Apprenticeship Learning

This Lifelong Learning Journey Map is an infogram displaying my vision of learners' career journeys moving beyond the confines of the current traditional pathways. it acknowledges some the areas that can change or impact a learners journey. It highlights that learning occurs beyond a classroom. It demonstrate the opportunity for organizations to collaboratively develop learning opportunities and create new ways of documenting learning attainment.  In the center, the map highlights career introduction, focus, and career interest discussion happening much earlier, with a learning emphasis on soft skills (power skills), and a lifelong journey filled with learning experiences in multiple settings.  How we ensure learners own their attainment record, are prepared for a possible 60-year career span, and find fulfillment is not a part of the map. I hope it opens up the discussion

This paper seeks to address the materialist aspects and the role of apprenticeship in Marquis de Sade’s work Philosophy in the Bedroom. The book deals with the sexual education of a young woman. This education is contrasted between two opposing methodologies based upon religious and libertine views. What Sade makes us reflect upon is the deeper implications of coming to rediscover one’s body as a sexual entity and the problems of denial. The process of apprenticeship is for an individual to identify a blockage (social, cultural, religious, ethical) that has been placed upon their body. This blockage is to be challenged and overcome through sexual experimentation. In doing so, an individual becomes free from inhibitions and recognizes the absurdity of the placing of restrictions upon our bodies. This can be identified through Sade’s apprenticeships for religious women and libertine men and women. For Sade, the religious woman must become free-spirited and not determined by chastity or her duty to familial obligations. Likewise, a libertine must overcome gender and sexual preferences. It will be concluded that Sade’s materialist philosophy of the body enables us to reverse the traditional idea of sadism as pleasure in the suffering of others, because sexual apprenticeship allows us to continually revaluate bodies and challenge boundaries that have been placed upon us.

Outcome 1.1-Describe organisational policies, procedures and levels of authority in maintaining office equipment.
Outcome 1.2-Describe how to use different types of office equipment.
Outcome 1.3 – Explain the reasons for following manufacturer’s and organisational instructions when operating equipment.
Outcome 1.4 – Describe the types of equipment faults likely to be experienced and the correct way of dealing with these.

Maria Paola ZANOBONI, Donne al lavoro nell’Italia e nell’Europa medievali (secc.XIII-XV), Milano, Jouvence, 2016
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Prendendo in considerazione la svariata casistica italiana ed europea tra il secolo XIII e la fine del XV, questo libro intende sfatare i molteplici luoghi comuni sul lavoro femminile medievale che lo consideravano limitato soltanto ad alcune attività del comparto tessile ed alimentare, sottopagato, in costante dipendenza o correlazione con l’attività del consorte, esterno alle corporazioni per volontà delle corporazioni stesse. Un po’ dovunque, in Italia e in Europa, nel secolo XIII come nel XV, la realtà era invece un’altra: donne che lavoravano in tutti i possibili settori, compresa l’edilizia, le miniere e le saline; imprenditrici che si autofinanziavano con propri capitali ottenuti dalla vendita di abiti e gioielli; retribuzioni commisurate “alle reali capacità” e quindi non dipendenti dal genere; donne che col proprio lavoro riuscivano a mantenere sé stesse e familiari in difficoltà, o a saldare i debiti dei mariti; nobildonne impegnate nelle attività più varie: dall’organizzazione di laboratori per il ricamo, alla gestione di miniere, alla direzione di opere di bonifica, all’impianto di caseifici, alla gestione di alberghi.
Dotate di notevolissime capacità organizzative nella flessibilità estrema dei loro ruoli, erano le donne stesse a tenersi fuori dalle associazioni professionali, che, per parte loro, in genere ne tolleravano il “lavoro nero”, senza escluderle , ma cercando al contrario di obbligarle ad iscriversi quando avevano necessità di tenerle sotto controllo.
L’apprendistato femminile esisteva, spesso in modo informale, e tendeva ad emergere in casi particolari, quando erano le lavoratrici stesse ad aver bisogno di un attestato che dimostrasse le loro capacità (ad esempio nella lavorazione di materie prime preziose). Talvolta erano invece le corporazioni ad imporre alle donne la stipulazione scritta del contratto di apprendistato, soprattutto in settori importanti per la salute della collettività (come la confezione del pane).

Maria Paola ZANOBONI, Donne al lavoro nell’Italia e nell’Europa medievali (secc.XIII-XV), Milano, Jouvence, 2016
The traditional opinion considered female labour in medieval age low paid worrk restricted to textile and feeding fields only and generally dependent on husband’s work, outside of guilds.
On the contrary, a considerable body of evidence resulting from researches on Italian and European documents of XIII century up to the end of XV century, shows that during XIII, XIV and XV centuries in several European countries female work was employed in almost all fields of activity, including buildings, mines, salt processing. Women’s wages were proportional to their real capacity and were not conditioned by gender.
In many cases women succeeded in supporting the whole family (or discharging their husband’s debts) by their own work. Moreover some women sold their dresses and jewels to obtain capitals in order to establish a firm. Noblewomen were involved in very different jobs as embroidery workshops organization, mines and reclamation management, dairy establishment, hotel management.
Women showed a remarkable ability in work organization in spite of the enormous variety of their tasks and they preferred to be outside of guilds; on the other hand guilds tolerated this type of black work but tried to compel women to be registered when a special control was needed.
Female apprenticeship was often informal but in particular cases it was displaied when workers needed to demonstrate their ability in some jobs such as precious raw materials manufacture. In other cases guilds obliged women to stipulate a written apprenticeship contract, particularly in public health fields, for example to knead

Investing in human capital is often overlooked in developing countries, but it is the key element for economic growth and productivity, as seen in the experiences of highly industrialized and developed countries. The Philippines, a developing country, was initially one of the fastest growing countries in Asia, and was a pioneer of adopting and implementing measures and programs geared towards economic growth, one of which is the concept of apprenticeship. It has been around since the 1970s, but it has not been fully maximized to bring out the potential of every Filipino, especially those who have been deprived of basic training and education. This paper works around the reality of the Philippine workforce and how apprenticeship can be integrated and improved as one of the means to empower small and local enterprises, alleviate unemployment, and to enable citizens to directly contribute to labor productivity for faster economic growth. The German Apprenticeship Model, which has been around for centuries and is proven to be the best in the world, will serve as its guiding light.

How does a craft reinvent itself as 'traditional' following cultural, social and political upheaval? In the township of Dingshu, Jiangsu province of China, artisans produce zisha or Yixing teapots that have been highly valued for centuries. Yet in twentieth-century socialist imagination, handicrafts were an anomaly in a modern society. The Maoist government had clear ambitions to transform the country by industrialization, replacing craft with mechanized methods of production. Four decades later, some of the same artisans identified as 'backward' handicraft producers in the 1950s and made to join workers' cooperatives, were now encouraged to set up private workshops, teach their children and become entrepreneurs. By the 2000s ceramic production in Dingshu is booming and artisans are buying their first cars, often luxury brands. However, many involvements of the Chinese state are apparent, from the control of raw materials, to the inscription of the craft on China's national list of intangible cultural heritage. In this perceptive study, Gowlland argues that this re-evaluation of heritage is no less inherently political than the collectivism of the communist regime. Reflecting that the craft objects, although produced in very different contexts, have remained virtually the same over time and that it is the artisans' subjectivities that have been transformed, he explores the construction of mastery and its relationship to tradition and authenticity, bringing to the fore the social dimension of mastery that goes beyond the skill of simply making things, to changing the way these things are perceived, made and talked about by others.


"Gowlland takes his reader on a captivating journey into a world of craftwork that has undergone seismic change since the era of Chairman Mao. A combination of rich ethnography, refined analysis and the author's hands-on understanding of the potter's materials and techniques convincingly demonstrates that craft knowledge and aesthetic appreciation are deeply embedded in the political. This is a highly significant book for all scholars of craft and material culture."
    Trevor Marchand, Emeritus Professor of Social Anthropology, School of Oriental and African Studies

Mau Forest, the home of the majority of the Ogiek people is located in the Rift Valley Province and straddles Kericho, Nakuru, Narok and Bomet districts .Traditionally, the Ogiek as hunter-gatherers have distinctive histories of interaction with the natural environment. Over the years, the Ogiek have inhabited in the Mau Forest with little impact on the environment. The paper focuses on the influence of hunting apprenticeship as Indigenous Form of Education for sustainable conservation of Wild life in Mau Forest of Kenya. The study was informed by the General Systems Theory and the Cultural Ecology Theory. The argument of the general systems theory is that the intricate relationship of the parts cannot be treated in isolation from the whole. In this case, an analysis of the Ogiek superstructure affirmed that the society’s institutions must be contextualized in their totality. Arguably, an understanding of the Ogiek in general is related to how the community interacts with nature. On the other hand, the cultural ecologists argue that there exist a clear link between the society’s culture, mode of subsistence and the natural environment. An ethno-historical approach was employed in the design, instrumentation, data collection, analysis and interpretation. To achieve systematic collection of data, purposive sampling techniques were used. Forty-five (45) members of the Ogiek community, mainly key cultural consultants were interviewed for the study. Cultural consultants provided the most complete and representative information about particular aspects of Ogiek life because of their experience and training. The main instruments for data collection were observation and interview schedules. In addition to oral interviews, this study used a variety of documentary sources. The information obtained from the various sources was checked for validity and reliability using triangulation as well as external and internal criticism approaches to data analysis. The paper reveals that hunting apprenticeship as indigenous education as practised by the Pre-colonial Ogiek society facilitated sustainable conservation of wild life in Mau Forest of Kenya. In essence, it was arguably revealed that the Ogiek hunting practice and broader socio-cultural contexts as well as human-animal relations incorporated a number of conventions and practices that helped to support and sustain wild life populations.

The introduction of an apprenticeship levy for employers with a payroll above £3m in 2017 has transformed the landscape for higher-level skills in the UK. While there is some evidence of the economic benefits of higher education, it seems to be largely operating to reproduce economic position rather than as an agent of social mobility. At the same time, UK employers have made it clear that graduates do not possess the range of skills that they require and yet have a poor record of investing in the development of their employees. In this problematized context, degree apprenticeships can operate to creatively disrupt our understanding of the relationship between higher education and work. Assumptions about the presumed differences between academic and professional standards, knowledge and competence, on-and-off-the- job learning are all challenged by the introduction of degree apprenticeships. Can universities overcome these challenges to rethink the role of higher education as the worlds of work and learning align?

Apprenticeship Business Administration - Unit 75 – Understand the customer service environment:
Explain the value of customer service as a competitive tool
Explain the process of mapping the customer journey and its importance in delivering effective customer service
Describe techniques used to identify service failures
Explain the concept and importance of the service profit chain
Describe methods of measuring organisational effectiveness in the delivery of customer service
Explain the importance of a brand to customers and to an organisation
Explain how branding can influence customers' perception of an organisation and its products and/or services
Explain the potential impact of good and poor customer service on a brand
Explain the features of different customer service models and customer service standards
Explain the relationship between customer service and operational areas of an organisation
Explain the relationship between customer service and continuous improvement processes
Explain the costs and benefits of customer service to an organisation
Explain the impact of organisational values on how customers create their expectations
Explain how organisational values impact on meeting customer expectations
Explain the implications of consumer-related legislation on customer service delivery
Explain the implications of confidentiality and data protection legislation for the collection, storage and use of customer information

Apprenticeship Business Administration - Unit 10 - Create Bespoke Business Documents:
Understand how to create bespoke business documents :
Explain the use of bespoke business documents
Describe the factors to be taken into account in selecting the appropriate method of presenting a business document
Describe the use of technology to create bespoke business documents
Explain the purpose and requirements of corporate identity in bespoke business documents
Analyse different design techniques used to create attractive bespoke business documents
Explain the factors to be taken into account in evaluating the impact of bespoke business documents

Apprenticeship Business Administration - Unit 1 – Communicate in a business environment:
Analyse the communication needs of internal and external stakeholders
Analyse the different communication models that support administration
Evaluate the effectiveness of different communication systems
Explain the factors that affect the choice of communication media
Explain the importance of using correct grammar, sentence structure, punctuation, spelling and conventions in business communications
Explain the factors to be taken into account in planning and structuring different communication media
Explain ways of overcoming barriers to communication
Explain the use of communications theories and body language
Explain proof-reading techniques for business communications

Apprenticeship Business Administration - Unit 24 – Store and Retrieve Information:
Understand information storage and retrieval :
Describe systems and procedures for storing and retrieving information
Outline legal and organisational requirements for information security and retention
Explain how to create filing systems to facilitate information identification and retrieval
Explain how to use different search techniques to locate and retrieve information
Describe what to do when problems arise when storing or retrieving information

Apprenticeship Business Administration - Unit 5 – Principles of Business:
Explain the characteristics of different business markets
Explain the nature of interactions between businesses within a market
Explain how an organisation's goals may be shaped by the market in which it operates
Describe the legal obligations of a business
Define business innovation
Explain the uses of models of business innovation
Identify sources of support and guidance for business innovation
Explain the process of product or service development
Explain the benefits, risks and implications associated with innovation
Explain the importance of financial viability for an organisation
Explain the consequences of poor financial management
Explain different financial terminology
Explain the uses of a budget
Explain how to manage a budget
Explain the principles of marketing
Explain a sales process
Explain the features and uses of market research
Explain the value of a brand to an organisation
Explain the relationship between sales and marketing

Apprenticeship Business Administration - Unit 53 -Develop and maintain professional networks:
Identify potential networks for professional development from an analysis of their benefits compared with individual needs and aspirations
Shortlist networks for development against defined criteria
Assess the benefits and limitations of joining and maintaining selected network(s)
Identify the potential for mutual benefit with network members
Promote their own skills, knowledge and competence to network members
Provide information, services or support to network members where the potential for mutual benefit has been identified
Establish the boundaries of confidentiality
Agree guidelines for the exchange of information and resources
Take action to ensure that participation in networks reflects current and defined future aspirations and needs
Make introductions to people with common or complementary interest to and within networks

Apprenticeship Business Administration - Understand the principles of effective networking:
Describe the interpersonal skills needed for effective networking
Explain the basis on which to choose networks to be developed
Evaluate the role of shared agendas and conflict management in relationship-building
Evaluate the role of the internet in business networking
Assess the importance of following up leads and actions
Analyse ethical issues relating to networking activities

Apprenticeship Business Administration - Unit 9 - Deliver a presentation
Analyse the advantages and limitations of different methods of, and media for, making presentations
Explain how the type and size of the audience affects the delivery of a presentation
Explain the factors to be taken into account in developing contingency plans when delivering presentations
Explain voice projection and timing techniques when delivering presentations
Explain the factors to be taken into account in responding to questions from an audience
Explain different methods for evaluating the effectiveness of a presentation

Based on technical studies of spear heads from Switzerland, Poland, Sweden and Denmark, it can be demonstrated that the blacksmith tradition which forms the basis for the large quantities of standardized weapons in the Danish sacrificial bogs, spread from southeastern Sweden, where, at the latest in the first century AD, was introduced through contact across the Baltic Sea.
It is shown that this tradition has its origins in the steel technology, which was the hallmark of the Celtic La Tene culture and was continued in the Przeworsk culture and that the dissemination of technology throughout the spread has been dependent on apprenticeship and thus a personal contact between artisans. The analysis of the spearheads reflect important aspects of the beginning of the actual steel industry in Scandinavia.
Keywords: Iron Age, Steel Technology, Blacksmithing tradition, Apprenticsehip, La Tène, Przeworsk, Bog offerings.

Apprenticeship Business Administration - Unit 63 - Using Email:
Explain methods to improve message transmission
Explain why and how to stay safe and respect others when using email
Explain why, how and when to archive messages
Explain how to minimise e-mail problems

Learning outcome 1 Understand how to organise customer service delivery

Assessment criteria:
1.1: Explain how different methods of promoting products and/or services impact on customer service delivery
1.2 Explain who should be involved in the organisation of customer service delivery
1.3 Explain the importance of differentiating between customers’ wants, needs and expectations
1.4 Explain different ways of segmenting customer groups
1.5 Explain how customer segmentation is used in organising customer service delivery

Learning outcome 1 Understand the preparation of text from recorded notes
Assessment criteria
1.1 Explain the importance of confirming the purpose of the text and intended audience
1.2 Describe the main features of the different types of technology that can be used for playing back recordings
1.3 Explain how different speaking styles of those giving dictation can affect outputs
1.4 Explain the consequences of incorrect spelling, punctuation, grammar and sentence structure, and inaccurate content
1.5 Describe ways of checking produced texts for accuracy and correctness
1.6 Describe organisational procedures for the storage, security and confidentiality of information

This dissertation concerns life and work among communities of shokunin -traditional craft practitioners - in contemporary Tokyo. Based primarily on ethnographic fieldwork conducted over a ten month period in 2009, I investigate the historical and contemporary nature of traditional craft production in Tokyo through a consideration of the meaning of making and creativity, the resilience of traditional craft forms, and the reproduction of craft skills in this context. Of the 41 communities of practitioners that produce the designated traditional crafts of Tokyo, I focus specifically on five craft groups among whose practitioners I was able to work most closely with during fieldwork: some komon textile dyers, sashimono wood joiners, ginki silversmiths, kiriko glass cutters, and shamisen lute makers. I delineate the history of Tokyo crafts, from their ancient antecedents in mainland Asia and Western Japan to their maturation as distinct crafting traditions during the Edo and early Meiji periods. Drawing on the previously unrecorded stories, memories, and oral histories relayed to me by craftsmen, I go on to consider the significant challenges and changes to Tokyo crafting traditions that resulted from the Meiji restoration in 1868 and World War II, before discussing the resurgence of Tokyo craft sales during Japan's rise as an economic superpower in the postwar period. I then discuss the diverse range of crafts being made in Tokyo today, categorized according to the primary materials used in their production, through a close examination of the five crafting traditions described above, focusing on the acquisition and nature of the raw materials in use, the tools and techniques involved in processes of making, the channels of craft product distribution, and the unique challenges facing specific Tokyo crafting communities today. I go on to explore the national and prefectural traditional craft designation and promotion systems, as well as the traditional craft guilds (kumiai), in order to illuminate their significance for contemporary Tokyo craft workers and communities. I then draw and expand upon anthropological discussions of creativity, learning, skill, and the mechanisms that facilitate the persistence of culture across generations, to develop four themes relating to the meaning of making traditional craft products among contemporary Tokyo shokunin. First, I argue that the stability of complex traditional craft forms over time emerges out of the mindfulness expressed in concentrated attention (shūchū) and shared routine bodily gestures inherent in processes of making. I then address the prioritization of concept over skill that has long constrained Western understandings of making, by illustrating the way in which creativity, rather than being a strictly mental process, is expressed in craft practitioners' ongoing engagement with the tools, materials, and conditions of skilled work. Next, I consider the sociality of making traditional Tokyo crafts and how it has been affected by dramatic changes to the accepted channels of craft product distribution in recent decades. Finally, I consider the way in which a decline in the live-in apprenticeship system and the loss of 'easy jobs' have led to dramatic changes to traditional apprenticeships. I conclude that in responding to these and other challenges, Tokyo shokunin have not abandoned the ideals of traditional craft life and work, but rather have successfully adapted craft practices in ways that are commensurate with the values and goals they consider to be distinctive of their work and vital to the legacy of their traditions.

Dalton education is the largest educational reform movement in the Netherlands. Around eighty years ago it spread throughout the world; Dalton education was found in the USA, England, Australia, Germany, the Netherlands, the Soviet Union, India, China and Japan. Today there is a revival of interest in England and Germany. We examine the origins of Dalton education by comparing the work of its founder Helen Parkhurst (1886–1973) with developments in American education towards the end of the nineteenth century. From 1870 onwards, in numerous American cities, there were experiments with alternatives for lockstep teaching, including experiments with individualised instruction, individual assignments, differentiation, self-direction, self-pacing, freedom, tutor learning and co-operation. In part, these innovations stemmed from methods that were already customary prior to the dissemination of lockstep teaching – methods which, at the onset of the twentieth century, were actually still common in rural one-room schools. The Dalton Plan proves to be not very original. Parkhurst recycled various ideas and methods which had already been developed and tried out in the preceding decades. Her pretension of having introduced something new and authentic is implausible. That raises two questions: how to explain the discrepancy between the image Parkhurst presents of her own work and the image derived from historical comparison, and how to explain the popularity of the Dalton Plan in the 1920s, given that it was not unique or particularly innovative.

This study was conducted within the Koforidua Municipality to determine the competency levels and challenges encountered by both school trained and apprenticeship trained fashion designers to enable improvement within the profession. It targeted three sectors of the population namely; the designers with both the formal and informal training and a section of the general public who patronize their products and services. Both descriptive and observational surveys were used for the study with a sample size of 400 complying 200 designers and 200 clients from the public. Questionnaire was used as the main instrument designed for the study of which 346 respondents responded to the survey. A stratified random sampling was used for the study. The results indicated a higher competency level among school trained fashion designers than the apprenticeship trained ones but not to a level that can compete favorably with the quality and price range associated with foreign fashion goods. The researchers recommended training to meet modern sophistication in the industry and capital injection to improve on the performance of all class of designers in the country.

KLARIC L. (Ed.) 2018. The Prehistoric Apprentice. Investigating apprenticeship and expertise in prehistoric technologies. Dolni Vestonice Studies, n°24, Brno, 375 p.

Cet ouvrage, intégralement en français et en anglais, rend actes de la table-ronde intitulée « Appréhender les niveaux de savoir-faire dans les productions techniques préhistoriques et l’apprentissage dans les sociétés d’un passé sans écriture ». Les onze contributions qui y sont réunies couvrent une grande partie du Paléolithique et du Néolithique et s’intéressent essentiellement aux industries lithiques mais aussi aux objets ornés.

This article uses a reflection on the quality of the time of enskilment as a way of addressing the relationship between sociality and enskilment. I look at key moments from my field research and learning experience in the workshop of a Taiwanese craftsman. The analysis of these moments reveals the complex, multimodal nature of the interactions between mentor and learner. I use the concept of enchronic time (Enfield) to trace these interactions as they unfold in the situated time of learning. In such contexts, I argue that there is no qualitative shift between sociality and enskilment, and we should thus conceptualise social interactions as being an integral part of the resulting technical skills, dispositions and work ethics of the learner.

During 2014 I gathered information on traditional weaving practices from 26 weavers from the islands of Flores, Solor and Lembata in Indonesia, including conversations on the topic of 'how did you learn to weave'. I discuss the findings, which shed light on how a traditional weaving apprenticeship works, and how the 'contract between the generations' is forged. I also discuss how this contract is changing, and what this means for the survival of traditional ikat weaving in the 21 st century.

Buckley C 2017 A cultural inheritance: the transmission of traditional ikat weaving in the islands of Indonesia. Proceedings of the 10th International Shibori Symposium, November 15 – November 20 2016, Oaxaca, Mexico.

Le répertoire pré-composé de la musique karnatique, ou musique classique de l'Inde du Sud, compte des milliers de chants dévotionnels 1 dont les signataires, saints-poètes et musiciens adeptes de la bhakti 2 , vécurent du XV e au XIX e siècle environ 3 . Ces chants, tels que nous les connaissons aujourd'hui, nous sont parvenus au travers de versions transmises oralement de génération en génération grâce à une méthode d'apprentissage unique où les compositions sont toujours mémorisées en vocalisant le nom des notes avant d'être chantées avec les paroles ou jouées sur un instrument. L'utilisation systématique et extensive de la solmisation a donc permis de préserver une grande partie de ce répertoire sans l'intermédiaire de l'écrit. La notation musicale, pour autant, n'a jamais été totalement exclue du processus de transmission. Rappelons en ce sens que différents systèmes de « notation orale » ont été utilisés à des fins didactiques et/ou théoriques en Asie du Sud dès le premier millénaire 4 . Rappelons aussi, dans le cadre de la musique karnatique des XVIII e -XIX e siècles, que les élèves pouvaient très bien noter une composition à titre personnel, comme simple aidemémoire ou dans le but de sauvegarder le répertoire de leur maître. On sait par exemple que les compositions de Tyāgarāja (1767-1847) ont été notées par plusieurs générations successives de disciples avant d'être publiées, dès la seconde moitié du XIX e siècle, dans des recueils de compositions et des ouvrages didactiques 5 . Remarquons ici qu'une importante 1 Le lecteur trouvera une présentation générale de ces chants, gītam, kīrtana, kṛti, padam, suladi et tiruppugaḻ, dans l'ouvrage de Ludwig Pesch, The Illustrated Companion to South Indian Classical Music (Delhi : Oxford University Press, 1999), 176-187. 2 La bhakti est un courant hindou de dévotion qui s'est développé en Inde du Sud à partir des VI e et VII e siècles, par opposition partielle au bouddhisme et au jaïnisme, encore puissants dans le paysage politique et culturel de l'époque. Elle prône une dévotion totale à une divinité suprême que le dévot a lui-même choisi et avec laquelle il entretient sa vie durant une relation personnelle. 3 Pour une biographie de quelques saints-poètes et compositeurs karnatiques

In The Perception of the Environment (2000), Ingold has argued that differences in cultural knowledge are more a matter of  variation in embodied skills than in discursive knowledge. These skills develop through the practitioners’ engagement with their
environment and in situated social relationships. In order to ‘discover’ for themselves what is taken for granted for experienced practitioners, they have to ‘fine-tune’ their
perception through observation and imitation. But how do observations and imitations of others’ movements actually transfer into shifts in one’s own perception? In her book Loving Nature: Towards an Ecology of Emotion (2002), Milton argued that emotion acts as a learning mechanism to filter attention. I propose that when one observes and imitates in a process of learning, one enters into an empathic relationship with a skilled practitioner. Through synchronization of intentions and movements, emotions spread over and change the practitioners’ perception accordingly.

Understand organisational structures:

-Explain the differences between the private sector, public sector and voluntary sector
-Explain the functions of different organisational structures
-Describe the features of different types of legal structures for organisations

Understand the organisational environment:

-Describe the internal and external influences on organisations
-Explain the use of different models of analysis in understanding the organisational environment
-Explain why change in the business environment is important

This paper describes a very different, and entirely neglected, side of apprenticeship in London: the city’s system of contract dissolution. I suggest that easy dissolution played a vital role in sustaining apprenticeship in London, and was apparently echoed in a weaker form elsewhere in England. Contact dissolution was, it must be emphasised, normal. Metropolitan apprenticeships frequently ended prematurely.  As I show, the city of London possessed a formal institutional process in the Lord Mayor’s Court which gave apprentices a simple, cheap and effective means to cancel contracts, and then to recover a proportion of their financial investment in training. The activities of the Court rebalanced the asymmetries of power involved in apprenticeship. It reduced the risks involved in entering training contracts in which prospective masters and apprentices had limited information about each other or about future conditions that might affect their capacity to work or train. The activities of the Court profoundly alter our interpretation of the effects of formal institutions on apprenticeship in this period. That the city’s institutions possessed a major role as a portal for exit seriously complicates earlier views of institutions as agents of enforcement in apprenticeship, and draws our attention from work of the guilds to that of its central authorities in this sphere. The court’s activities imply the operation of a different economic model of training to that normally imputed to apprenticeship, one that can accommodate premature ending of contracts.  And they alter our understanding of the political and social character of the city and its institutions, locating apprenticeship far closer to accounts of order based on negotiation and accommodation than has been traditional in analyses of the formal rules of service.

American employers cannot fill enough middle skill jobs; the manufacturing industry is especially beset by skill shortages and retiring baby boomers. Automation, globalization, and advancing technology will lead to even more jobs that require higher skills than a high school diploma provides. Apprenticeships have a long history of providing workers with middle skills. In particular, the German dual education-apprenticeship model is considered one of the best apprenticeship models in the world. Student numbers in Germany are about the same for apprenticeships and four-year colleges. The success of the German model is based on quality and regulatory standards; curricula and mandatory assessments are industry specific and designed to ensure labor market transition. Moreover, an apprenticeship is not a career dead-end but can lead to any academic credential. Graduating from an apprenticeship in the US instead can mean many different things. This makes it difficult to advertise this path to students, parents, and guidance counselors; most see it as a career alternative to college with no portability to postsecondary education. The focus in the US is designed to create flexibility for sponsors to train for their specific needs. Competency-based performance standards are set by the sponsor and not the industry. Registered apprenticeships do not have an assessment requirement, only a completion requirement. Without adopting every component of the German apprenticeship model, the US can adopt the rationale behind the model: the industry, not educators, drives supply and demand. Businesses are not consumers of education but producers of education.