Future Apprenticeships in England: The Role of Mediation in the New Model

Autor/inn/en	Hodgson, Ann; Spours, Ken; Smith, David
Titel	Future Apprenticeships in England: The Role of Mediation in the New Model
Quelle	In: Journal of Education and Work, 30 (2017) 6, S.653-668 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2017.1349299
Schlagwörter	Apprenticeships; Foreign Countries; Focus Groups; Small Businesses; Employers; Models; Arbitration; United Kingdom (England) + Suchen Sie Ihr Suchwort? Apprenticeship; Lehre; Ausland; Kleingewerbe; Analogiemodell; Streitschlichtung
Abstract	Apprenticeship systems across the globe are having to adapt to changing international economic and social trends. England is no exception. This article examines the latest model of apprenticeship in England from the perspective of the "mediators" who work at local and regional level with employers to construct and deliver the majority of current apprenticeships. The role of these actors is examined through a conceptual framework analysing different forms of mediation in the context of "the modern expanded state". Their views were collected through 27 focus groups in nine regions of England in Spring 2016 and involving over 100 participants. These data suggest that the new apprenticeship model faces a number of challenges; notably how to engage small and medium-sized enterprises and how to better support the mobility and progression of apprentices. Participants advocated the development of regional and local networks comprising employers, FE colleges and other providers, HEIs and local government, as ways of sustaining the "apprenticeship market", providing learner progression routes and stimulating employer demand for skills. The article concludes by suggesting a set of necessary local and national conditions if these networks are to have an impact on the successful development of the new apprenticeships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01