings: For individuals, incentives to undertake apprenticeship may be linked to the process and outcomes of that learning, such as the appeal of learning through doing; the opportunities for occupational socialization; the possibility of progression to employment or to additional education; and learning while earning. The analysis of incentives for employers shows a range of reasons related to their short-term interests and the needs of the production processes, technologies, and associated skills; longer-term benefits for the company’s staffing strategy; and the opportunity to make a contribution to the wider education and economic systems. Despite all the potential incentives, many firms consider apprenticeships too costly, risky, and complex to justify the investment. However, when firms are making decisions under the umbrella of chambers or associations, they are more likely to coordinate their skills investment strategies around collectively beneficial outcomes.
Conclusion: The links to the labour market and specifically to employers are a key challenge for sustaining apprenticeship systems, as well as for the task of researching them. As such, policy maker (and researcher) engagement with apprenticeship should account for the capacity and commitment of employers. Another key challenge for apprenticeship is related to the relative attractiveness of this pathway within E&T and labour market system for individuals. What is clear from this study is that the development of a strong apprenticeship system requires the buy-in of both employers and individual learners, and as such the necessity to identify and effectively implement incentives cannot be underestimated. Governments can play a key role in realizing the potential incentives for both employers and learners, thereby yielding benefits of all parties engaged in apprenticeships.
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Billett, Stephen. "Apprenticeship as a mode of learning and model of education." Education + Training 58, no. 6 (July 11, 2016): 613–28. http://dx.doi.org/10.1108/et-01-2016-0001.
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Purpose – Apprenticeships are now usually seen as a model of education focused on occupational preparation, albeit manifested in different ways across nation states. However, throughout human history, the majority of occupational preparation has been premised upon apprenticeship as a mode of learning. That is, a preparation arising mainly through apprentices’ active and interdependent engagement in their work, rather than being taught or directly guided by more experienced practitioners. The paper aims to discuss these issues. Design/methodology/approach – A review of literature. Findings – A way of considering apprenticeship as a mode of learning as well as a model of education. Research limitations/implications – Three elements of considering and supporting apprenticeship as a mode of learning. Practical implications – Practice curriculum, practice pedagogies and personal epistemology. Social implications – A way of considering apprenticeship as a mode of learning as well as a model of education. Originality/value – A way of considering apprenticeship as a mode of learning as well as a model of education.
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Hanson, Devlin, and Robert I. Lerman. "Military apprenticeships in the US: an implementation evaluation." Education + Training 58, no. 6 (July 11, 2016): 597–612. http://dx.doi.org/10.1108/et-01-2016-0013.
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Purpose – Apprenticeships in the Navy, Marine Corps, and Coast Guard, which operate under the United Services Military Apprenticeship Program (USMAP), now account for about 20 percent of all registered apprentices in the USA. The purpose of this paper is to draw on interviews and focus groups to examine the strengths and limitations of USMAP, develops implications of the study for policy, and presents ideas for demonstration projects to learn how best to improve USMAP. Design/methodology/approach – The primary method involved background research on USMAP and USMAP occupations, interviews with key staff members involved with USMAP operations, and 11 focus groups at two Navy and two Marine Corps bases with USMAP apprentices, USMAP completers, and USMAP supervisors. Findings – The study contributes by answering key questions about USMAP. Positives include the potential to upgrade skills, document occupational competencies, and smooth the transition to civilian employment. The study shows that service members have a weak understanding of the rationale for participating and for completing their apprenticeships. Logistical problems often result in incomplete documentation. Counselors lack knowledge about how to make USMAP completers attractive to employers. Finally, USMAP does little to engage employers in insuring the occupational standards are adequate for civilian jobs and in hiring those completing apprenticeships. The study draws policy implications and presents an agenda for research. Practical implications – The military should provide additional financial support to help the program connect participants with civilian jobs, including a website where employers could search for candidates and communicate with veterans. Originality/value – This study is the first to examine the operations and implementation of the USMAP.
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You-jun, Bai, Zheng Yan, and Liu Shi-hao. "Exploration of Modern Apprenticeship in Automobile Repair Major in HigherVocational Education in China." MATEC Web of Conferences 175 (2018): 02013. http://dx.doi.org/10.1051/matecconf/201817502013.
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Based on the current status of China's auto industry, it elaborates on the characteristics of modern Chinese apprenticeships and combines the importance of modern apprenticeships in the auto repair majors of vocational colleges. It finds out problems existing in current governments, companies, schools, teachers, and students, and proposes The solution provides a reference for the development of modern apprenticeships in China's vocational colleges.
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Felce, Alison. "Managing the quality of higher education in apprenticeships." Higher Education, Skills and Work-Based Learning 9, no. 2 (May 13, 2019): 141–48. http://dx.doi.org/10.1108/heswbl-10-2018-0106.
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Purpose Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management, organisation, inspection and funding have little in common with those familiar to higher education. Higher level and degree apprenticeships have brought together different cultures and methods of designing, delivering and assessing knowledge, skills and behaviours, funding learners and learning providers, data reporting, quality management and its review or inspection. The purpose of this paper is to establish the primary concerns about managing quality in degree apprenticeships, the challenges the variances bring, how the challenges are being resolved and future work that may be required. Design/methodology/approach A review of a range of guidance and organisations involved in managing the quality of higher education in apprenticeships was undertaken. The primary focus is on the advice and guidance provided through the Quality Code and associated documentation, which are key to managing and assuring standards and quality in UK higher education. In addition, requirements and guidance provided through other bodies is considered along with the cross-sector groups charged with developing quality assurance processes for apprenticeships at all levels. Findings The paper shows a range of detailed guidance available to those entering the higher and degree apprenticeships arena and how the organisations involved in quality assurance of apprenticeships are working together to remove or mitigate concerns to ensure that quality is embedded and successfully managed. Originality/value Designing and delivering higher level and degree apprenticeships is a relatively new addition to UK higher education providers. There are long established practices to assure the quality and standards of UK higher education wherever and, however, it is delivered, in the UK, overseas and through online models. Apprenticeships across the UK have changed significantly over recent years, and new models, organisations and methods of working and funding have been introduced. This paper brings together key activity by the Quality Assurance Agency and other stakeholders to show how standards and quality can be managed and assured.
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Rosas-Maldonado, Maritza, Macarena Durán-Castro, and Annjeanette Martin. "The Socio-Emotional Influence of Past Teachers on Novice English Teachers’ Beliefs." Profile: Issues in Teachers' Professional Development 23, no. 2 (July 19, 2021): 215–30. http://dx.doi.org/10.15446/profile.v23n2.90809.
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Teachers’ past learning experiences, also referred to as “apprenticeship of observation,” can affect their beliefs and, in turn, their teaching practices. This study focused on the apprenticeships of observation of Chilean novice English teachers and sought to identify the possible influence of their past English teachers on their teaching and learning views in an English as a foreign language context. The qualitative multiple case study design gathered the narratives of 18 teachers using an open-ended survey and in-depth interviews. Results showed that the teachers’ apprenticeship of observation influenced their socio-emotional and affective views on teaching with a main concern on teacher-student relationships. From a sociocultural perspective, it was found that feelings associated with these experiences helped them understand their own practice.
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Lewis, Jennifer R., Mark S. Kotur, Omar Butt, Sumant Kulcarni, Alyssa A. Riley, Nick Ferrell, Kathryn D. Sullivan, and Mauro Ferrari. "Biotechnology Apprenticeship for Secondary-Level Students: Teaching Advanced Cell Culture Techniques for Research." Cell Biology Education 1, no. 1 (March 2002): 26–42. http://dx.doi.org/10.1187/cbe.02-02-0003.
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The purpose of this article is to discuss small-group apprenticeships (SGAs) as a method to instruct cell culture techniques to high school participants. The study aimed to teach cell culture practices and to introduce advanced imaging techniques to solve various biomedical engineering problems. Participants designed and completed experiments using both flow cytometry and laser scanning cytometry during the 1-month summer apprenticeship. In addition to effectively and efficiently teaching cell biology laboratory techniques, this course design provided an opportunity for research training, career exploration, and mentoring. Students participated in active research projects, working with a skilled interdisciplinary team of researchers in a large research institution with access to state-of-the-art instrumentation. The instructors, composed of graduate students, laboratory managers, and principal investigators, worked well together to present a real and worthwhile research experience. The students enjoyed learning cell culture techniques while contributing to active research projects. The institution's researchers were equally enthusiastic to instruct and serve as mentors. In this article, we clarify and illuminate the value of small-group laboratory apprenticeships to the institution and the students by presenting the results and experiences of seven middle and high school participants and their instructors.
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Tai, Robert H., Xiaoqing Kong, Claire E. Mitchell, Katherine P. Dabney, Daniel M. Read, Donna B. Jeffe, Dorothy A. Andriole, and Heather D. Wathington. "Examining Summer Laboratory Research Apprenticeships for High School Students as a Factor in Entry to MD/PhD Programs at Matriculation." CBE—Life Sciences Education 16, no. 2 (June 2017): ar37. http://dx.doi.org/10.1187/cbe.15-07-0161.
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Do summer laboratory research apprenticeships during high school have an impact on entry into MD/PhD programs? Apart from the nearly decade-long span of time between high school and matriculation into an MD/PhD program, young people have many life-shaping experiences that presumably impact their education and career trajectories. This quantitative study (n = 236,432) examines the connection between early laboratory research apprenticeship experiences at the high school level and matriculation into one of the more rigorous educational programs for scientific research training. The span of time covered by this analysis reaches across more than a decade, examining the potential importance of research experiences during the precollege years in the educational trajectory of young people. Intertwined with this question on research experiences is a second major concern regarding diversity in the life sciences research corps. Diversity in this wide-ranging discipline refers specifically to the underrepresentation of Blacks/African Americans, Hispanics/Latino/as, and American Indians/Alaska Natives among the ranks of research scientists. Thus, this study includes analyses that specifically focus on research apprenticeships of Blacks/African Americans and Hispanics/Latino/as and their entrance into MD/PhD programs.
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Lüthi, Fabienne, Barbara E. Stalder, and Achim Elferling. "Apprentices’ Resources at Work and School in Switzerland: A Person-Centred Approach." International Journal for Research in Vocational Education and Training 8, no. 2 (August 10, 2021): 224–50. http://dx.doi.org/10.13152/ijrvet.8.2.5.
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Context: Providing learners with quality resources at work and school is a key element of apprenticeships and is essential for developing vocational competencies and successful vocational careers. Drawing on previous research on situational and personal resources, we first explored work-related and school-related resource profiles of apprentices’ learning environments. We further analysed how core self-evaluations are linked to resource profiles and examined whether learners’ apprenticeship satisfaction and occupational commitment varied according to the resource profiles.Approach: We used latent profile analysis and multinomial logistic regressions, applying an integrative, person-centred approach. Our data came from the Swiss longitudinal study "Transition from Education to Employment" (TREE). The sample consisted of 1,185 apprentices enrolled in the second year of their apprenticeship.Findings: We found four profiles of situational resources (e.g., instruction quality, climate, learning opportunities, autonomy, and demands) at the two learning locations. The profiles embodied different patterns and levels of situational resources. Two profiles were characterised by overall high or average levels of situational resources at both learning locations; the other two illustrated a stark contrast between the resources provided in the workplace and at school. Learners with higher core self-evaluations were more likely to be in profiles with higher situational resources. Apprentices in more beneficial profiles were more satisfied with their apprenticeships and more committed to their occupations than those in profiles with lower resources.Conclusion: The results confirm the importance of providing apprentices with challenging, empowering, and supportive learning environments in the workplace and at vocational schools. To support learning and positive career development in apprenticeships, educators should strengthen learners’ core self-evaluations to empower them to shape their learning according to their needs.