The Pedagogy of Apprenticeship

Abstract

In vocational and technical education and training (TVET), apprenticeship and other concepts connect learning at the workplace with learning at school, and the curricula of these two locations of learning and training are aligned with each other. Apprenticeship schemes in particular have experienced a worldwide upswing in recent years because, in comparison with those trainees who attend full-time vocational and technical education in schools, the percentage of graduates who perform better in the transition from TVET to employment is higher, their ability to adapt to the situation at work is better, their satisfaction with work is higher, and/or they can show a higher level of productivity at work (these are only a few of the more important arguments in favour of apprenticeships). As far as policy-makers are concerned, financing plays a considerable role with regard to decisions on supporting apprenticeship schemes. The costs of apprenticeship schemes are, as a rule, borne by business enterprises; thus they need not be funded by governments, while vocational education at full-time schools is paid for by the public budget. Furthermore, the costs society has to pay in consequence of the ‘perilous transition from school to career’ (Hamilton, 1990, p. 19) must be considered. As we know, this figure is difficult to quantify. At this point it may suffice to hint at the problem of integrating the ‘failures’ and the subsequent burden to social welfare systems. Besides, personal ‘welfare’ is tied to material security, which constitutes a key aspect for the individual’s well-being. Models, such as co-operative education or alternance, pursue ideas similar to apprenticeship schemes with regard to their objectives and structure. Hence, they are often mistaken for one another in public discussion—despite distinct goals. The National Research Center for Career and Technical Education in the United States listed nine apprenticeship-like programmes for high schools and twoyear colleges (community colleges) alone, which are: job shadowing; internship; co-operative education; tech prep; youth apprenticeship; school-sponsored enterprise/business; career academy; community service; and service learning (Ruhland & Timms, 2002, p. 178). These models are often regarded as equivalent to apprenticeship schemes, because their formal structures are easily mistaken. Their fundamental ideas (philosophy and pedagogy), however, are distinct. Therefore,