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The apprenticeship framework in England: a new beginning or a continuing sham?

The apprenticeship framework in England: a new beginning or a continuing sham?
The apprenticeship framework in England: a new beginning or a continuing sham?
This paper highlights critical shortcomings in the approach to apprenticeship in England and argues that the proposed Apprenticeship Framework is unlikely to fulfil its stated aims of enhancing quality and quantity. The key weaknesses
identified are a clear definition of what constitutes an apprenticeship framework, an educational component, employee involvement and lack of recognition of alternative college-based routes. Drawing on a recent cross-national study, the authors compare the English situation with the vocational education and training systems of other leading European countries. These embody a distinctly different
approach and framework, being based on social partnership and the education of young people into a broadly defined occupation. It is shown how the current proposals mark a potential step backwards and a departure from the principles of the 1944 Education Act by ignoring general and civic educational elements in young people’s formation. Above all, for any framework to be successful, it needs
to take into account the longer term interests of employees, given changes in the labour market, and to address the issue of employer disengagement. The
conclusions drawn suggest ways forward.
1363-9080
111-127
Brockmann, Michaela
f8b5697f-f9fc-4645-9bd5-a78af20d0ea5
Clarke, Linda
bee8626a-0e27-44f5-ab2c-13ffa0e01cbb
Winch, Christopher
4e25b2a8-9a11-4d7b-bcf7-3599bcf96237
Brockmann, Michaela
f8b5697f-f9fc-4645-9bd5-a78af20d0ea5
Clarke, Linda
bee8626a-0e27-44f5-ab2c-13ffa0e01cbb
Winch, Christopher
4e25b2a8-9a11-4d7b-bcf7-3599bcf96237

Brockmann, Michaela, Clarke, Linda and Winch, Christopher (2010) The apprenticeship framework in England: a new beginning or a continuing sham? Journal of Education and Work, 23 (2), 111-127. (doi:10.1080/13639081003627439).

Record type: Article

Abstract

This paper highlights critical shortcomings in the approach to apprenticeship in England and argues that the proposed Apprenticeship Framework is unlikely to fulfil its stated aims of enhancing quality and quantity. The key weaknesses
identified are a clear definition of what constitutes an apprenticeship framework, an educational component, employee involvement and lack of recognition of alternative college-based routes. Drawing on a recent cross-national study, the authors compare the English situation with the vocational education and training systems of other leading European countries. These embody a distinctly different
approach and framework, being based on social partnership and the education of young people into a broadly defined occupation. It is shown how the current proposals mark a potential step backwards and a departure from the principles of the 1944 Education Act by ignoring general and civic educational elements in young people’s formation. Above all, for any framework to be successful, it needs
to take into account the longer term interests of employees, given changes in the labour market, and to address the issue of employer disengagement. The
conclusions drawn suggest ways forward.

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Published date: March 2010

Identifiers

Local EPrints ID: 343783
URI: https://eprints.soton.ac.uk/id/eprint/343783
ISSN: 1363-9080
PURE UUID: d53b1abd-70c1-4a02-9ef2-5a00cddbfa08

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Date deposited: 09 Oct 2012 16:41
Last modified: 18 Jul 2019 15:13

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