Apprenticeship as a model of learning for ‘professions’: what could it really mean?
Apprenticeship is usually considered as a model of learning for intermediate occupations and trades, and associated with national vocational education and training systems. In this talk I outline some of the reasons why features of apprenticeship also support the formation of professional expertise. The ‘turn’ to apprenticeship is helpful as it invites us to consider the relationship between, workplace practices, work organisation and learning and how these provide more or less expansive conditions and arrangements for learning and development. I argue that a more radical approach to apprenticeship and learning environments for professional expertise would foster and facilitate service innovation.
BioAlison Fuller is Pro-Director (Research and Development) at University College London Institute of Education and Professor of Vocational Education and Work. Alison’s research interests are in the field of, education – work transitions, apprenticeship, workplace learning, vocational education and training (VET), and widening participation in higher education. Her recent research includes directing an ESRC funded project looking at ‘employee-driven innovation’ and learning in the healthcare sector, a study of older apprentices for the Nuffield Foundation and participation in a Cedefop funded cross-national research on adult apprenticeship in 28 countries . Alison is regularly consulted by policy-makers on vocational education and apprenticeship policy and is currently part of a Department for Education expert group advising on the introduction of the new T Level programme for 16-19 year olds wishing to develop expertise in a broad occupational field.
Learning and decision making in a post truth era
25 years ago columnist Steve Tesich coined the term “post truth” in an essay called “A Government of Lies”. Eventually this has led to the declaration of a “post truth era”, elaborated in a book by Ralph Keyes in 2004. The basic idea is a fundamental shift in the individual’s and the public’s approach towards truth. Rather than expecting authorities to say the truth, and condemning liars, there is a tendency to reward those who use exaggerations, fakes and even bland lies to shield the public from discomforting truths. If that holds true, the consequences for companies are obviously disastrous. Instead of telling colleagues, superiors or employees the truth, they are calmed with “pretty lies” until the real world consequences can no longer be covered and the misfortune takes its course.
This could be regarded as a general management (and societal) challenge. However, managing means decision making and decisions in a complex world deeply depend on learning. Learning, again, is deeply rooted in viable concepts of the world. Thus the post truth condition is a serious threat to organisational learning and decision making alike.
This presentation intends to analyse possible consequences of the post truth condition for learning and decision making and to explore possible counter measures from the perspective of adult education, organisational education and VET.
Henning Pätzold, Dr. phil., professor for education with an emphasis on research and development in organizations at the University Koblenz-Landau. Among his research interests are organizational education, adult learning, the nexus between education and responsibility, and systems thinking. Recent publications particularly address organizational learning, vocational (adult) education and actor network theory. Henning Pätzold is vice dean of the faculty of educational sciences, scientific director of the distance education master's programme "Personal und Organisation" and scientific coordinator of the university wide project "systems thinking".