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Work-based learning in apprenticeship: reflections on Irish cases

This research explores the quality of work-based learning in Irish apprenticeship programs through case studies. It examines the role of craftspersons, implementation of learning processes, intensity of on-the-job learning, and assessment methods. The study suggests the need for closer communication between trainers and supervisors and collaborative efforts for effective assessment.

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Work-based learning in apprenticeship: reflections on Irish cases

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  1. Work-based learning in apprenticeship: reflections on Irish cases INAP Conference, Turin, 17-18 September 2009 Barry Nyhan Freelance consultant/researcher in VET, HRD, Dublin and and Visiting Research Fellow, ITB, University of Bremen barrynyhan@gmail.com

  2. Origins of research • Questions about the quality of work-based learning (on-the-job learning) in Irish apprenticeship programme • Skeptical view of external bodies and commentators Versus Positive views of former apprentices

  3. Preliminary comments about work places as environments for learning • Work can be the most exciting but also painful of human activities ( Alain de Botton ( 2009) • Without work, all life is rotten, but when work is soulless, life stifles and dies (Albert Camus) • Goal of apprenticeship is – making good work ( Gardner,2001) ‘good quality work’ that promotes learning

  4. Nature of enquiry • What are the ingredients of good quality work-based learning ? • Small pilot study in four Irish mechanical engineering companies • Interviews with senior management (or HRM management) and front-line project managers ( craft persons) in 2009

  5. Conceptual framework for analysis of work-based learning in the cases • Concept of ‘developmental work’ that promotes ‘developmental learning’ ( Ellstrom, 1992, 1997, 2003 • (Broader context – the concept of the ‘learning organisation’ – a work environment that fosters learning for everybody in the organisation)

  6. Developmental work that promotes developmental learning • Content of work is challenging/stretching the learners’ potential • Worker-learners are given an appropriate degree of responsibility in their work • Given an appropriate amount of guidance and support.

  7. Results: Point 1 - Comment on the role and status of craftspersons in charge of apprentices • Their primary role was that of project-management in their craft field – got identity and fulfillment here • 20 per cent of time dealing with apprentices • ‘Best project managers were best apprentice supervisors’ ( according to company managers)

  8. Results : Point 2 – Implementation of learning programme/processes • Learning followed national (FAS) curriculum guidelines, which (only) outline the progressive assessment tasks to be completed • Entry to apprenticeship – solid work ethic foundation required • Three to six month trial period prior to formal apprenticeship

  9. Results: Point 3 – Beginning of apprenticeship • Central task - integrating apprentices into the work-team ethic • Active socialisation process – ‘community of practice’ • Weakening of team work-ethic while on-off-the job learning module undertaken after initial12 weeks in the workplace

  10. Results : Point 4 – Intensity of learning in doing a real work task compared with off-the-job learning • Comments of air-craft maintenance apprentice supervisor ‘In the aircraft hanger, I need the apprentices to be watching my back. They are more like colleagues there. Whereas in the classroom, we are on different sides’.

  11. Results: Point 5 – Ensuring that learning is talking place • Work performance and learning performance were evaluated together in a holistic perspective • National curriculum apprenticeship tasks were covered in the context of the project work tasks • Key requirement for apprentices to give reasons why tasks were approached this way or that

  12. Concluding Point 1 • Apprentice supervisors’ picture of work-based learning approximated to the criteria of developmental work for developmental learning • In addition, a strong emphasis on ‘work-ethic’

  13. Concluding Point 2 • Desirable to have closer communication/dialogue between off-the job formal trainers and work place supervisors • Enquiry only focused on role of work-place supervisors

  14. Concluding Point 3 :Assessment of apprentices’ on-the-job learning • Assessing ‘below the surface’ • All tasks of national curriculum cannot be covered adequately, especially in small companies – most companies • Need for new thinking on quality assurance and assessment – collaborative efforts that can be implemented in a non-bureaucratic and cost effective manner

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