Relevant bibliographies by topics / Traditional apprenticeship

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Traditional apprenticeship'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Traditional apprenticeship"

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Baker, Denise. "Potential implications of degree apprenticeships for healthcare education." Higher Education, Skills and Work-Based Learning 9, no. 1 (2019): 2–17. http://dx.doi.org/10.1108/heswbl-01-2018-0006.

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Purpose The purpose of this paper is to critically reflect on evidence relating to the development and delivery of apprenticeships and its potential implications for pre-registration healthcare education. Design/methodology/approach An iterative review of English language literature published after 1995 to date relating to apprentices and apprenticeships was undertaken. In total, 20 studies were identified for inclusion. Only three related to the most recent apprenticeship initiative in the UK, and the majority were UK based. Findings Three key themes were identified: entering an apprenticeship, the learning environment and perceptions of apprenticeships. Successful completion of an apprenticeship relies heavily on both understanding the role the apprentice is seeking to inhabit, as well as well-structured and comprehensive support whilst on the programme. These findings are then discussed with reference to professional body requirements and pre-registration education in healthcare. Practical implications Appropriate work experience and support for learning are critical to apprenticeship success and apprenticeships should be given equal status to traditional healthcare education routes. Originality/value The introduction of the Apprenticeship Levy in April 2017 (Finance Act, 2016), acknowledgement that all National Health Service Trusts will be levy payers and the introduction of targets relating to apprenticeships for public sector employers have all contributed to growing interest in the apprenticeship agenda in health and social care.
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Crawford-Lee, Mandy Samantha. "Towards a sustainable apprenticeship system." Higher Education, Skills and Work-Based Learning 6, no. 4 (2016): 324–28. http://dx.doi.org/10.1108/heswbl-09-2016-0068.

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Purpose The purpose of this paper is to provide a short overview of current government policy and context to the development of higher and degree apprenticeships and the engagement of higher education (HE) providers in delivery to achieve the ambition of three million apprenticeship starts by 2020. Design/methodology/approach Opinion piece contextualising the UK Government’s approach to apprenticeship reforms and the role of HE and further education in the design and development and delivery of higher and degree apprenticeships. Findings The apprenticeship system is at a critical stage of development and HE providers need to embrace the opportunities and address the competitive challenges of apprenticeship delivery given the £2.5 billion per annum that will be raised by the apprenticeship levy and the threat to their existing and traditional HE provision. Originality/value Reflects the ambition and mission of the University Vocational Awards Council.
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Andersson, Ingela, Gun-Britt Wärvik, and Per-Olof Thång. "Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives." International Journal for Research in Vocational Education and Training 2, no. 1 (2015): 1–24. http://dx.doi.org/10.13152/ijrvet.2.1.1.

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The article explores the major features of the Swedish Government’s new initiative - a school based Upper Secondary Apprenticeship model. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reform-making process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO), and the Confederation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship as an activity in the 21st century. The conclusion highlights how three traditional aspects of Swedish initial vocational education and training (IVET) collide in the formation of Upper Secondary Apprenticeship – a curriculum of labour market based apprenticeships, a curriculum of school based IVET, and ill-defined curriculums of school based apprenticeships. The emerging Upper Secondary Apprenticeship curriculum foreshadows multifaceted educational trajectories where the learning targets, and not the responsibility for the student’s learning are displaced from the school to the workplace setting.
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Deissinger, Thomas, and Silke Hellwig. "Apprenticeships in Germany: modernising the Dual System." Education + Training 47, no. 4/5 (2005): 312–24. http://dx.doi.org/10.1108/00400910510601896.

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PurposeThis paper proposes to investigate the modernisation of the German Dual System for apprenticeships.Design/methodology/approachThe paper looks at the history of the development of the Dual System and looks at the challenges it faces today.FindingsThe paper finds that Germany, with its long‐standing tradition of dual apprenticeships and the reputation of maintaining its practices rather than changing them, has joined the vocational education and training reform agenda. It also finds that reforms seem inevitable in the face of a partial failure of the traditional mechanisms operating within the existing apprenticeship system.Originality/valueThis paper is useful in highlighting the challenges faced by a traditional apprenticeship system.
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Decker. "Student Perceptions of Higher Education and Apprenticeship Alignment." Education Sciences 9, no. 2 (2019): 86. http://dx.doi.org/10.3390/educsci9020086.

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Since its inception in medieval Europe, apprenticeships have played a vital role in knowledge transfer from one generation to the next. In a mutually beneficial relationship, the master craftsman passes along years of skill and wisdom to the younger apprentice while gaining the youthful, energetic infusion of labor from the burgeoning new learner. In the 21st century, the concept remains largely unchanged, but after years of falling by the wayside, the United States is experiencing a renaissance in the apprenticeship movement. For generations, apprenticeships were marginalized in favor of a more traditional form of classroom-based education now termed Career and Technical Education. However, with economic changes activated by a national ‘skills gap’ and a retiring Baby Boomer generation, the country faces a potential crisis if a skilled workforce is not trained quickly. With just over 500,000 participants nationally, apprenticeship pales in comparison to the 17 million students currently enrolled in higher education. Some of the fastest growing sectors of the American economy such as Science, Technology, Engineering and Math (STEM), and healthcare, have only a few thousand apprentices each. The solution to this challenge lies with the alignment of both methodologies. This article explores the subject of integrating apprenticeship growth and the higher education sector.
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Jin-mee Kim. "Apprenticeship and Education of Korean Traditional Music." Journal of Future Music Education 1, no. 1 (2016): 23–40. http://dx.doi.org/10.36223/jnafme.2016.1.1.002.

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Simon, Linda, and Kira Clarke. "Apprenticeships should work for women too!" Education + Training 58, no. 6 (2016): 578–96. http://dx.doi.org/10.1108/et-02-2016-0022.

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Purpose – The purpose of this paper is to explore some of the issues affecting successful employment outcomes for young women in male-dominated careers, focusing on those generally accessed via a traditional Australian apprenticeship model. Current patterns of participation in trades-based fields of education and training reinforce the highly gender segregated nature of the Australian Labour Force. Women are particularly under-represented in the large industries of construction, mining and utilities, where female employees account for only around 12, 15 and 23 per cent of employees, respectively, an issue of concern both in terms of increased economic participation of women and girls, and gender equality more broadly. The foundations for transition from education and training to employment are established during school. It is during these formative years that young men and women have notions of what is possible for them, and what is not possible, reinforced. Unfortunately, gendered stereotypes and perceptions around certain career options for young women are still reinforced within schools and create barriers to widening young women’s participation in a range of careers, particularly in fields traditionally dominated by males. The paper discusses strategies supporting initial apprenticeship opportunities for young women, and supportive structures to help women and girls build careers in these industries. Design/methodology/approach – This paper draws from a mixed method study, involving a national electronic survey of educators, industry and community groups, and a range of semi-structured interviews. Whilst the major study focused primarily on career exploration in relation to young women taking on careers in science, technology, engineering and mathematics and non-traditional industries, this paper focuses on one aspect of this study, young women taking up an apprenticeship in a male-dominated career. The research around career exploration was undertaken in 2014, and this paper has placed it in the current context of falling apprenticeships and increasing pressures to increase the number of women and girls employed in a wider range of careers. Findings – The findings of this particular study consider the barriers to young women taking on apprenticeships and identify strategies that hopefully will produce more successful pathways. This paper can be seen as adding to the public discourse to address the Australian Government’s stated reform objective in vocational education and training (VET), that trade apprenticeships are appropriately valued and used as career pathways. Originality/value – This paper can be seen as adding to the public discourse to address the Australian Government’s stated VET reform objective, that trade apprenticeships are appropriately valued and used as career pathways.
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Fleming, JC, and IM Black. "Current Issues Insurgical Education and Recommendations for Future Training." Bulletin of the Royal College of Surgeons of England 92, no. 6 (2010): 204–7. http://dx.doi.org/10.1308/147363510x504065.

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The surgical model of training in the UK has traditionally been viewed as a 'cumulative experience through mentorship and apprenticeship', drawing on a traditional apprenticeship, hospital-based education model such as that proposed by Halsted over a century ago. The European Working Time Directive (EWTD), Modernising Medical Careers (MMC) and the Intercollegiate Surgical Curriculum Programme (ISCP) have recently driven radical changes to this training model. These influences have resulted in significant changes in postgraduate specialty training, 'inducing educators to consider other possible changes in training that may better prepare trainees for the 21st-century world of practice'.
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Campbell, Jim, Ailsa Mckay, and Emily Thomson. "How ‘Modern’ is the Modern Apprenticeship?" Local Economy: The Journal of the Local Economy Policy Unit 20, no. 3 (2005): 294–304. http://dx.doi.org/10.1080/02690940500190945.

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Despite the fact that some sectors of industry are facing major skills shortages, the Scottish labour market continues to be characterised by occupational segregation and a large disparity between the wages of women and men. The concentration of individuals in occupations and training based on their gender effectively restricts the pool of potential recruits to industry and is unlikely to make the best use of human capital. Moreover, it obstructs the pursuit of gender equality by reinforcing the gender pay gap and restricting individual career choices. This paper reports on the government's flagship training policy, the Modern Apprenticeship programme, from a gender perspective. It concludes that, ten years on from its introduction, the scheme represents something of a ‘missed opportunity’ to tackle occupational segregation and its deleterious effects in the wider economy and in society at large. It is recommended that the government and organisations involved in the development and delivery of Modern Apprenticeships adopt a more conscious and cohesive approach to promoting non-traditional choices at the vocational level.
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Restrepo, Daniel, Daniel Hunt, and Eli Miloslavsky. "Transforming traditional shadowing: engaging millennial learners through the active apprenticeship." Clinical Teacher 17, no. 1 (2018): 31–35. http://dx.doi.org/10.1111/tct.12975.

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Dissertations / Theses on the topic "Traditional apprenticeship"

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Calvert, Isaac W. "Investigating the One-on-One Master-Apprentice Relationship: A Case Study in Traditional Craft Apprenticeship." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4154.

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Governments around the world are calling for a revival of apprenticeship on a large scale, emphasizing the value of the one-on-one, human interaction between master and apprentice and the teaching involved in that interaction. Although a broader historical view of apprenticeship shares these ideas, certain prominent threads within recent educational research have done a great deal to deemphasize them. Some go so far as to overlook the master-apprentice relationship altogether, assert that masters simply do not exist, and claim that apprenticeship learning happens without any teaching at all. In response to these claims, the researcher took part in an autoethnographic case study, participating himself in a two-year apprenticeship under a master violinmaker. Analysis from the case suggests that the one-on-one master-apprentice relationship plays a key role in apprenticeship learning, that mastery is embodied in individuals rather than in communities alone, and that a master's teaching does in fact make a difference to an apprentice's learning.
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Wilson, David Gordon MacKintosh. "Spiritualist mediums and other traditional shamans : towards an apprenticeship model of shamanic practice." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5527.

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Spiritualism has its origins in 1840s America, and continues to occupy a niche in the Anglo-American cultural world in which the craft of mediumship is taught and practised. Spiritualist mediums seek to demonstrate personal survival beyond death and thus belong to a movement that posits the existence of a spirit world, peopled with those who were once incarnate upon the earth and with whom communication is possible. Spiritualists often maintain that mediumship is a universal activity found across cultures and time, and some scholars have speculated in passing that Spiritualist mediumship might be a form of shamanism. This thesis uses both existing literary sources and ethnographic study to support the hypothesis that mediumship is indeed an example of traditional shamanism, and demonstrates that a comparison of Spiritualist mediumship and shamanism gives valuable insights into both. In particular, an apprenticeship model is proposed as offering a clearer understanding of the nature of mediumship and its central role in maintaining Spiritualism as a distinct religious tradition, helping to clarify problematic boundaries such as that between Spiritualism and New Age. Existing models of shamanism have tended to focus upon particular skills or states of consciousness exhibited by shamans and are therefore framed with reference to outcomes, rather than by attending to the processes of development leading to them. The apprenticeship model of mediumship is proposed as the basis first, of understanding the structure of Spiritualism, and second and comparatively, of a new definition of shamanism, by offering a distinctive, clearly-structured approach to understanding the acquisition and nature of shamanic skills, without being unduly prescriptive as to which particular shamanic skills should be anticipated in any given cultural setting.
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Slaney, Gose Emma. "Waybread’s Charm: Re-Enchantment and Vitality Through an Apprenticeship in Traditional Western Herbalism." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42760.

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This thesis comprises an exploration of the plant commonly known as plantain, or Plantago major, through participant observation of an apprenticeship in traditional western herbalism in the Ottawa region of Ontario, Canada. The first section delves into ideas and manifestations of “weediness” and “invasion”, while offering medicinal/ herbalist views of such plants as a kind of counterpoint. This touches on learning to garden, soil, lawns, plantations, invasive species, protests, and extrajudicial police killings among other topics. The following section, “horror in the hedge”, takes us first on an “herb walk” in Ottawa’s Experimental farm before moving on to a discussion of medicinal understory plants and Plantain alongside hedgerows, witch trials, plagues of Covid-19 and vibration in healing. From here the final section discusses medicine, delving first into the darker side of things as they manifest in the realm of medicinal mushrooms, again touching on the over-harvesting of medicinals, and the discoveries of supposed messiahs. Following is an exploration of how herbalists see continuity between the terrain of the human body and the land, returning again to the “herb walk” as a pedagogic mode utilized by herbalists. Finally, this work is summed up by an exploration of herbal formulation and medicine making, of the Anglo-Saxon Nine Herb’s Charm and the potent power of the triad. Drawing on Plantain as a kind of talisman, and structured after the Lacnunga’s Nine Herb’s charm, this work is an anthropological invocation of animist traditions emerging from Europe. To these ends, the works of Anna Tsing, Tim Ingold, Robin Wall Kimmerer, Gilles Deleuze, Felix Guatarri, Donna Haraway, Michael Taussig, Silvia Federici, David Abram, and Victor Turner, among many others, underpin the theoretical framework of this project.
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Gaye, Abdoulaye. "Entre éducation non formelle et informelle, l’apprentissage professionnel « traditionnel » au Sénégal : analyse des pratiques des maîtres d’apprentissage et de leurs impacts sur les apprentis." Thesis, Lille 3, 2019. http://www.theses.fr/2019LIL3H065.

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La thèse porte sur les modalités de développement des compétences professionnelles de jeunes apprentis non ou peu scolarisés en situation d’apprentissage traditionnel au sein d’Unités de Production Informelle au Sénégal : ateliers de Mécanique automobile, de Menuiserie Métallique et de Froid dans trois villes. La recherche est basée sur des temps d’observation in situ de ce milieu d’apprentissage par le travail, sur des entretiens avec les « patrons » maîtres d’apprentissage et avec les apprentis. La thèse décrit le contexte de ces situations de formation très différentes de celles du lycée professionnel et donne à voir le quotidien de ces ateliers en tant que lieux de transmission de compétences professionnelles. Elle analyse les modes d’intervention des maîtres d’apprentissage, leurs conceptions de l’apprentissage et le sens attribué à leurs actions. Elle interroge aussi l’impact de ces situations de formation sur les apprentis<br>The current study focuses on ways of developing the vocational skills of young apprentices who have little or no formal education in a traditional apprenticeship situation in informal Production units in Senegal (workshops in automobile mechanics, metal carpentry and refrigeration in three cities). The research is based on in situ observation times of this learning environment through work, on interviews with the "Masters" Masters of apprenticeship and with apprentices. The thesis describes the context of these training situations very different from those of the vocational lycée and gives an insight into the daily life of these workshops as places for the transmission of vocational skills. It analyses the modes of intervention of the teachers, their conceptions of learning and the meaning attributed to their actions. It also asks what impact these training situations have on apprentices
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Marchand, Trevor Hugh James. "Moulding minaret makers : a study of apprenticeship and spatial cognition with traditional builders in Sana'a, Yemen." Thesis, SOAS, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324917.

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Adams, Gilbert L. "A comparison of student outcomes and overall retention between a 10-week accelerated and a 15-week traditional curriculum in a postsecondary apprenticeship training program." Thesis, Regent University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3575536.

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<p>This ex post facto comparison study of a postsecondary apprenticeship program at a naval ship construction company examined 8 years of academic performance and program completion data for two curricular formats: a 15-week traditional group (1,259 apprentices) and a 10-week accelerated group (736 apprentices). The two groups were investigated to determine if there were significant differences in retention, course grades, and overall GPA between the two curriculum lengths. A chi-square test for association between groups and retention found a statistically significant relationship between retention and curriculum length, &chi;2 (1, <i>N</i> = 1,995) = 65.84, <i> p</i> &lt; .001, with retention greater for the 10-week curriculum. Six of 12 accelerated courses had higher grades (descriptively) than the corresponding traditional 15-week courses, and 4 of 12 accelerated 10-week courses had significantly higher grades (statistically) than the corresponding traditional 15-week courses. The overall GPA for completers was significantly higher for the 10-week curriculum (<i>n</i> = 474, <i>M</i> = 3.02, <i> SD</i> = .79) than for the 15-week curriculum (<i>n</i> = 862, <i> M</i>= 2.83, <i>SD</i> = .81), <i>t</i> (994) = -4.16, <i> p</i> &lt; .001, <i>d</i> = - 0.26. This study has added to the limited body of literature on apprenticeship studies and workforce development by exploring how apprenticeship programs can be accelerated to transform inexperienced skilled labor into a high-performance workforce with a general increase in academic performance. </p>
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Scholnick, Jonathan. "APPRENTICESHIP, CULTURAL TRANSMISSION AND THE EVOLUTION OF CULTURAL TRADITIONS IN HISTORIC NEW ENGLAND GRAVESTONES." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194673.

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Cultural evolutionary models that relate spatial and temporal patterning in artifact sequences to human social learning processes and history have made many recent advances. Specifically, these models connect evolutionary forces and social leaning mechanisms along cultural pathways with expectations that can be assessed using material culture. In this dissertation, I use an historical archaeology case study of carved New England gravestones to evaluate three different aspects of cultural transmission and artifact patterns. First, I study the role of social network structure in the transmission of cultural information among carvers organized in workshops that were principally comprised of a carver and his apprentices. The results of this study suggest that the motifs reflect widespread similarity that transcends workshop organization. However, the finer grained decorative elements that make up these motifs correspond with cultural lineages of gravestone carvers. Second, I examine the relationship between the diffusion of innovations and cultural transmission mechanisms that result in spatiotemporal patterning. The spatial patterning suggests that social contagion among consumers created brief instances of wave-like diffusion from a distinct workshop, highlighting the role of consumer choice. A review of probate payments shows that gravestones were rarely purchased from distance sources, as transport costs could be prohibitive. The spatial patterning and historic record suggest that carvers also learned from other carvers creating a hierarchical diffusion process. These two populations created a feedback mechanism that leads to complex emergent phenomena, as illustrated by the rapid and widespread adoption of the cherub motif. Third, the neutral model of stylistic variation is applied to gravestone data to examine the ways that increased consumption and an expanding carving industry led to dominant decorative motifs. This study shows that neutrality can be a fleeting and transitional state between the dominance of single decorative styles. These three studies use New England gravestones to illustrate the evolutionary forces and cultural transmission mechanisms among artifact producers and consumers, which generated the stylistic patterning we observe in the archaeological record.
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Taylor, Jessica Lauren. ""To Learn the Trade of a Potter": Apprenticeship, Emulation, and Deviance in the Wachovian Tradition." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539626626.

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Rezin, Andrew A. "A comparison of industry success of associate degree graduates who participated in cooperative apprenticeship programs versus their counterparts in traditionally delivered programs /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953567771178.

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Chu, Rita CM. "An apprenticeship in mask making: situated cognition, situated learning, and tool acquisition in the context of Chinese Dixi mask making." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1158693508.

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Books on the topic "Traditional apprenticeship"

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Auerbach, Susan. In good hands: State apprenticeship programs in folk & traditional arts. National Endowment for the Arts, 1996.

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Nadine, Epstein, and Yaquinto Marilyn, eds. Sastun: My apprenticeship with a Maya healer. HarperSanFrancisco, 1994.

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Auerbach, Susan. In good hands: A portrait of state apprenticeship programs in the folk & traditional arts, 1983-1995. National Endowment for the Arts, 1996.

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Davodoun, Comlan Cyr. Examen de fin d'apprentissage traditionnel (EFAT): Une approche originale et inédite d'amélioration de l'apprentissage traditionnel au Bénin. Bureau d'appui aux artisans, 2013.

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Davodoun, Comlan Cyr. Examen de fin d'apprentissage traditionnel (EFAT): Base d'émergence du certificat de qualification aux métiers (CQM). Bureau d'appui aux artisans, 2014.

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Davodoun, Comlan Cyr. Les examens de fin d'apprentissage traditionnel (EFAT): Un catalyseur du développement. Bureau d'Appui aux Artisans, 2013.

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Swaney, Alexandra. From the heart and hand: Montana folk and traditional arts apprenticeships, 1992-1996. Montana Folklore Program, 2001.

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Redefining Shamanisms Spiritualist Mediums And Other Traditional Shamans As Apprenticeship Outcomes. Continuum Publishing Corporation, 2013.

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Epstein, Nadine, Rosita Arvigo, and Marilyn Yaquinto. Sastun: My Apprenticeship With a Maya Healer. Harpercollins, 1994.

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Epstein, Nadine, Rosita Arvigo, and Marilyn Yaquinto. Sastun: My Apprenticeship With a Maya Healer. Harpercollins, 1994.

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Book chapters on the topic "Traditional apprenticeship"

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Gu, Qin, and Liang Liang. "The “5P” Apprenticeship Which Based the Chinese Traditional Culture." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11892960_133.

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Ahadzie, William. "The Traditional Informal Apprenticeship System of West Africa as Preparation for Work." In International Handbook of Education for the Changing World of Work. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_17.

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Nord, Deborah Epstein. "A Tradition of Victorian Autobiography." In The Apprenticeship of Beatrice Webb. Palgrave Macmillan UK, 1985. http://dx.doi.org/10.1007/978-1-349-07256-9_3.

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Nord, Deborah Epstein. "Female Traditions of Autobiography: Memoir and Fiction." In The Apprenticeship of Beatrice Webb. Palgrave Macmillan UK, 1985. http://dx.doi.org/10.1007/978-1-349-07256-9_5.

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Hopkins, Neil. "The Apprenticeship Tradition in Further Education." In Citizenship and Democracy in Further and Adult Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7229-8_4.

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Lehmann, Wolfgang. "On the Marginal Status of Apprenticeships in Canada." In Berufsbildung zwischen Tradition und Moderne. Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-24460-6_23.

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Canning, Roy. "Continuity and Change in Apprenticeships Revisited: A comparative study between Scotland and Germany." In Berufsbildung zwischen Tradition und Moderne. Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-24460-6_12.

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Lequin, Yves. "Apprenticeship In Nineteenth-Century France: A Continuing Tradition Or A Break With The Past?" In Work in France, edited by Steven Laurence Kaplan and Cynthia J. Koepp. Cornell University Press, 2019. http://dx.doi.org/10.7591/9781501711237-017.

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Nkamnebe, Anayo D. "Apprenticeship and Enterprise Development in a Typical Sub Sahara African Context." In Enterprise Development in SMEs and Entrepreneurial Firms. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2952-3.ch015.

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The nexus between skill acquisition, mastering of trade and enterprise creation for development is long established in the literature. For economies with high incidence of unemployment, apprenticeship has particularly proved invaluable in helping labour acquire marketable skills and encouraging enterprise development for job creation. Accordingly, apprenticeship becomes important policy instrument of governments in both sides of development divide. For obvious reasons, formal apprenticeship, which is predominant among developed economies, has received longstanding academic attention relative to traditional or informal apprenticeship that dominates most of the poorer countries of the world. Concomitantly, little is known about the role of traditional or informal apprenticeship in enterprise development in the largely under-reported markets of the world. Using this as a point of departure, this chapter examines apprenticeship within the context of enterprise development in Nigeria (a typical sub Sahara African context). Despite the acknowledged role of traditional apprenticeship in creating enterprises and arguably mitigating the negative impact of unemployment, disproportional policy attention has been given to formal apprenticeship. Disappointingly, despite the attention, minimal results have been achieved in using formalised apprenticeship model to create enterprises in Nigeria. This chapter suggested strategic choices for revamping the obviously neglected traditional apprenticeship in Nigeria with a view to resuscitating it.
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Yamada, Shoko. "Traditional Apprenticeship as an Educational and Life Experience:." In The Challenge of African Potentials. Langaa RPCIG, 2020. http://dx.doi.org/10.2307/j.ctv10h9fs0.12.

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Conference papers on the topic "Traditional apprenticeship"

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Dao Hong, Dong. "THE INHERITANCE AND DEVELOPMENT OF CHINESE TRADITIONAL APPRENTICESHIP IN MODERN HIGHER VOCATIONAL EDUCATION." In World Symposium on Economics, Business and Management（WSEBM）. Volkson Press, 2017. http://dx.doi.org/10.26480/wsebm.01.2017.52.54.

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Ludovico, Luca Andrea, and Giorgio Presti. "Digitization of Analog Phonic Archives in a University Lab: A Report on a Young Apprenticeship Initiative." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7891.

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This paper discusses an initiative of young apprenticeship for Italian secondary school students, carried out in a university lab rather than in a traditional working environment. The practical aim of the proposal was to make participants digitize phonic archives on analog media, such as open-reel tapes and vinyl records. The goal of the paper is to provide a comprehensive review of this experience, highlighting the educational value of young apprenticeship activities in an academic context and critically analyzing its strengths and weaknesses. The work will also discuss the feedback received from students.
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Milojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley, and Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.

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Abstract Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum. The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources. We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.
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Tenenholtz, Neil A., and Robert D. Howe. "Training Predictive Skills for Mitral Valve Repair." In ASME 2013 Conference on Frontiers in Medical Devices: Applications of Computer Modeling and Simulation. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/fmd2013-16092.

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Mitral valve repair is a highly challenging procedure. Surgeons must modify native valve tissue through a series of tissue resections and approximations. Restoring proper valve function is difficult because the heart is arrested during the procedure, so closed valve shape must be predicted rather than directly observed. It is this prediction, not the act of cutting and suturing, that presents the greater challenge to surgeons as they must rely on analysis of the flaccid valve and past experience. This skill is developed through traditional pedagogy, namely text- and image-based references, followed by a costly and time-consuming apprenticeship model.
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Nistor, V., B. Allen, P. Faloutsos, E. Dutson, and G. P. Carman. "Construct Validity for the UCLA Laparoscopic Training System." In ASME 2008 3rd Frontiers in Biomedical Devices Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/biomed2008-38074.

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This study aims to establish the construct validity of new Laparoscopic Training Simulator (LTS) developed at UCLA. The system was developed due to the increasing demand for Minimally Invasive Surgery (MIS) coupled with the difficulty associated in training surgeons in the use of MIS techniques with traditional apprenticeship models. In addition to training issues, there exists an immediate need for an objective assessment of Minimally Invasive Surgery (MIS) skills and techniques required to ensure safe and high quality treatment as previously established [1]. While currently available training systems have been used they are slow in educating new surgeons and they do not provide an objective assessment. The new system developed UCLA-LTS [2] addresses these very issues by combining the simplicity of the traditional training box with the advances in computer simulation technology to both train and to assess skill level.
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Mohanarajah, Selvarajah, Ray Kemp, and Elizabeth Kemp. "Towards an Interactive Learning Environment for Object-Z." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2802.

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We have been engaged in research towards designing a software system called LOZ for learning the object oriented formal specification notation Object-Z. Initially, we conducted a survey to analyse the effectiveness of traditional methodologies for learning Z notation. In LOZ, the semiformal model UML is used in the intermediate phase between informal textual description and formal Object-Z description. We also employ a refinement unit that produces code from the specification. Based on the cognitive apprenticeship approach, we employ a four-phase instructional model in our system. Persuading the learners to be partially responsible for their own model and allowing them to decide their own levels of control over the learning process are key features of our system.
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Harris, Anne, Mohammed Babkoor, Tianchang Gu, and Gül E. Kremer. "Course-Based Undergraduate Research: A Review of Models and Practices." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46126.

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Based on the available evidence from published literature, we reviewed the effectiveness of Course-based Undergraduate Research Experiences (CUREs). In many cases, CUREs present open-ended, complex problems that student teams tackle. Our review of 41 published articles, additional archival research, and semi-structured interviews identified multiple benefits of CUREs, including their ability to introduce larger numbers of students to research than is possible within traditional, apprenticeship-style models for undergraduate research experiences. We identified outcomes of CUREs as well as obstacles to their successful implementation. We recommended a set of features for consideration for future CURE implementers. A brief comparison of CURE with REU, or Research Experience for Undergraduate, is also included in the paper.
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Imbert, Clément, and Reynold John. "TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/aook6981.

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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications(NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.
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Hughes, Michael, Emily Baker, Rick Sommerfeld, and Mo Zell. "Potemkin Fabrications: Administrative Gymnastics, Messy Boundaries, and the Alternative Facts that Enable Design-Build Pedagogy." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.19.

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Celebrated as a mechanism for engaging ‘real’ projects much of the contemporary design-build literature foregrounds the action-learning embedded in the physical act of making a piece of architecture at full-scale. Participating students and faculty comments regularly highlight the direct encounter with the materials and method of construction as well as the collaborative, cross-disciplinary nature of community engagement. Brian Mackay-Lyons, founder of the Ghost Lab in Nova Scotia, argues that “Pragmatism is the best teacher” and “Technology is best learned by making” and he links design-build to, “The apprenticeship model of architectural education—its roots in the master-builder tradition of the Middle Ages.” (Mackay-Lyons 2008, p 135 and p138) However, the conventional fixation on the construction process and final products obscures the complex, often unappetizing, ‘behind the scenes’ logistics necessary to implement, and sustain, new pedagogies.
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Reports on the topic "Traditional apprenticeship"

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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, 2006. http://dx.doi.org/10.51420/conf.2006.1.

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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
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