Can Apprenticeship be Innovative? Reconceptualising the Learning Journey in the Knowledge Economy Alison Fuller and Lorna Unwin INAP Conference, Turin 2009

Apprenticeship as a Model of Learning Journey towards occupational membership/identity, expertise- vocational practice, maturity/citizenship Employer-led – dual identity of ‘worker’ and ‘learner’ Universal term used by surgeons, artists, journalists, lawyers etc – ‘professional’ formation Implies linear, smooth transition

Apprenticeship as Instrument of Government Policy: Twin Goals of Social Inclusion and Skill Formation Positioned within Vocational Education and Training systems/intermediate level Transitional programme for young people – not always employer-led (e.g. school-based; provider-led) UK – fasting growing apprenticeships for 24+ age group Increasing numbers of graduates – ‘Higher Apprenticeship’? Period of transition getting longer – young people moving back and forwards between education, work, non-activity

‘Knowledge Workers’ and the Changing Economic Landscape Collapse of job demarcation, less defined meaning of ‘occupational role’ Professionalisation of occupations and expansion of HE Knowledge Worker – front-loaded formation, but in need of professional development Do Knowledge Workers need an apprenticeship? Do we need a ‘hybrid’ model to combine apprenticeship principles with contemporary work contexts?

Do we need a ‘hybrid’ model to align apprenticeship principles with contemporary work contexts and occupational change ? Traditional apprenticeship has clear end point – but door remained open for some to enter management Concept of ‘career’ positions apprenticeship as a staging post – society demands opportunities to progress – particularly to higher education Credentialism/credential inflation – front-loaded power of degree diminishing – graduates ‘tread water’ for longer – so need more ‘scaffolding’ to make transition to professional status Workplace context has major influence on nature of journey – role of education and training providers (e.g. colleges, vocational schools, workshops) important to innovation – also compensatory role

Contrasting ‘Apprenticeships’ in 4 ‘Expansive- Restrictive’ Settings Data collected through interviews, workplace observation, documentary evidence in: Engineering Manufacture Business Administration Software Engineering University-Based Contract Researchers

Expansive-Restrictive Framework Analytical framework for examining nature of learning environments and identifying innovative features Relevant dimension of the framework Opportunities to expand learning

Context for Software Engineering and Contract Research university - autonomy versus government control -no structural expectation re-professional formation – project completion paramount university - autonomy versus government control -no structural expectation re-professional formation – project completion paramount software company – autonomy and freedom professional formation central to manager’s role – knowledge production and use = business success software company – autonomy and freedom professional formation central to manager’s role – knowledge production and use = business success “What do you mean, give them time to go to a workshop? That’s crazy – who’s going to do the project? You know, it’s almost a factory mentality.” (University personnel officer)

Apprenticeship Principles For researchers (identity as ‘hired hands’ not learners), no institutionally-led structure or curriculum or vision for supporting transition – many ‘tread water’ – innovative approach for some dependent on project leader’s commitment to researcher development For the software engineers (dual identity as workers and learners), an apprenticeship model of learning underpinned both the professional formation and transition to manager role - managers seen as ‘teachers’ and everyday practice of problem-solving and new product design co-configured with clients drives workplace curriculum

Context for Business Administration and Engineering Manufacture Engineering company– regulated occupation and sector - progression governed by professional bodies – occupational identity strong – educational and professional pathways aligned Local Authority– multi-faceted, cross-sector activities – occupational identity unclear and changing – weakly regulated sector – HE pathways and apprenticeship pathways not aligned

Apprenticeship Principles For engineers (dual identity), model strong, but can be too predictable and overly prescribed - innovation dependent on employer commitment to enrich traditional curriculum For apprentices in Business Administration (identity depends on context) opportunities linked to nature of job – multi-tasking, exposure to dynamic workplace – but governed by employers’ goals – some apprentices in ‘low grade’ roles (Level 2)

Key Issues Apprenticeship principles relevant to occupational/professional formation Apprenticeship model re-emerges as innovative solution to need for new forms of professional formation and development – affords structure and meaning to learning journey in contemporary workplace Some ‘apprentices’ remain as ‘peripheral participants’ – tread water – never reach full membership Journey less linear now – model needs to adapt to worker mobility, fragmented/disrupted career paths, delayed and extended transition from apprentice to expert