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Provides an overview of modern apprenticeships, setting it within the context of the “skills gap”, particularly in relation to intermediate skills. Includes an outline of how the frameworks are produced and clarifies the distinction between modern apprenticeships and training credits,...
The workplace of the twenty‐first century will be, in many respects, significantly different from that of today; therefore, vocational educational graduates need to be prepared for the changes expected in the workplace. Calls for vocational teacher education programmes that incorporate critical...
The last in a series of four articles that seeks to answer questions about the domains of applicability of action learning. Aims to reach some conclusions about where and when action learning is most appropriate. The authors reflect on their own experience as action learning participants and set...
Nearly 400 young learners with mentors were studied in a project which ran from 1992‐94 at Leeds Metropolitan University. Shows that many learners find effective substitutes for conventional mentors, and, while needing support for their workplace learning, obtain this from a variety of helpers...
Workplace restructuring implies people changing roles, leading to the deskilling of people who must learn their way back to competence. Reports the case of a person learning in a new role. The conceptual framework for the analysis is the Dreyfus model of skill development. Shows the model to be...
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