The apprenticeship ideal and the standing of the apprentice 学徒理想与学徒站.pptVIP

* * * * * * * * * * * * * * * * * * * The apprenticeship ideal and the standing of the apprentice: evidence for four countries Paul Ryan King’s College Cambridge SKOPE Away Day, Oxford, 24 Nov 2011 What is ‘apprenticeship’? A form of work-based learning Not just work-based learning A programme of learning that combines part-time vocational education with training and experience at the workplace results in an externally recognised vocational qualification * The apprenticeship ideal A combination of Types of learning: theory and practice Locations: classroom and workplace Roles: student and worker Benefits Pedagogical: motivation, cognition Skills learned: closeness to production A case for A hybrid role for the apprentice? A distinct role for the apprentice? Gonon, P. 2009, The Quest for Modern Vocational Education? Georg Kerschensteiner between Dewey, Weber and Simmel. (Berne); Winch, C. (2006), ‘Georg Kerschensteiner – founding the dual system in Germany’, Oxford Review of Education, 32(3), 381-96. * Ideal and real Obstacles to acceptance and implementation of the ideal: Pedagogical Motivation and cognition Co-operation by colleges and employers Economic: production-oriented training Employment relations: conflicting interests at the workplace The social status of the apprentice * Evidence: place and time Countries Primary Germany (DE) Britain (GB: England Wales) Secondary Switzerland (CH) Italy (IT) Period Current Since WW2 * Attributes considered Developmental aspects Contractual status Participation in industrial disputes Payment system Pay level * Types of evidence Rules: how things are supposed to be Law Collective agreements They show how far the ideal affects intentions Practices: how things are They show how far the ideal affects realities * 1. Developmental attributes CH DE GB IT Part-time formal schooling received (% apprentices) 100 100 33a 38 Mean age of entry (years) 17.6 (2008) 19.4 (2007) 19.3 (2005) 24.0 (2009) Share (%