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