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Fuller, Alison; Unwin, Lorna – Adults Learning, 2012
Is there an optimum age to be an apprentice? For most people, their image of an apprentice would be a teenage school leaver. Yet, in England, the majority of apprentices are over the age of 19 when they start their apprenticeship, and 40 per cent are 25 or over. This would be very unusual in other European countries. In this article, the authors…
Descriptors: Apprenticeships, Foreign Countries, Skill Development, Models
Fuller, Alison; Rizvi, Sadaf; Unwin, Lorna – British Journal of Educational Studies, 2013
Apprenticeship has always played both a social and economic role. Today, it forms part of the regeneration strategies of cities in the United Kingdom. This involves the creation and management of complex institutional relationships across the public and private domains of the civic landscape. This paper argues that it is through closely observed…
Descriptors: Foreign Countries, Apprenticeships, Urban Areas, Social Capital
Fuller, Alison; Unwin, Lorna – Journal of Education and Work, 2009
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,…
Descriptors: Apprenticeships, Young Adults, Foreign Countries, Vocational Education
Unwin, Lorna; Fuller, Alison – 2003
Ways of expanding workplace learning in the United Kingdom by making better use of individual and organizational potential were examined. The analysis focused on the following issues: ways of fostering, improving, and increasing learning in the workplace; ways of enhancing access to and participation in workplace learning; ways of making workplace…
Descriptors: Access to Education, Adult Education, Adult Students, Corporate Education
Peer reviewed
Fuller, Alison; Unwin, Lorna – Journal of Education Policy, 1999
The UK's National Learning Targets for Education and Training, embracing 11- to 21-year-olds, adults, and employers, promote a credentialist approach to economic and social development. This article shows how the steel industry measures up. Using qualifications-based targets as a proxy for adult workforce capability is misguided. (Contains 40…
Descriptors: Adolescents, Adult Education, Credentials, Economic Development