Apprenticeship Cultures : a comparative view

Abstract

The term ‘apprenticeship culture’ describes ‘both pedagogical efforts and institutional arrangements in the area of vocational training’. This paper refers to three dimensions of what constitutes an apprenticeship culture: (1) the institutional pattern of vocational training; (2) the intentions underlying the process of skill formation; and (3) the relationship or interaction between the vocational training system and correlated systems. It compares the apprenticeship cultures in Germany and the UK and explores the concepts of the ‘vocational principle’ as the cornerstone of apprenticeships in the German dual system, and of competence based training as the cornerstone of vocational training reform in the UK. The paper concludes that, compared to other countries, the ‘continuance of tradition’ in Germany has been highly valued and the role of the state, the importance of ‘shared practices’, and more importantly, the ‘vocational principle’ make the German system an ‘institution-based approach’. In contrast, the UK apprenticeship system still sticks to market principles and great social and economic importance is given to the ‘outcome-based approach’ through competency based training.