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Descriptors:
Foreign Countries; Apprenticeships; Urban Areas; Social Capital; Sustainability; Vocational Education; Postsecondary Education; Adult Education; Young Adults; Urban Renewal; Case Studies

Abstract:
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 analysis of these meso-level developments (in contrast to studies of national systems) that we can reveal how the sustainability of vocational education and training initiatives depends on the generation of civic social capital in the pursuit of collective goals. At the same time, the path-dependent nature of the clustering of social and economic inequality in urban post-industrial settings remains a constant reminder of the scale of the problems confronting all those involved. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Apprenticeships; Foreign Countries; Skill Development; Models; Competence; Older Workers; Job Training; Adult Education

Abstract:
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 discuss what lies behind the participation figures and the meaning of apprenticeship for adults. The authors stress that there's no reason to think older workers wouldn't benefit from apprenticeships that helped them learn new skills and progress in their careers. But converting existing workers into apprentices to increase the numbers with qualifications is unlikely to help them fulfil their aspirations. The practice of converting existing employees into apprentices to support the attainment of the government's numerical targets is grossly undermining the concept of apprenticeship as a model of learning. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Technical Education; Vocational Education; Politics of Education; Educational Policy; Educational Change; Change Strategies; Apprenticeships; Qualifications; Educational Development

Abstract:
This paper examines the Coalition Government's plans for vocational education and training for 14- to 19-year-olds in England. It argues that new types of educational institutions will enable the emergence of new forms of segmentation in which the vocational track is likely to become split into 'technical education' and lower level 'practical learning'. Whilst the new government has increased funding for apprenticeship, it has so far failed to address the systemic problems which have kept this as a minority track for 16- to 18-year-olds. The paper argues that the government-commissioned Wolf Review of 14-19 Vocational Education in England provides support for segmentation. (Contains 3 notes and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Apprenticeships; Young Adults; Foreign Countries; Vocational Education; Individual Development; Models; Public Policy; General Education; Federal Legislation; Adolescents; Adults; Adult Education

Abstract:
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. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Theories; Construction Industry; Cooperation; Construction (Process); Partnerships in Education; Intervention; Evaluation

Abstract:
This paper examines two competing systems of work organisation in the British construction industry and their consequences for learning. Under the traditional "adversarial" system, conflict, hostility and litigation between contractors are commonplace. Such a climate actively militates against collective learning and knowledge sharing between parties. Conversely, under "collaborative working", contractors share risks, pool knowledge and work together to solve problems at all stages and levels in the productive system--a process conceptualised as "knotworking" by some theorists. The paper argues that such learning theories fail to take adequately into account the heavy hand of history and the importance of understanding the nature of the productive systems in which "knotworking" is expected to take root. Both place limits on making "knotworking" a habitual and commonplace activity in construction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Foreign Countries; Professional Development; Trainees; Inservice Teacher Education; Educational Policy; Questionnaires; Interviews; Tenure; Job Satisfaction; Teacher Attitudes; Teaching Conditions; Expertise

Abstract:
This paper presents findings from a study of the experiences of in-service trainee teachers in colleges of further education in England on programmes run under the auspices of and through franchise arrangements with universities. It argues that there is a significant gap between the rhetoric of gaining teaching qualifications through a work-based route and the reality experienced by many in-service trainees. Consideration of the role of the workplace as the context for teacher training and professional development is currently absent from the reform process. The research findings comprise data from a questionnaire survey of 195 trainee teachers (drawn from colleges throughout England), the responses of 21 of them who agreed to be interviewed about the extent to which their colleges supported them during their training period, and the "learning logs" of six of the interviewees. Using the "expansive-restrictive" framework to analyse the findings, the paper argues that college managers need to conceptualise learning as something that is central to the practices of their employees as much as it is for their students and to help colleges become more expansive-learning oriented. Initial teacher education needs to be much more closely integrated within colleges' broader workforce development strategies. Much greater attention needs to be paid by policymakers and the agencies responsible for teacher training to the way in which workplace practices and the organisation of teachers' roles and responsibilities might need to change in order to accommodate their professional development. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Education Work Relationship; Employment; Job Training; Private Sector; Public Sector; Foreign Countries; Educational Opportunities; Higher Education; Case Studies; Educational Environment; Labor Force Development

Abstract:
All workplaces are sites in which people learn. To state such a fact still seems fairly revolutionary given that many employers and policymakers tend to restrict the meaning of job-related learning to formal episodes of "training" that can be counted and costed. This view is rooted in a wider perception prevalent in society in general that learning only takes place in classroom-type settings. In this article, the authors argue that improving the way jobs are designed and work is organised (in both public and private sectors) has to be a major part of the UK's plans for economic recovery and growth. Learning should not be seen as something separate from work. By reorganising working practice to recognise that all work involves and generates learning, people not only improve opportunities to learn, they also prepare the ground for economic recovery. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Identification; Administrators; Teachers; Teaching Methods; Interpersonal Relationship; Case Studies; Learning; Employees

Abstract:
This paper explores three different ways in which workers experience and react to managerial attempts to mould and shape their identities. It provides illustrations of three theoretically-derived identity modalities: "dramaturgical selves"; "conformist selves"; and "resistant selves". The paper shows how the relationship between personal and collective identities is at the heart of these modalities, and how they are formed as a reaction to management attempts to narrow, maintain or widen the gap between personal and collective identities at work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Food; Retailing; Administrative Organization; Decision Making Skills; Self Determination; Empowerment; Wastes; Indigenous Knowledge; Learning Processes; Information Technology; Handheld Devices; Employer Employee Relationship

Abstract:
This paper explores the nature of the relationship between Head Office and stores in a large British supermarket chain. It focuses on the role played by a range of technological tools available for managing the stock and connecting different parts of the productive system and the implications this has for employee learning in stores. The evidence illustrates the dual role of artefacts in making possible long-distance control from Head Office, on the one hand, at the same time as opening up spaces for local discretion and intervention, on the other. Accordingly, the paper also shows how the relation between the organisational centre and the periphery gives rise to different types of skills and expertise, providing the basis for a potentially expansive learning environment at the level of the store. (Contains 2 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Participant Observation; Salesmanship; Empathy; Conflict of Interest; Vocational Education; Trainees; Physical Fitness; Business

Abstract:
The use of participant observation is relatively rare in qualitative studies of vocational education and training. However, such an approach provides a detailed picture of training content and how what is taught contributes to or impedes learning. Based on participant observation, this paper examines the training of sales advisors in a large chain of private fitness clubs. It shows that although the training course taught trainees how to control and enchant customers, once back on "home" territory trainees approached customers with far less instrumental empathy than they had been taught. This contrast is explained by reference to the past dispositions of sales workers and the local conditions in which the selling process takes place. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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