Remaking Apprenticeships: powerful learning for work and life.

This report – Remaking Apprenticeships – commissioned by City & Guilds, reviews the research into the pedagogy of apprenticeships. It makes an argument for putting learning back at the heart of apprenticeships in England and elsewhere.\ud \ud Remaking Apprenticeships traces the history of apprenticeships in order to make sure that knowledge of the past informs thinking today. It describes the elements of a pedagogy of apprenticeships. It explains why how an apprentice learns and who they learn with – the culture within which their vocational formation occurs – is at least as important as what they learn.\ud It identifies three core dimensions of apprenticeship learning

Agency

"There is agency in all we do: thinking, doing, or making. We invent a tune, play, or use it to celebrate an occasion. Or we make a conceptual leap and ask more abstract questions about the conditions for agency. They include autonomy and self-appraisal, each contested by arguments immersing us in circumstances we don’t control. But can it be true we that have no personal responsibility for all we think and do? Agency: Moral Identity and Free Will proposes that deliberation, choice, and free will emerged within the evolutionary history of animals with a physical advantage: organisms having cell walls or exoskeletons had an internal space within which to protect themselves from external threats or encounters. This defense was both structural and active: such organisms could ignore intrusions or inhibit risky behavior. Their capacities evolved with time: inhibition became the power to deliberate and choose the manner of one’s responses. Hence the ability of humans and some other animals to determine their reactions to problematic situations or to information that alters values and choices. This is free will as a material power, not as the conclusion to a conceptual argument. Having it makes us morally responsible for much we do. It prefigures moral identity. Closely argued but plainly written, Agency: Moral Identity and Free Will speaks for autonomy and responsibility when both are eclipsed by ideas that embed us in history or tradition. Our sense of moral choice and freedom is accurate. We are not altogether the creatures of our circumstances.

Agency

"There is agency in all we do: thinking, doing, or making. We invent a tune, play, or use it to celebrate an occasion. Or we make a conceptual leap and ask more abstract questions about the conditions for agency. They include autonomy and self-appraisal, each contested by arguments immersing us in circumstances we don’t control. But can it be true we that have no personal responsibility for all we think and do? Agency: Moral Identity and Free Will proposes that deliberation, choice, and free will emerged within the evolutionary history of animals with a physical advantage: organisms having cell walls or exoskeletons had an internal space within which to protect themselves from external threats or encounters. This defense was both structural and active: such organisms could ignore intrusions or inhibit risky behavior. Their capacities evolved with time: inhibition became the power to deliberate and choose the manner of one’s responses. Hence the ability of humans and some other animals to determine their reactions to problematic situations or to information that alters values and choices. This is free will as a material power, not as the conclusion to a conceptual argument. Having it makes us morally responsible for much we do. It prefigures moral identity. Closely argued but plainly written, Agency: Moral Identity and Free Will speaks for autonomy and responsibility when both are eclipsed by ideas that embed us in history or tradition. Our sense of moral choice and freedom is accurate. We are not altogether the creatures of our circumstances.

Leadership Development in Context

Welcome to the third in a series of research reports from Leadership South West, the regional Centre of Excellence in leadership, based at the Centre for Leadership Studies, University of Exeter. This report builds on from the last one, ‘What is leadership development: purpose and practice’, which explored the range of approaches to leadership development available to individuals and organisations and the assumptions and principles that underlie them. This is done by considering the impact of context on the appropriate content, style and format of leadership development. The report is divided into two main sections. The first looks at how different organisational and individual priorities shape the content and format of leadership development. Thus, for example, what are the sorts of things an organisation needs to pay attention to when embarking on a process of strategic change? What is distinct about development initiatives targeted at different client groups (e.g. women managers, senior executives)? And how can topics such as ethics and self-awareness be effectively conveyed within leadership development? The second section takes more of a sector/occupational focus on leadership development, looking at what tend to be the most significant factors and challenges facing organisations in these different environments. Thus, for example, what is distinct about the police or military context and what types of intervention seem best placed for organisations of this type? What are the key issues for leaders in local government and/or the education sector and how can leadership development help? And what are the main issues when dealing with people from different occupational groups and how can they best be engaged? The report concludes with a summary of themes arising from the different sections and an integrated framework for leadership development.South West Regional Skills Partnershi

UMSL Bulletin 2000-2001

https://irl.umsl.edu/bulletin/1014/thumbnail.jp