A renaissance for Apprenticeship Learning Implications for Transition
- Slides: 11
A renaissance for Apprenticeship Learning? - Implications for Transition Countries Torino 18 September 2009 Sören Nielsen European Training Foundation
Argument n Learning organised as apprenticeship is based on long lines of a self-regulated social organisation n Realities of countries in transition make this form difficult n Renaissance of apprenticeship learning points towards the core of this learning which could maybe be implemented n How to do that in ETF partner countries? 2
Apprenticeship learning Definitions: Apprenticeship: Training under a legal agreement defining the relationship between master and learner and the duration and condition of their relationship. Different connotations of the Anglo-Saxon apprenticeship (learning of the apprentice is stressed) and the German-Scandinavian ‘Meister Lernen’ (prevalence of the master’s role for learning) 3
Apprenticeship learning Definitions: Apprenticeship in the guilds: The formal European apprenticeship of the guilds involves a written contract between master and apprentice, stating obligations for both parts, with the term of apprenticeship often ending after a 4 -year period with a journeyman’s test and an official accreditation as a journeyman of the trade. 4
Renaissance of apprenticeship Theoretical approaches: Anthropological approaches: n Learning understood as a basic social phenomenon, as an aspect of cooperation between different participants in making a production work, embedded in everyday practice and not isolated in educational institutions (Lave & Wenger, 1991; Singleton, 1998; Bourdieu, 1992) 5
Renaissance of apprenticeship Theoretical approaches: Philosophical approaches: n Philosophers have turned to apprenticeship as a way to learn tacit and bodily competences after research in Artificial Intelligence has demonstrated the limitations of desituated and disembodied simulations of practice (Polanyi, 1958). n Only by observing the experienced master and by using the skills in a practical situation can the novice acquire these practical competences (Dreyfus and Dreyfus, 1986, 1999). 6
Renaissance of apprenticeship Theoretical approaches: Psychological and Educational approaches: n A psychological approach emphasizes identification and imitation as central means for learning (Jespersen, 1997). n Cognitive apprenticeship designates a synthesis of school and apprenticeship; through modelling and scaffolding the teacher offers the student strategies to solve a problem (Collins et al, 1991) n Howard Gardner discusses apprenticeship and a scholastic approach depicting how to use of apprentice-like situations in the classroom (Gardner, 1993) 7
Central features of apprenticeship learning Learning in apprenticeship shifts the attention from the attributes of individual participants to the environment which makes learning possible – towards communities of practice n The «landscape of learning» n n Learning in a Community of Practice Learning through Participation in Practice Bodily Learning and Imitation Learning through Assessment of Practice 8
Some key questions n A key issue remains the relevance of the traditional apprenticeship learning to the qualifications required by current forms of production? n Empirical research is needed on potential sources of learning in the learner’s environment – what are the potentials of wandering in the landscape of learning? n For educational policy and practice, the question becomes how to design institutions that may advance apprenticeship types of learning today? 9
Guidelines for transition countries n Reorganising the VET school workshops with support n n from local employers – Prinzip Gestaltung Curriculum change: modern technology understanding Analyse existing practice of short placements in companies and transfer good practice into school workshops Re-establish old links with companies but include new SMEs A new configuration of inter-linking teaching, learning and practical work exercises in a ‘production logic’ approach 10
VET system gains in transition countries n Improved transition from school to work n More efficient and relevant transmission within education system n Higher motivation for students n More interesting work for the teaching profession n Enhanced status for VET systems 11
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