Fuller, Alison and Unwin, Lorna (2009) Change and continuity in apprenticeship : the resilience of a model of learning. Journal of Education and Work, 22 (5). pp. 405-416. ISSN 1363-9080. DOI UNSPECIFIEDFull text not available from this repository.
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This paper explores the changes and continuities to apprenticeship in England since the 1960s. It argues that apprenticeship is primarily a model of learning that still has relevance for skill formation, personal development and employer need. It also argues that, since the late 1970s and the introduction of state-sponsored youth training, apprenticeship has been transformed into an instrument of State policy, primarily for the control of young people and as part of new legislation to keep them in some form of education or training to the age of 18. In that sense, the holistic notion that apprenticeship had in the past as being a journey within which young people learned to be morally upright citizens as well as acquiring occupational expertise, is being reinvented. Now, however, the State's dominant role has profound implications for the role of employers in apprenticeship and the extent to which skill formation is being underplayed.
|Additional Information:||The paper explores the changes and continuites to apprenticeship in England since the 1960s and argues that apprenticeship is primarily a model of learning that still has relevance for skill formation, personal development and employer need. The paper appears in a special issue focusing on 'Continuity and change in 40 years of school to work transitions'.|
|Controlled Keywords:||Apprenticeship, State policy and control, learning journey, skill formation|
|Divisions:||IOE Departments > Departments > Lifelong and Comparative Education|
|Depositing User:||IOE Repository Editor (1)|
|Date Deposited:||26 Mar 2010 12:02|
|Last Modified:||29 Jan 2015 08:43|