Apprenticeships

Research findings into how our brains work (Bransford, Brown, and Cocking 2000; Damasio 1999; Pinker 1997) are stimulating a re-examination of traditional principles of designing teaching and learning experiences. Insights from this research are not only helping to deepen our understanding of traditional core learning principles, but they are also providing practical guidance on how to design learning experiences for our new high technology environments.

Wisconsin's Youth Apprenticeship Program in printing (YAP) features the following elements: competency-based curriculum and assessment systems; 2-year, part-time paid training and work experiences at one or more printing companies; work-based mentoring; technical college instruction in printing technology and some academic courses; integrated academic and vocational instruction; and collaborative school and industry oversight. The YAP was subjected to a 2-year evaluation of its short- and long-term effects. The evaluation compared the experiences of the following groups at five YAP sites: all graduating YAP seniors; all printing co-op seniors; all seniors who had been or were currently enrolled in at least one printing-related course; and students in one subject class who were not enrolled in a college preparation or vocational program. The following were among the data collection activities conducted: interviews with samples of students, graduates, employers, principals, and pr...

In this essay, Albertson and Davidson explore the attributes of photography and ceramic arts education to identify eight key elements integral to engagement in these art studios for under-served and disenchanted learners. They suggest that these key elements can provide numerous clues as to how teachers and school communities might reimagine both their mission and approach to classroom practice. Through this exploration, they relate literature on apprentice models of teaching and learning, relational education, resiliency theory, and care in the context of classroom practice to their experience and research into teaching and learning in photography and ceramic arts. Albertson and Davidson believe that what is good for the most vulnerable learners, is

Apprenticeship Business Administration - Unit 75 – Understand the customer service environment:
Explain the value of customer service as a competitive tool
Explain the process of mapping the customer journey and its importance in delivering effective customer service
Describe techniques used to identify service failures
Explain the concept and importance of the service profit chain
Describe methods of measuring organisational effectiveness in the delivery of customer service
Explain the importance of a brand to customers and to an organisation
Explain how branding can influence customers' perception of an organisation and its products and/or services
Explain the potential impact of good and poor customer service on a brand
Explain the features of different customer service models and customer service standards
Explain the relationship between customer service and operational areas of an organisation
Explain the relationship between customer service and continuous improvement processes
Explain the costs and benefits of customer service to an organisation
Explain the impact of organisational values on how customers create their expectations
Explain how organisational values impact on meeting customer expectations
Explain the implications of consumer-related legislation on customer service delivery
Explain the implications of confidentiality and data protection legislation for the collection, storage and use of customer information

Apprenticeship Business Administration - Unit 10 - Create Bespoke Business Documents:
Understand how to create bespoke business documents :
Explain the use of bespoke business documents
Describe the factors to be taken into account in selecting the appropriate method of presenting a business document
Describe the use of technology to create bespoke business documents
Explain the purpose and requirements of corporate identity in bespoke business documents
Analyse different design techniques used to create attractive bespoke business documents
Explain the factors to be taken into account in evaluating the impact of bespoke business documents

Apprenticeship Business Administration - Unit 1 – Communicate in a business environment:
Analyse the communication needs of internal and external stakeholders
Analyse the different communication models that support administration
Evaluate the effectiveness of different communication systems
Explain the factors that affect the choice of communication media
Explain the importance of using correct grammar, sentence structure, punctuation, spelling and conventions in business communications
Explain the factors to be taken into account in planning and structuring different communication media
Explain ways of overcoming barriers to communication
Explain the use of communications theories and body language
Explain proof-reading techniques for business communications

Apprenticeship Business Administration - Unit 24 – Store and Retrieve Information:
Understand information storage and retrieval :
Describe systems and procedures for storing and retrieving information
Outline legal and organisational requirements for information security and retention
Explain how to create filing systems to facilitate information identification and retrieval
Explain how to use different search techniques to locate and retrieve information
Describe what to do when problems arise when storing or retrieving information

Apprenticeship Business Administration - Unit 5 – Principles of Business:
Explain the characteristics of different business markets
Explain the nature of interactions between businesses within a market
Explain how an organisation's goals may be shaped by the market in which it operates
Describe the legal obligations of a business
Define business innovation
Explain the uses of models of business innovation
Identify sources of support and guidance for business innovation
Explain the process of product or service development
Explain the benefits, risks and implications associated with innovation
Explain the importance of financial viability for an organisation
Explain the consequences of poor financial management
Explain different financial terminology
Explain the uses of a budget
Explain how to manage a budget
Explain the principles of marketing
Explain a sales process
Explain the features and uses of market research
Explain the value of a brand to an organisation
Explain the relationship between sales and marketing

Apprenticeship Business Administration - Unit 53 -Develop and maintain professional networks:
Identify potential networks for professional development from an analysis of their benefits compared with individual needs and aspirations
Shortlist networks for development against defined criteria
Assess the benefits and limitations of joining and maintaining selected network(s)
Identify the potential for mutual benefit with network members
Promote their own skills, knowledge and competence to network members
Provide information, services or support to network members where the potential for mutual benefit has been identified
Establish the boundaries of confidentiality
Agree guidelines for the exchange of information and resources
Take action to ensure that participation in networks reflects current and defined future aspirations and needs
Make introductions to people with common or complementary interest to and within networks

Apprenticeship Business Administration - Understand the principles of effective networking:
Describe the interpersonal skills needed for effective networking
Explain the basis on which to choose networks to be developed
Evaluate the role of shared agendas and conflict management in relationship-building
Evaluate the role of the internet in business networking
Assess the importance of following up leads and actions
Analyse ethical issues relating to networking activities

Apprenticeship Business Administration - Unit 9 - Deliver a presentation
Analyse the advantages and limitations of different methods of, and media for, making presentations
Explain how the type and size of the audience affects the delivery of a presentation
Explain the factors to be taken into account in developing contingency plans when delivering presentations
Explain voice projection and timing techniques when delivering presentations
Explain the factors to be taken into account in responding to questions from an audience
Explain different methods for evaluating the effectiveness of a presentation

Apprenticeship Business Administration - Unit 63 - Using Email:
Explain methods to improve message transmission
Explain why and how to stay safe and respect others when using email
Explain why, how and when to archive messages
Explain how to minimise e-mail problems

The increasing opening of French freemasonry to lower social classes raises the question of how individuals from different social backgrounds can be assimilated into the practice of context‐independent ways of speaking and writing. I address these issues by, first, describing a selection by existing members based on the dispositions already possessed by noviciates; a replacement of social hierarchies by a masonic hierarchy; and a cumulative experience for members. Using one dimension of Legitimation Code Theory, I redescribe this process of selection and apprenticeship as being one of recognising and revealing knowers. That is to say, it focuses less on specialist knowledge than on knowers. Finally, I argue that analogical reasoning and tacit pedagogy are central to the issue of how a socially diverse population is integrated within freemasonry. This form of apprenticeship enables members who may not be oriented towards abstraction to learn to engage in the manipulation of context‐independent meanings.

1: Briefly describe your organisation and its mission statement.
2: What is the history of your organisation?
• Who was it founded by?
• How is it owned?
3. What is the legal status of your organisation?
4: What are the main values and objectives of your organisation?
5. Identify a number of jobs in your workplace.
6. How do these roles contribute to the objectives of your organisation?
7. What sort of career opportunities are available to you?
8. What would you have to do in order to be promoted to a higher position?
9. Identify where you could get career advice.
10. What are the company codes of practice and organisational policies in your workplace?
11. What does ‘sustainability’ mean in regards to business?
12. Name some environmental and public concerns relating to your role.
13. What are industry-specific quality benchmarks?
14. What are the health and safety responsibilities of your organisation?
15. What are trade unions and how can they help you in the workplace?
16: What is a contract of employment?
17. What are the benefits of having a contract of employment?
18. What are the expectations of behaviour at work?
19. How do you book annual leave?
 What procedure do you follow?
20. Give three external and three internal sources of advice on employment rights and responsibilities.
21. What are the disciplinary and grievance procedures where you work?
22. Please provide examples of disciplinary and grievance procedures when used at work.
23. *Question removed*
24. What is the legislation that affects your working hours?
 What are you entitled to?
 What are your responsibilities?

Purpose: Apprenticeship education in England has undergone dramatic change following the "Richard Review" (Richard, 2012), trailblazer apprenticeship standards development and the introduction of the Apprenticeship Levy. University College of Estate Management's (UCEM) new Level 3 Surveying Technician Apprenticeship programme was developed using a novel approach of flipped-blended learning, with assessment by e-portfolio and computer-marked assessments. This study investigates the challenges faced by UCEM as it moved into Level 3 provision with a new delivery approach and explains the lessons learned. Design/methodology/approach: A wide range of programme stakeholders-including UCEM's Senior Leadership Team, apprentice-management team, academic delivery team, surveying apprenticeship trailblazer group and learning designers-were interviewed to gather data for the study. Findings: A considerable volume of work was needed to implement the envisioned flipped-blended approach in the first phase of delivery. This was due to time constraints, unforeseen challenges of the new approach and compliance requirements. In addition, difficulties around communicating learning expectations with the apprentices regarding the flipped-blended model added an extra level of pressure in the delivery phase. Originality/value: UCEM has undergone several internal reorganisations to adapt to the uncertain political and educational landscape surrounding apprenticeship education. UCEM was the first provider of the new standard-based surveying apprenticeship and has the largest number of apprenticeship students on its programmes. The journey UCEM has taken and the problems it has overcome will be valuable to individuals and institutions looking to enter this market segment.

This article presents the results of a research study conducted with apprentices in order to examine the double hypothesis that vocational training incorporating work placement gives the opportunity to construct authentic situations out of the everyday practices of students and that these situations allow students to improve their understanding of mathematical problems. After analysis of workplace situations had shown that the only mathematical concept used by apprentices was that of proportionality applied to percentage calculations, we first analysed the way in which students at several levels handled this idea of percentage. We then devised an experimental framework in order to help the apprentices to transfer their knowledge. RÉSUMÉ: Cet article présente les résultats d'une recherche menée avec des apprentis vendeurs afin de vérifier la double hypothèse qu'un enseignement professionnel en alternance donne l'opportunité de construire des situations authentiques, à partir des pratiques quotidiennes des élèves et que ces situations permettent aux élèves d'améliorer leur compréhension des problèmes mathématiques. L'analyse des situations de travail ayant montré que le seul concept mathématique dont les apprentis ont l'usage est le concept de proportionnalité appliqué aux calculs de pourcentage, nous avons d'abord analysé le comportement d'élèves de plusieurs niveaux face à cette notion de pourcentage. Nous avons ensuite mis en place un dispositif expérimental afin d'aider les apprentis à transférer leurs connaissances.

Although the concept of the apprenticeship seems to be universal, its institutional form and status differ around the world. This article discusses informal apprenticeship training as it occurs among car mechanics in the informal industrial complex of the Suame Magazine, Kumasi, Ghana. Using on-site research and theories of social learning and material culture, it focuses on the material aspects of the apprenticeship training and shows that materiality is, in multiple ways, a crucial aspect for both the content and learning practices of the apprenticeship system. The material nature of the Suame Magazine forms a strong learning environment and the status of apprentices is also directly related to the mastering of specific car parts. Moreover, the increasing use of electronics in vehicles demands a different curriculum for apprentices. The role of materiality in social learning is an apparent, though understudied, element in apprenticeship systems.

Efforts to improve career outcomes for youth in the United States and Organisation for Economic Cooperation and Development (OECD) countries were reviewed. The review focused on the following topics: trends in the employment and schooling levels of youth in OECD countries; the emerging consensus on preparing all youth for careers; and approaches for dealing with disadvantaged youth. A strong consensus that close institutional links between industries and schools are critical to improving career outcomes appeared to be emerging in most OECD countries. Most countries were moving to strengthen vocational education, especially work-based programs leading to certification and involving work-based and contextualized learning. Although standard training programs for disadvantaged out-of-school youth were rarely effective, the experience with job creation demonstrations was somewhat more positive. Programs closely linked with industry sectors and programs offering realistic pathways to care...

This article reports an exploration of the experiences and perceptions of apprentices, workplace host employers and off-the-job teachers engaged in an apprenticeship programme regarding the nature and contributions of on and off-the-job environments to apprentices’ learning. An interpretive (expressive) approach was taken, using individual interviews and focus groups. Learning on-the-job was perceived to be more real life and focused on the ‘how’. Learning off-the-job was less pressured, broader in scope, more theoretical and concerned with ‘why’. The findings indicate that these two environments make valuable, but different contributions to apprentices’ learning and supports the need for both.

Basing cooperative education in a behaviorist view of learning fails to link curriculum, work experience, and learners. A better approach is Gardner's concept of cognitive apprenticeship: structured experiential learning that recognizes multiple intelligences and is based on the psychology of learning.

Design activities, when embedded in an inquiry cycle and appropriately scaffolded and supplemented with reflection, can promote the development of the habits of mind (scientific abilities) that are an important part of scientific practice. Through the Investigative Science Learning Environment (ISLE), students construct physics knowledge by engaging in inquiry cycles that replicate the approach used by physicists to construct knowledge. A significant portion of student learning occurs in ISLE instructional labs where students design their own experiments. The labs provide an environment for cognitive apprenticeship enhanced by formative assessment. As a result, students develop interpretive knowing that helps them approach new problems as scientists. This article describes a classroom study in which the students in the ISLE design lab performed equally well on traditional exams as ISLE students who did not engage in design activities. However, the design group significantly outperformed the non-design group while working on novel experimental tasks (in physics and biology), demonstrating the application of scientific abilities to an inquiry task in a novel content domain. This research shows that a learning environment that integrates cognitive apprenticeship and formative assessment in a series of conceptual design tasks provides a rich context for helping students build scientific habits of mind.