Rauner / Smith Rediscovering Apprenticeship

Research Findings of the International Network on Innovative Apprenticeship (INAP)
1. Auflage 2010
ISBN: 978-90-481-3116-7
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 11, 175 Seiten

Reihe: Technical and Vocational Education and Training: Issues, Concerns and Prospects

The rediscovery of the value of apprenticeships has been one of the most significant trends in vocational education in recent years, and has prompted an array of research and development projects in countries around the world. In this volume, the renewed interest in the apprenticeship tradition and the various steps towards the implementation of innovative apprenticeship programmes are analysed and discussed from different perspectives. Beginning with a number of chapters that describe recent developments in apprenticeship training in different national contexts, the book moves on to analyze the way in which both the quality and profitability of apprenticeship act in concert as the most influential drivers of innovation in this field. In sum, this book makes an important contribution to the international literature on apprenticeship. It draws together some of the leading researchers in the area, and with its overview of a number of national Vocational Education and Training (VET) projects, provides a body of knowledge on current practices and issues that has previously been lacking in this complex interdisciplinary field. The lessons learned from countries' experiences, as presented in this book, provide a valuable platform for policy-makers and scholars alike.

Autoren/Hrsg.

Smith, Erica

Rauner, Felix

Inhaltsverzeichnis

1;Series Editors Introduction;6
2;Preface;10
3;Contents;12
4;List of Figures;14
5;List of Tables;16
6;About the Authors;18
7;1 Introduction: Rediscovering Apprenticeship;23
7.1;1.1 Conceptual Clarification;23
7.1.1;1.1.1 Professional Knowledge as a Type of Experiential Knowledge for Skilled Workers at the Intermediate Qualification Level;25
7.1.2;1.1.2 The Principle of Vocationalism;25
7.2;1.2 Structure of the Volume;26
7.3;1.3 Conclusion;27
7.4;References;27
8;2 Competence Development Through Workplace Learning: The Case of the French Vocational Baccalaurat ;28
8.1;2.1 Introduction;28
8.2;2.2 Framework: The Vocational baccalaurat Diploma in France, its Purpose, Organization and Implementation in Vocational lyces and in the Maisons familiales rurales ;29
8.2.1;2.2.1 The Vocational baccalaur0at Diploma ;29
8.2.1.1;2.2.1.1 A New Level of Diploma;29
8.2.1.2;2.2.1.2 A Pluralistic Objective of the VET baccalauréat ;30
8.2.1.3;2.2.1.3 Vocational baccalaur0at Principles ;30
8.2.2;2.2.2 The Maisons familiales rurales: Genesis and Evolution ;32
8.2.2.1;2.2.2.1 Genesis and Evolution;32
8.2.2.2;2.2.2.2 Some Figures;33
8.3;2.3 The Role of Different Stakeholders in Designing Conditions for Competence Development Through Innovative Apprenticeships: Convergence and Divergence of the Vocational baccalaurat Training from the Vocational lyce of the Ministry of Education and from the Maisons familiales rurales of the Ministry of Agriculture ;33
8.3.1;2.3.1 Origin of the Research, Data, Methodology and Data Collection;33
8.3.2;2.3.2 Divergence and Convergence;34
8.3.2.1;2.3.2.1 Convergence;34
8.3.2.2;2.3.2.2 Divergence;34
8.3.2.3;2.3.2.3 Diversity of the Alternance Patterns (Sandwich Courses Organization): 'Juxtapositive' Versus 'Integrative' Learning System;35
8.4;2.4 Conclusion;36
8.5;Bibliography;37
9;3 The Transition from Vocational Education and Training to Higher Education in the German-Speaking Countries;39
9.1;3.1 Introduction;39
9.2;3.2 The Issue of Comparison;40
9.3;3.3 Three Countries, One Objective, but Three Concepts;40
9.3.1;3.3.1 Germany;42
9.3.2;3.3.2 Austria;45
9.3.3;3.3.3 Switzerland;47
9.4;3.4 Common Features and Differences;48
9.5;References;49
10;4 Plural Administration in Dual Systems in Selected European Countries;51
10.1;4.1 Introduction;51
10.2;4.2 Research Problem;52
10.3;4.3 Methodology;54
10.4;4.4 Research Findings;58
10.5;4.5 Conclusions;61
10.6;References;62
11;5 Creating the Social Foundations for Apprenticeship in Ireland;64
11.1;5.1 Introduction: Apprenticeship;64
11.2;5.2 Earlier Efforts to Build a National Apprenticeship System Painful Learning Experiences;65
11.3;5.3 The Social Partnership Agreement Basis for the Successful 1993 Apprenticeship Programme;68
11.3.1;5.3.1 Successful Implementation of the Programme;71
11.3.2;5.3.2 Evaluation;72
11.4;5.4 Concluding Reflections;72
11.5;References;76
12;6 Italian Apprenticeship Reform: Impact from National and Regional Perspectives;77
12.1;6.1 Introduction;77
12.2;6.2 Italian Apprenticeship Reform;78
12.3;6.3 Relationship with Education and Labour Market System;79
12.4;6.4 Political Reasons for Legislative Change;79
12.5;6.5 New Governance Structures for National and Regional Authorities and the Role of the Social Partners;80
12.6;6.6 Age, Sectoral and Geographical Distribution;81
12.7;6.7 Input to the Labour Market;82
12.8;6.8 Regional VET Systems: Diversity as a Laboratory for Testing Different Approaches;83
12.9;6.9 Apprenticeship Training in the Province of Pesaro and Urbino;83
12.10;6.10 Company Case Studies;85
12.10.1;6.10.1 First Case: Company Producing Textiles;86
12.10.2;6.10.2 Second Case: Company Producing Electronic Devices;86
12.11;6.11 Current Situation of the Italian Apprenticeship System;88
12.12;6.12 The European Perspective;88
12.13;References;90
12.13.1;6.13 Further Reading;90
13;7 Towards Innovative Apprenticeship: The Evaluation of the Development of Integrated Regional VET Centres in Hungary;92
13.1;7.1 Introduction;92
13.2;7.2 Research Problem;93
13.2.1;7.2.1 The Changing Environment of Vocational Education and Training;93
13.2.2;7.2.2 Historical Traditions of Learning and Knowledge in Hungary;94
13.2.3;7.2.3 'Innovation Islands' in Hungary in the Socialist Period;94
13.3;7.3 Overview of VET in Hungary;94
13.3.1;7.3.1 Historical Developments of VET in Hungary;95
13.3.2;7.3.2 Developments After the Change of the Political System (1989);95
13.4;7.4 Criticism Towards VET;96
13.5;7.5 The Relationship Between the Economy and Training;97
13.6;7.6 Differences in the Level of Regional Development;97
13.7;7.7 Human Resource Development, the Modernization of Education and Training;98
13.8;7.8 Actual Reform Initiatives to Solve the Problems of VET;98
13.8.1;7.8.1 Strategy of the Development of Vocational Education and Training;98
13.8.2;7.8.2 Development of the Institution System of VET;99
13.8.3;7.8.3 Apprenticeship Contract;99
13.8.4;7.8.4 Integrated Regional Vocational Training Centres as the Place/Source of Innovation?;100
13.9;7.9 Methodology;101
13.10;7.10 Research Findings;102
13.11;7.11 Conclusions for VET Practice and VET Research;104
13.12; Bibliography ;105
14;8 The Distinct Nature of Work-Based VET in England: A Reflection of Employer Interests?;107
14.1;8.1 Introduction: The Problems for VET in England;107
14.2;8.2 Research Problem;109
14.3;8.3 Methodology;110
14.4;8.4 Research Findings: The Weakness of the Work-Based Route;110
14.4.1;8.4.1 The Low Status of VET in England;110
14.4.2;8.4.2 Governance;111
14.4.3;8.4.3 Lack of Employer Engagement;112
14.4.4;8.4.4 Learning from the Dual System;114
14.5;8.5 Conclusions;116
14.6;References;117
15;9 We Need Them, They Need Us: Work-Based Learning Programmes for Young People in the Mediterranean Region;119
15.1;9.1 Introduction;119
15.2;9.2 The Regional Context Much of the statistical data that underpins the analysis in this section can be found in Sultana and Watts ( 2007 ). ;119
15.3;9.3 Combining Work and Learning: Why? How?;121
15.4;9.4 Models of Work-Based Learning in the Mediterranean Region;121
15.5;9.5 Assuring the Quality of Work-Based Learning;123
15.6;9.6 Governing Work-Based Learning Systems;125
15.7;9.7 Looking to the Future: Choices, Opportunities and Constraints;126
15.8;Bibliography;127
16;10 Were Here to Help: Agencies Dealing with Apprenticeships in Australia;129
16.1;10.1 Introduction;129
16.2;10.2 Research Area;129
16.3;10.3 Methodology;132
16.4;10.4 Findings;133
16.4.1;10.4.1 Government Bodies that Look After Apprenticeships;133
16.4.2;10.4.2 Funded Agencies that Look After Apprenticeships;134
16.4.3;10.4.3 From an Employer's and an Apprentice's Viewpoint;136
16.4.4;10.4.4 Functional and Dysfunctional Results of the Crowded Market;137
16.5;10.5 Conclusions for VET Practice and VET Research;138
16.6;References;139
17;11 Apprenticeship in the United States: Patterns of Governance and Recent Developments;140
17.1;11.1 Introduction;140
17.2;11.2 Apprenticeship in Context;142
17.3;11.3 Evidence on Earnings Impact of Apprenticeship in One State;146
17.4;11.4 What Apprenticeship Sponsors Think;147
17.5;11.5 Implications for the Future;149
17.6;References;150
18;12 Comparing Two Cases of Training Practice -- Implications for Trainers' Professional Development;152
18.1;12.1 Introduction;152
18.1.1;12.1.1 The TT-Plus Project as the Context;152
18.2;12.2 The Cases Studied;153
18.2.1;12.2.1 Costs;153
18.2.2;12.2.2 Quality in the Dual System;154
18.2.3;12.2.3 Summarizing Characterization of the Cases;155
18.3;12.3 An Open but Focused Lens on Trainers Practice;155
18.4;12.4 Findings and Interpretation of the Case Studies;156
18.4.1;12.4.1 Organizational Level;157
18.4.2;12.4.2 Interaction;160
18.4.3;12.4.3 Trainers' Individual Development;160
18.5;12.5 Conclusions and Discussion;160
18.5.1;12.5.1 Policies that Support Trainers' Individual Development;161
18.5.2;12.5.2 Support for Learning;161
18.5.3;12.5.3 What Can Research Provide in this Regard?;162
18.5.4;12.5.4 Policies for Supporting Training and Learning in Companies;162
18.6;References;162
19;13 Facilitating Learners Motivation and Competence Development in the Workplace: The UK Context;164
19.1;13.1 Introduction;164
19.2;13.2 Skills and Competence Development: Improving Work-Based Learning;165
19.3;13.3 Methodology: The Context of Research;167
19.4;13.4 Research Findings: Developing Competences in the Workplace;167
19.4.1;13.4.1 Factors Related to Learners' Personalities/ Backgrounds/Environments;169
19.4.2;13.4.2 Factors Related to the Use of the New Technologies;170
19.4.3;13.4.3 Facilitating Learners' Motivation;172
19.5;13.5 Conclusions;173
19.6;References;174
20;14 Coaching and Collaborative Work-Based Learning in Dutch VET: The TEAMstages Project;176
20.1;14.1 Introduction;176
20.2;14.2 Work-Based Learning in Dutch VET;177
20.2.1;14.2.1 Coaching;178
20.2.2;14.2.2 Quality of Connections Between Workplace and School Learning;179
20.3;14.3 Methodology;180
20.3.1;14.3.1 The Project;180
20.4;14.4 Results;181
20.4.1;14.4.1 Organising Work-Based Learning in Multidisciplinary, Multilevel Teams;181
20.4.2;14.4.2 Roles of Stakeholders;182
20.4.3;14.4.3 Learning Results;183
20.5;14.5 Conclusions for VET Practice and Research;183
20.6; Bibliography ;184
21;15 Costs, Benefits and Quality of Apprenticeships A Regional Case Study;186
21.1;15.1 Introduction;186
21.2;15.2 The Value of a Self-Evaluation Tool for Assessing the Costs, Benefits and Quality of Apprenticeships;187
21.3;15.3 Methodology;189
21.4;15.4 Research Findings;191
21.5;15.5 Conclusions;193
21.5.1;15.5.1 Learning in Qualifying Work Processes;193
21.5.2;15.5.2 Novices Become Experts;194
21.5.3;15.5.3 Every Job has its Customer;194
21.5.4;15.5.4 The Trainers and Tutors;194
21.5.5;15.5.5 Occupational Commitment;195
21.5.6;15.5.6 Evaluating Professional Competence;195
21.6;References;196
22;Author Index;197
23;Subject Index;201