Education or Training? A Comparative Perspective on Apprenticeships in England

Autor/in	Mazenod, Anna
Titel	Education or Training? A Comparative Perspective on Apprenticeships in England
Quelle	In: Journal of Vocational Education and Training, 68 (2016) 1, S.102-117 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2015.1117521
Schlagwörter	Foreign Countries; Apprenticeships; Access to Education; Youth Programs; Comparative Education; Context Effect; Training; Vocational Education; Educational Policy; Program Evaluation; Institutional Characteristics; Sociocultural Patterns; Educational Practices; Finland; France; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Apprenticeship; Lehre; Education; Access; Bildung; Zugang; Bildungszugang; Jugendsofortprogramm; Vergleichende Erziehungswissenschaft; Ausbildung; Berufsbildung; Politics of education; Bildungspolitik; Programme evaluation; Programmevaluation; Soziokulturelle Theorie; Bildungspraxis; Finnland; Frankreich
Abstract	This paper examines the expansive-restrictive continuum of apprenticeship learning in the context of different education and training systems. It compares the English state-funded apprenticeship programme for young people with the Finnish and the French programmes with a specific focus on access to learning through the programmes. These three countries represent three types of Western and Northern European education and training systems. The paper argues that there are country-specific meanings of apprenticeship that influence how access to learning along the expansive-restrictive continuum is typically characterised. These country-specific meanings of apprenticeship arise from their context in differing education and training systems. The paper concludes that the English conceptualisation of apprenticeship as training lends itself to more restrictive approaches to apprenticeship than the Finnish and the French programmes in terms of access to learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01