Apprenticeship Learning

Author Carla George (March 2018) Apprenticeship Learning 

Abstract—This paper explains the apprentice journey and their challenges that they encounter. The sections will explain further on some of the work practices that they adopt and the appropriate models that will reflect their learning strategies.

I. INTRODUCTION The aim of this research is to describe the overall purpose of how students learn within the workplace. This required a further investigation on student’s perception of work and how they acquire their learning skills and becoming competent within their chosen career field.

II. LEARNING PATHWAYS Richard Dorsett and Paolo Luciano explains within their report that the skills gap has increased over a period of two years starting from September 2014 with the age group 1624, 18-24 and 24+. Each group will experience individual transitions from full time or part-time study, full time or part-time work or no work or relevant study.

Patton W supports the need to prepare young learners towards transition from school to work and emphasis should be focused on the individual’s responsibility towards shaping their own career development. She explains further that there is a need for them to develop their marketing and communication skills as well as knowledge that will open the doorways towards employment. The three elements she emphasizes are:  Self-knowledge- Awareness of what motivates them and their personal character  World of Work Knowledge- examines work behaviour in the work place  Career selection- Making the right choices that are suitable towards an individual’s needs.  Shevlin M and Mila R explains the purpose of behaviour and attitude towards career development. They carried out a pilot study on a total of 325 (16yrs) students through job seeking activities to observe their behaviours and approach towards selecting their chosen careers.

The focus point of the research is to pinpoint what stimulates career seeking behaviour. They explain further that career information is the main attribute that promotes self-awareness, opportunity and the importance that a wide range of sources available to ensure good productivity in all career development workshops.  Behaviour is influenced by attitude and personal characteristics that achieves the desired outcome of their decision. They described further on how 

the behaviour is created by perceived behaviour control. Perceived behaviour control represents direct and indirect actions relating to performance this can be influenced by environmental factors and personal decisions.

APPRENTICE MODELS Comparing both apprenticeship models and reviewing an article the expansive is currently used in the company. The learner benefits from this approach currently there is 50% learning off the job and 70% learning and assessment within the workplace. The employers are willing to allow for the learner to attend sessions outside of work.

However, the employers I have worked are hesitant towards because of the nature of the business. It is important that employers are aware that off the job training is essential part of the apprenticeship otherwise this can also affect the customer relationship.

III. CHALLENGES There are a variety of learners with diverse cultural backgrounds may speak English as their second language as well as different dialects. This could also be others with language impairments or unable to speak the English Language. Teachers need to be aware of this and adapt the learning activities to suit the language barriers to build selfconfidence without lowering their self-esteem. This could involve providing extra learning support, or alternative communication system such as a bilingualism, multilingualism or sign language expert.

Insufficient sources and unqualified teaching practices, inconsistent processes which will harper their learning process. Lack of employer support and poor work practices.

A. WORK PLACE LEARNING S Billet’s article explains there are a few terminologies he uses “Guided Apprenticeship Learning” this refers to interaction involving mentoring and learning with the participant allowing independent learning. S Billet explains that this strategy is referred to as situated learning within the workplace that involves as explained above scaffolding, coaching, modelling, and fading. He also mentioned that

the workplace is used as the focus for the apprentice’s learning as they will have guidance from their supervisors and they will be focused on the activities within their job role. P Hager explains that the workplace also provides opportunities towards authentic or informal learning and a variety of transferable skills that are acquired using existing knowledge and applying this to acquire new knowledge in a workplace setting.

B. Summary Employers will need to ensure they employ suitable apprentices that can adapt to their work environment and that are capable to meet their requirements.

Apprenticeships will be highly competitive, and employers will examine the quality of off job training if they were to develop a good relationship with the training providers.

Their expectation that they should be able to use their initiative when involved in a situation and learn from other experiences without interference from their current managers if necessary.

Learners are comfortable with situated learning with the opportunity for guided learning and experimental learning on job and off job experience.

This is preferred with all our employers and our current ICT trainer adopts this approach to assess their current level of experience.

REFERENCES Billett, S.R. (1992). Authenticating learning learning in the workplace. A Paper Presented at the 1992 AARE & NZARE Joint Conference "Educational Research: Discipline and Diversity" Deakin University, Geelong, Victoria, Australia. 22-26 November 1992.

Billett, S.R. (1993). Evaluating modes of skill acquisition. Centre for Skill Formation Research and Development. Griffith University: Brisbane, Australia.

Brown, J.S., Collins, A., & Duguid P. (1989).

Situated Cognition and the Culture of Learning.

Educational Researcher, V.18,(1), 32-34.

Billett S (1994) Constructing knowledge in the workplace: potential and pitfalls. Adult and Continuing Education Under Conditions of Free Market Economy, Russian Academy of Education, Moscow, Russia, 7-10 Jul