Apprentices’ Resources at Work and School in Switzerland: A Person-Centred Approach

Context: Providing learners with quality resources at work and school is a key element of apprenticeships and is essential for developing vocational competencies and successful vocational careers. Drawing on previous research on situational and personal resources, we first explored work-related and school-related resource profiles of apprentices’ learning environments. We further analysed how core self-evaluations are linked to resource profiles and examined whether learners’ apprenticeship satisfaction and occupational commitment varied according to the resource profiles. Approach: We used latent profile analysis and multinomial logistic regressions, applying an integrative, person-centred approach. Our data came from the Swiss longitudinal study "Transition from Education to Employment" (TREE). The sample consisted of 1,185 apprentices enrolled in the second year of their apprenticeship. Findings: We found four profiles of situational resources (e.g., instruction quality, climate, learning opportunities, autonomy, and demands) at the two learning locations. The profiles embodied different patterns and levels of situational resources. Two profiles were characterised by overall high or average levels of situational resources at both learning locations; the other two illustrated a stark contrast between the resources provided in the workplace and at school. Learners with higher core self-evaluations were more likely to be in profiles with higher situational resources. Apprentices in more beneficial profiles were more satisfied with their apprenticeships and more committed to their occupations than those in profiles with lower resources. Conclusion: The results confirm the importance of providing apprentices with challenging, empowering, and supportive learning environments in the workplace and at vocational schools. To support learning and positive career development in apprenticeships, educators should strengthen learners’ core self-evaluations to empower them to shape their learning according to their needs

Experiencing the transition from an apprenticeship to higher education

It is the intention of the UK government to enhance progression routes for apprentices to higher education. However, little research has been carried out into why former apprentices pursue higher education or the experiences of this transition. This paper seeks to redress this gap by reporting three case studies of former apprentices who had completed or were completing a higher education qualification in England. Each case study represents a different route to higher education: progressing to a full-time higher education course; pursuing a part-time route to sustain full-time employment; and undertaking a career change during the transition to higher education. The paper addresses their experiences of the apprenticeship, the decision-making to progress and the perceived outcomes of their transition so far. Analysis draws on Fuller and Unwin’s expansive–restrictive framework and conceptual lenses for understanding learning. The findings revealed that although their apprenticeships were restrictive in different ways, progression was pursued for a number of reasons involving the context in which apprenticeships were completed, the relationship to their employer, the higher education context and their understanding of learning. Experiences of boundary crossing were particularly associated with more complex descriptions of personal transformation and learning as becoming

Learning, Trajectories of Participation and Social Practice

This article argues that personal meaning should be consideredimportant when addressing issues of learning.It is claimed that meaningful learning is not primarilyintra-psychological, as suggested by humanistic psychologistsand parts of cognitive psychology, but is anintegrated part of the person’s participation in varioussocial practices. Inspired by critical psychology andsituated learning, it is suggested that in order to comprehendwhat people in everyday life experience as meaningful,we have to understand the concerns subjectspursue across different contextual settings and the kindof conduct of everyday life they try to realise. A caseexample from an ongoing research project about howbaker apprentices learn their trade is outlined in order toexemplify some of the theoretical considerations. Twobaker apprentices, Peter and Charlotte, are presented toillustrate how they orientate their learning activities inthe bakeries according to their future participation in thebaking trade and in relation to the conduct of everydaylife they wish to pursue

Self-directed learning and apprentices: a constructivist grounded study

Developing the capacity of learners to be self-directed is beneficial for both individual workers and economies alike. This study investigates the development of capability for self-directed learning in a group of apprentices in the building and construction industry and suggests that such capability is best developed in the early years of entry into the workforce. For tradespersons this time is during their apprenticeship. The purpose of this study was to develop a deep understanding of how apprentices develop the capacity to be self-directed learners. The aim was to develop a substantive theory that illuminated and provided insight into this phenomenon. The methodology of constructivist grounded theory was used to conduct the study. A sample size of 13 participants in the building and construction industry was recruited. This included apprentices who were employed by a group training organisation (GTO) and a representation of their host employers and vocational teachers located within the southern New South Wales and the Australian Capital Territory geographic regions. The substantive theory presented in this dissertation makes a contribution to knowledge of value to apprentices, employers, vocational teachers and others who seek to develop an understanding of the process of learning and development associated with apprenticeships and vocational and professional education more broadly. The substantive theory was achieved through discovering, describing, analyzing abstracting and explaining how apprentices moved through the phases (or categories) of committing effort, experiencing work, confirming value, and heightening motivation towards becoming self-directed learners. The substantive theory reveals that as the apprentices progressed through these phases they were constantly engaged in decision making processes, evaluating and re-evaluating experiences throughout their apprenticeship. The evaluation outcomes could be positive or negative and were dependent upon the expectancies that the apprentices placed on themselves as well as their interpretation of the expectancies placed on them by others. In this study the manner in which the various conceptual elements, processes and categories connect revolves around the apprentices’ experiences of sponsorship. Sponsorship is the term used to describe the more experienced or confident other who has both a personal and professional interest in the apprentice’s development and uses their influence to create a safe learning environment to enable the apprentice to develop expertise. The importance of the management of the learning environment proved critical, as suitable learning contexts do not appear by accident. In this study it emerged that the sponsor was the most important factor determining the quality of the learning environment. Effective sponsors were able to manage the learning context in a manner where the apprentice felt safe to ask questions, make mistakes, develop expertise and eventually accept responsibility, be autonomous and solve complex problems. Indeed, the apprentices became tradespeople who were not only competent but were true self directed learners. By managing this learning context, the sponsor created an environment that enabled the intrinsic motivation of the apprentice to drive their own growth and development towards becoming self-directed learners. When the sponsor creates a workplace where learning thrives, the apprentice begins to develop both competence and confidence. Increasingly, the apprentice begins to consolidate a durable sense of vocational identity. More and more others (both within and outside the immediate workplace)begin to recognise the apprentice as a legitimate member of the trade. Over time, with the development of expertise—as the apprentice begins to accept more and more responsibility for their own learning, and with encouragement and opportunity from the sponsor—they begin to reflect on their own learning. Increasingly and steadily they become self-directed learners

Formality and informality in the summative assessment of motor vehicle apprentices: a case study

This article explores the interaction of formal and informal attributes of competence‐based assessment. Specifically, it presents evidence from a small qualitative case study of summative assessment practices for competence‐based qualifications within apprenticeships in the motor industry in England. The data are analysed through applying an adaptation of a framework for exploring the interplay of formality and informality in learning. This analysis reveals informal mentoring as a significant element which influences not only the process of assessment, but also its outcomes. We offer different possible interpretations of the data and their analysis, and conclude that, whichever interpretation is adopted, there appears to be a need for greater capacity‐building for assessors at a local level. This could acknowledge a more holistic role for assessors; recognise the importance of assessors’ informal practices in the formal retention and achievement of apprentices; and enhance awareness of inequalities that may be reinforced by both informal and formal attributes of assessment practices

The psychological contract in apprenticeships and traineeships : differing perceptions

As with any contract of employment, the mutual expectations of the employer and the apprentice/trainee are very important. Apprenticeships and traineeships have greater expectations than other employment contracts of employment because of the training component of the contract. This paper reports on some of the findings of a major NCVER-funded national project examining mutual expectations in apprenticeships and traineeships through the concept of the psychological contract. The paper focuses on the differences between employers and apprentices/trainees, in the expectations each party has of the other and in the extent to which the expectations are perceived to have been met.<br /