(RE)Searching for 'quality' in English Apprenticeship: reflections on the past, present and future of a vulnerable model of learning

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(RE)Searching for 'quality' in English Apprenticeship: reflections on the past, present and future of a vulnerable model of learning

Fuller, Alison; Unwin, Lorna; (2021) (RE)Searching for 'quality' in English Apprenticeship: reflections on the past, present and future of a vulnerable model of learning. In: Dernbach-Stolz, S and Eigenmann, P and Kamm, C and Kessler, S, (eds.) Transformationen von arbeit, beruf und bildung in internationaler betrachtung. (pp. 257-276). Springer VS: Wiesbaden, Germany. Green open access

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Abstract

In England, apprenticeship and vocational education and training (VET) policies more generally have been driven at different times by three overlapping logics: “employment logic”; “education logic”; and “social logic”. As a consequence of the tense relationship between these logics, considerable variability in the way apprenticeship and VET programmes are organized and experienced remains a key feature of the English approach. Drawing on policy-history and social theories of learning, this chapter explores the impact this has had on the way apprenticeship in particular has evolved and the interventions of successive governments. It asks how quality in apprenticeship might be interpreted and analysed in a policy climate that suggests competing logics are failing to achieve greater consistency across apprenticeship programmes. Philipp Gonon has highlighted the importance of quality as a rhetorical device for maintaining a focus on the aspects of VET provision, which ensure that it is genuinely “significant and successful”. In that spirit, the chapter proposes a conceptual framework for evaluating apprenticeship quality to generate an approach that better meets the needs of apprentices, employers and society.

Type:	Book chapter
Title:	(RE)Searching for 'quality' in English Apprenticeship: reflections on the past, present and future of a vulnerable model of learning
Open access status:	An open access version is available from UCL Discovery
DOI:	10.1007/978-3-658-32682-1_14
Publisher version:	https://doi.org/10.1007/978-3-658-32682-1_14
Language:	English
Additional information:	This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification:	UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society UCL > Provost and Vice Provost Offices > School of Education UCL
URI:	https://discovery.ucl.ac.uk/id/eprint/10145269