Apprenticeship – Wikipedia, the free encyclopedia
Apprenticeship (Wikipedia World View)
Apprenticeship is a system of training a new generation of practitioners of a skill. Apprentices (or in early modern usage “prentices”) or protégés build their careers from apprenticeships. Most of their training is done while working for an employer who helps the apprentices learn their trade, in exchange for their continuing labor for an agreed period after they become skilled. Theoretical education may also be involved, informally via the workplace and/or by attending vocational schools while still being paid by the employer.
The system of apprenticeship first developed in the later Middle Ages and came to be supervised by craft guilds and town governments. A master craftsman was entitled to employ young people as an inexpensive form of labor in exchange for providing food, lodging and formal training in the craft. Most apprentices were males, but female apprentices were found in crafts such as seamstress,tailor, cordwainer, baker and stationer. Apprentices usually began at ten to fifteen years of age, and would live in the master craftsman’s household. Most apprentices aspired to becoming master craftsmen themselves on completion of their contract (usually a term of seven years), but some would spend time as a journeyman and a significant proportion would never acquire their own workshop.
 Analogs at universities and professional development
The modern concept of an internship is similar to an apprenticeship. Universities still use apprenticeship schemes in their production of scholars: bachelors are promoted to masters and then produce a thesis under the oversight of a supervisor before the corporate body of the university recognises the achievement of the standard of a doctorate. Another view of this system is of graduate students in the role of apprentices, post-doctoral fellows as journeymen, and professors as masters.
Also similar to apprenticeships are the professional development arrangements for new graduates in the professions of accountancy and the law. A British example was training contracts known as ‘articles of clerkship‘. The learning curve in modern professional service firms, such as law firms or accountancies, generally resembles the traditional master-apprentice model: the newcomer to the firm is assigned to one or several more experienced colleagues (ideally partners in the firm) and learns his skills on the job.
Australian Apprenticeships is the new name for the scheme formerly known as ‘New Apprenticeships’. Under the scheme, involving 400,000 people in 500 occupations, the Australian Government incentives and personal benefits programme are still the same. Australian Apprenticeships still encompass all apprenticeships and traineeships. They combine time at work with training and can be full-time, part-time or school-based. Youth can become apprentices starting as early as age 14 if there are willing employers.
As part of its policy paper – Skilling Australia for the Future, the Australian Government announced that it will expand the role of existing Australian Apprenticeships Centres to establish the Skills and Training Information Centres (STICs), providing information and advice skills & training.
Australian Apprenticeships is the generic term for apprentices and trainees. The distinction between the two lies mainly around traditional trades and the time it takes to gain a qualification. The Australian government uses Australian Apprenticeships Centres to administer and facilitate the Australian Apprenticeships so that funding can be disseminated to eligible businesses and apprentices and trainees and to support the whole process as it underpins the future skills of Australian industry. Australia also has a fairly unique safety net in place for businesses and Australian Apprentices with its Group Training scheme. This is where businesses that are not able to employ the Australian Apprentice for the full period until they qualify, are able to lease or hire the Australian Apprentice from a Group Training Organisation. It is a safety net, because the Group Training Organisation is the employer and provides continuity of employment and training for the Australian Apprentice.
In addition to a safety net, Group Training Organizations (GTO) have other benefits such as additional support for both the Host employer and the trainee/apprentice through an industry consultant who visits regularly to make sure that the trainee/apprentice are fulfilling their work and training obligations with their Host employer. There is the additional benefit of the trainee/apprentice being employed by the GTO reducing the Payroll/Superannuation and other legislative requirements on the Host employer who pays as invoiced per agreement.
Apprenticeship Training in Austria is organized in a Dual education system: company-based training of apprentices is complemented by compulsory attendance of a part-time vocational school for apprentices (Berufsschule). It lasts two to four years – the duration varies among the 250 legally recognized apprenticeship trades.
About 40 percent of all Austrian teenagers enter apprenticeship training upon completion of compulsory education (at age 15). This number has been stable since the 1950s.
The five most popular trades are: Retail Salesperson (5,000 people complete this apprenticeship per year), Clerk (3,500 / year), Car Mechanic (2,000 / year), Hairdresser (1,700 / year), Cook (1,600 / year). There are many smaller trades with small numbers of apprentices, like “EDV-Systemtechniker” (Sysadmin) which is completed by fewer than 100 people a year.
The Apprenticeship Leave Certificate provides the apprentice with access to two different vocational careers. On the one hand, it is a prerequisite for the admission to the Master Craftsman Exam and for qualification tests, and on the other hand it gives access to higher education via the TVE-Exam or the Higher Education Entrance Exam which are prerequisites for taking up studies at colleges, universities, “Fachhochschulen”, post-secondary courses and post-secondary colleges.
The person responsible for overseeing the training inside the company is called “Lehrherr” or “Ausbilder”. An Ausbilder must prove he has the professional qualifications needed to educate another person. The “Ausbilder” must also prove he does not have a criminal record and is an otherwise respectable person. According to the laws: the person wanting to educate a young apprentice must prove that he has an ethical way of living and the civic qualities of a good citizen.
In France, apprenticeships also developed between the ninth and thirteenth centuries, with guilds structured around apprentices, journeymen and master craftsmen, continuing in this way until 1791, when the guilds were suppressed.
The first laws regarding apprenticeships were passed in 1851. From 1919, young people had to take 150 hours of theory and general lessons in their subject a year. This minimum training time rose to 360 hours a year in 1961, then 400 in 1986.
The first training centres for apprentices (centres de formation d’apprentis, CFAs) appeared in 1961, and in 1971 apprenticeships were legally made part of professional training. In 1986 the age limit for beginning an apprenticeship was raised from 20 to 25. From 1987 the range of qualifications achieveable through an apprenticeship was widened to include the brevet professionnel (certificate of vocational aptitude), the bac professionnel (vocational baccalaureate diploma), the brevet de technicien supérieur (advanced technician’s certificate), engineering diplomas, masters degree and more.
On January 18, 2005, President Jacques Chirac announced the introduction of a law on a programme for social cohesion comprising the three pillars of employment, housing and equal opportunities. The French government pledged to further develop apprenticeship as a path to success at school and to employment, based on its success: in 2005, 80% of young French people who had completed an apprenticeship entered employment. In France, the term apprenticeship often denotes manual labor but it also include other jobs like secretary, manager, engineer, shop assistant… The plan aimed to raise the number of apprentices from 365,000 in 2005 to 500,000 in 2009. To achieve this aim, the government is, for example, granting tax relief for companies when they take on apprentices. (Since 1925 a tax has been levied to pay for apprenticeships.) The minister in charge of the campaign, Jean-Louis Borloo, also hoped to improve the image of apprenticeships with an information campaign, as they are often connected with academic failure at school and an ability to grasp only practical skills and not theory. After the civil unrest end of 2005, the government, led by prime minister Dominique de Villepin, announced a new law. Dubbed “law on equality of chances”, it created the First Employment Contract as well as manual apprenticeship from as early as 14 years of age. From this age, students are allowed to quit the compulsory school system in order to quickly learn a vocation. This measure has long been a policy of conservative French political parties, and was met by tough opposition from trade unions and students.
Apprenticeships are part of Germany’s dual education system, and as such form an integral part of many people’s working life. Finding employment without having completed an apprenticeship is almost impossible. For some particular technical university professions, such as food technology, a completed apprenticeship is often recommended; for some, such as marine engineering it may even be mandatory.
In Germany, there are 342 recognized trades (Ausbildungsberufe) where an apprenticeship can be completed. They include for example doctor’s assistant, banker, dispensing optician, plumber or oven builder. The dual system means that apprentices spend about 50-70% of their time in companies and the rest in formal education. Depending on the profession, they may work for three to four days a week in the company and then spend one or two days at a vocational school (Berufsschule). This is usually the case for trade and craftspeople. For other professions, usually which require more theoretical learning, the working and school times take place blockwise e.g. in a 12–18 weeks interval. These Berufsschulen have been part of the education system since the 19th century.
In 2001, two thirds of young people aged under 22 began an apprenticeship, and 78% of them completed it, meaning that approximately 51% of all young people under 22 have completed an apprenticeship. One in three companies offered apprenticeships in 2003, in 2004 the government signed a pledge with industrial unions that all companies except very small ones must take on apprentices.
 Apprenticeship after general education
After graduation from school at the age of fifteen to nineteen (depending on type of school), students start an apprenticeship in their chosen professions. Realschule and Gymnasium graduates usually have better chances for being accepted as an apprentice for sophisticated craft professions or apprenticeships in white-collar jobs in finance or administration. An apprenticeship takes between 2.5 and 3.5 years. Originally, at the beginning of the 20th century, less than 1% of German students attended the Gymnasium (the 8-9 year university-preparatory school) to obtain the Abitur graduation which was the only way to university back then. In the 1950 still only 5% of German youngsters entered university and in 1960 only 6% did. Due to the risen social wealth and the increased demand for academic professionals in Germany, about 24% of the youngsters entered college/university in 2000. Of those, who did not enter university many started an apprenticeship. The apprenticeships usually end a person’s education by age 18-20, but also older apprentices are accepted by the employers under certain conditions. This is frequently the case for immigrants from countries without a compatible professional training system. In the U.S. apprenticeships could occur at any age.
In 1969, a law (the Berufsbildungsgesetz) was passed which regulated and unified the vocational training system and codified the shared responsibility of the state, the unions, associations and the chambers of trade and industry. The dual system was successful in both parts of the divided Germany. In the GDR, three quarters of the working population had completed apprenticeships.
 Business and administrative professions
The precise skills and theory taught on German apprenticeships are strictly regulated. The employer is responsible for the entire education programme coordinated by the German chamber of commerce. Apprentices obtain a special apprenticeship contract until the end of the education programme. During the programme it is not allowed to assign the apprentice to a regularly employment and he is well protected from abrupt dismissal until the programme ends. The defined content and skillset of the apprentice profession must be fully provided and taught by the employer. The time taken is also regulated. Each profession takes a different time, usually between 24 and 36 months.
Thus, everyone who had e.g. completed an apprenticeship as an industrial manager (Industriekaufmann) has learned the same skills and has attended the same courses in procurement and stocking up, controlling, staffing, accounting procedures, production planning, terms of trade and transport logistics and various other subjects. Someone who has not taken this apprenticeship or did not pass the final examinations at the chamber of industry and commerce is not allowed to call himself an Industriekaufmann. Most job titles are legally standardized and restricted. An employment in such function in any company would require this completed degree.
 Trade and craft professions
The rules and laws for the trade and craftswork apprentices such as mechanics, bakers, joiners, etc. are as strict as and even broader than for the business professions. The involved procedures, titles and traditions still strongly reflect the medieval origin of the system. Here, the average duration is about 36 months, some specialized crafts even take up to 42 months.
After completion of the dual education, e.g. a baker is allowed to call himself a bakery journeyman (Bäckereigeselle). After the apprenticeship the journeyman can enter the master’s school (Meisterschule) and continue his education at evening courses for 3–4 years or full-time for about one year. The graduation from the master’s school leads to the title of a master craftsman (Meister) of his profession, so e.g. a bakery master is entitled as Bäckermeister. A master is officially entered in the local trade register, the craftspeople’s roll (Handwerksrolle). A master craftsman is allowed to employ and to train new apprentices. In some mostly safety-related professions, e.g. that of electricians only a master is allowed to found his own company.
 License for educating apprentices
To employ and to educate apprentices requires a specific license. The AdA – Ausbildung der Ausbilder – “Education of the Educators” license needs to be acquired by a training at the chamber of industry and commerce.
The masters complete this license course within their own master’s coursework. The training and examination of new masters is only possible for masters who have been working several years in their profession and who have been accepted by the chambers as a trainer and examiner.
Academic professionals, e.g. engineers, seeking this license need to complete the AdA during or after their university studies, usually by a one-year evening course.
The holder of the license is only allowed to train apprentices within his own field of expertise. For example a mechanical engineer would be able to educate industrial mechanics, but not e.g. laboratory assistants or civil builders.
 After the apprenticeship of trade and craft professions
In India, the Apprentices Act was enacted in 1961. It regulates the programme of training of apprentices in the industry so as to conform to the syllabi, period of training etc. as laid down by the Central Apprenticeship Council and to utilise fully the facilities available in industry for imparting practical training with a view to meeting the requirements of skilled manpower for industry.
The Apprentices Act enacted in 1961 and was implemented effectively in 1962. Initially the Act envisaged training of trade apprentices. The Act was amended in 1973 to include training of graduate and diploma engineers as “Graduate” & “Technician” Apprentices. The Act was further amended in 1986 to bring within its purview the training of the 10+2 vocational stream as “Technician (Vocational)” Apprentices.
Overall responsibility is with the Directorate General of Employment & Training (DGE&T) in the Union Ministry of Labour. DGE&T is also responsible for implementation of the Act in respect of Trade Apprentices in the Central Govt. Undertakings & Departments. This is done through six Regional Directorates of Apprenticeship Training located at Kolkata, Mumbai, Chennai, Hyderabad, Kanpur & Faridabad.
State Apprenticeship Advisers are responsible for implementation of the Act in respect of Trade Apprentices in State Government Undertakings/ Departments and Private Establishments. Department of Education in the Ministry of HRD is responsible for implementation of the Act in respect of Graduate, Technician & Technician (Vocational) Apprentices. This is done through four Boards of Apprenticeship Training located at Kanpur, Kolkata, Mumbai & Chennai.l
In Pakistan, special apprenticeship programs running to fulfill the needs of IT industry in the coming years. So, for this purpose Pakistan Software Export Board formerly PSEB has launched a very attractive program for young IT graduates.
Under the IT Industry Apprenticeship Program, PSEB offers financial subsidy for the companies to recruit graduates possessing the basic skills and knowledge in Information Technology and other related disciplines to provide IT/ITeS services. These recruits, generally graduates with some experience rather than traditional apprentices, are hired by companies as full-time employees and put through a 12-month program, consisting of in-company training, on-the-job training and mentoring. Since its launch, the IT Industry Apprenticeship Program has been awarded to 7 companies, approved by PSEB and ICT R&D Fund’s Project Committee, which will result in the creation of over 700 job opportunities in the IT industry.
There are three levels of apprenticeship. First level is the apprentice, i.e. the “çırak” in Turkish. The second level is pre-master which is called, “kalfa” in Turkish. The mastery level is called as “usta” and is the highest level of achievement. An ‘usta’ is eligible to take in and accept new ‘ciraks’ to train and bring them up. The training process usually starts when the small boy is of age 10-11 and becomes a full grown master at the age of 20-25. Many years of hard work and disciplining under the authority of the master is the key to the young apprentice’s education and learning process.
In Turkey today there are many vocational schools that train children to gain skills to learn a new profession. The student after graduation looks for a job at the nearest local marketplace usually under the authority of a master.
 United Kingdom
 Early history
Apprenticeships have a long tradition in the United Kingdom, dating back to around the 12th century and flourishing by the 14th century. The parents or guardians of a minor would agree with a Guild’s Master craftsman the conditions for an apprenticeship which would bind the minor for 5–9 years (e.g. from age 14 to 21). They would pay a premium to the craftsman and the contract would be recorded in an indenture. In 1563, the Statute of Artificers and Apprentices was passed to regulate and protect the apprenticeship system, forbidding anyone from practising a trade or craft without first serving a 7-year period as an apprentice to a master (though in practice Freemen’s sons could negotiate shorter terms).
From 1601, ‘parish‘ apprenticeships under the Elizabethan Poor Law came to be used as a way of providing for poor, illegitimate and orphaned children of both sexes alongside the regular system of skilled apprenticeships, which tended to provide for boys from slightly more affluent backgrounds. These parish apprenticeships, which could be created with the assent of two Justices of the Peace, supplied apprentices for occupations of lower status such as farm labouring, brickmaking and menial household service.
In the early years of the Industrial Revolution entrepreneurs began to resist the restrictions of the apprenticeship system, and a legal ruling established that the Statute of Apprentices did not apply to trades that were not in existence when it was passed in 1563, thus excluding many new 18th century industries. In 1814 compulsory apprenticeship by indenture was abolished.
 System introduced in 1964
The mainstay of training in industry has been the apprenticeship system, and the main concern has been to avoid skill shortages in traditionally skilled occupations, e.g. through the UK Industry Training Boards (ITBs) set up under the 1964 Act. The aims were to ensure an adequate supply of training at all levels; to improve the quality and quantity of training; and to share the costs of training among employers. The ITBs were empowered to publish training recommendations, which contained full details of the tasks to be learned, the syllabus to be followed, the standards to be reached and vocational courses to be followed. These were often accompanied by training manuals, which were in effect practitioners’ guides to apprentice training, and some ITBs provide training in their own centers. The ITBs did much to formalize what could have been a haphazard training experience and greatly improved its quality. The years from the mid 1960s to the mid 1970s saw the highest levels of apprentice recruitment, yet even so, out of a school leaving cohort of about 750,000, only about 110,000 (mostly boys) became apprentices. The apprenticeship system aimed at highly developed craft and higher technician skills for an elite minority of the workforce, the majority of whom were trained in industries that declined rapidly from 1973 onwards, and by the 1980’s it was clear that in manufacturing this decline was permanent. (Apprenticeship in the United Kingdom: From ITBs to YTS Author(s): Peter Haxby and David ParkesSource: European Journal of Education, Vol. 24, No. 2 (1989), pp. 167–181).
Traditional apprenticeships reached their lowest point in the 1980s: by that time, training programmes were rare and people who were apprentices learned mainly by example. The exception to this was in the high technology engineering areas of aerospace, chemicals, nuclear, automotive, power and energy systems where apprentices served very structured five year programmes of both practical and academic study to qualify as engineering technicians and technologists, and even go on to university and earn an engineering degree and qualify as an Incorporate Engineer or Chartered Engineer. Engineering technicians and technologists attended the local technical college (1 day and 2 evenings per week) on a City & Guilds programme or Ordinary National Certificate / Higher National Certificate course. In effect becoming a chartered engineer via the apprenticeship route involved 10 – 12 years of both academic and vocational training at an employer, college of further education and university. In 1986 National Vocational Qualifications (NVQs) were introduced, in an attempt to revitalize vocational training. Still, by 1990, apprenticeship took up only two-thirds of one percent of total employment.
 Revitalisation from 1990s on
In 1994, the Government introduced Modern Apprenticeships (since renamed ‘Apprenticeships’ in England, Wales and Northern Ireland; Scotland has retained Modern Apprenticeship), based on frameworks that are now devised by Sector Skills Councils. Apprenticeship frameworks contain a number of separately-certified elements:
- a knowledge-based element, typically certified through a qualification known as a ‘Technical Certificate’ (this component is not mandatory in the Scottish Modern Apprenticeship);
- a competence-based element, typically certified through an NVQ (in Scotland this can be through an SVQ or an alternative Competence Based Qualification);
- Key Skills (in Scotland, Core Skills); and
- Employment Rights and Responsibilities (known as ERR) to show that the Apprentice has had a full induction to the company or training programme, and is aware of those right and responsibilities that are essential in the workplace; this usually requires the creation of a personal portfolio of activities, reading and instruction sessions, but is not examined.
In Scotland, Modern Apprenticeship Frameworks are approved by the Modern Apprenticeship Group (MAG) and it, with the support of the Scottish Government, has determined that from January 2010, all Frameworks submitted to it for approval, must have the mandatory elements credit rated for the Scottish Credit and Qualifications Framework (SCQF).
As of 2009 there are over 180 apprenticeship frameworks. Unlike traditional apprenticeships, the current scheme extends beyond craft and skilled trades to parts of the service sector with no apprenticeship tradition. In 2008 Creative & Cultural Skills, the Sector Skills Council, introduced a set of Creative Apprenticeships awarded by EDI. A freelance apprenticeship framework was also approved and uses freelance professionals to mentor freelance apprentices. The Freelance Apprenticeship was first written and proposed by Karen Akroyd (Access To Music) in 2008. In 2011 Freelance Music Apprenticeships are available in music colleges in Birmingham, Manchester and London. The Department for Children, Schools and Families has stated its intention to make apprenticeships a “mainstream” part of England’s education system.
In 2010, Pearson Work Based Learning launched its new brand of Apprenticeship combining the established Edexcel BTEC brand and a number of technology solutions to form BTEC Apprenticeships offering Apprenticeships across over 20 different job sectors.
Employers who offer apprenticeship places have an employment contract with their apprentices, but off-the-job training and assessment is wholly funded by the state for apprentices aged between 16 and 18. In England, Government only contributes 50% of the cost of training for apprentices aged 19 and over.
Government funding agencies (in England, the Learning and Skills Council) contract with ‘learning providers’ to deliver apprenticeships, and may accredit them as a Centre of Vocational Excellence or National Skills Academy. These organisations provide off-the-job tuition and manage the bureaucratic workload associated with the apprenticeships. Providers are usually private training companies but might also be Further Education colleges, voluntary sector organisations, Chambers of Commerce or employers themselves.
 United States
Apprenticeship programs in the United States are regulated by the Smith-Hughes Law (1917), The National Industrial Recovery Act (1933), and National Apprenticeship Act, also known as the “Fitzgerald Act.”
In the modern era, the number of apprenticeships have declined greatly in North America. Free traditional apprenticeship job training has largely been replaced with on-the-job training (pay as you work), vocational classes, or college courses, which requires the student or an organization to pay for tuition. 
 American apprenticeship educational regime
In the United States, education officials and nonprofit organizations who seek to emulate the apprenticeship system in other nations have created school to work education reforms. They seek to link academic education to careers. Some programs include job shadowing, watching a real worker for a short period of time, or actually spending significant time at a job at no or reduced pay that would otherwise be spent in academic classes or working at a local business. Some legislators raised the issue of child labor laws for unpaid labor or jobs with hazards.
In the United States, school to work programs usually occur only in high school. American high schools were introduced in the early 20th century to educate students of all ability and interests in one learning community rather than prepare a small number for college. Traditionally, American students are tracked within a wide choice of courses based on ability, with vocational courses (such as auto repair and carpentry) tending to be at the lower end of academic ability and trigonometry and pre-calculus at the upper end.
American education reformers have sought to end such tracking, which is seen as a barrier to opportunity. By contrast, the system studied by the NCEE actually relies much more heavily on tracking. Education officials in the U.S., based largely on school redesign proposals by NCEE and other organizations, have chosen to use criterion-referenced tests that define one high standard that must be achieved by all students to receive a uniform diploma. American education policy under the “No Child Left Behind Act” has as an official goal the elimination of the achievement gap between populations. This has often led to the need for remedial classes in college.
Many U.S. states now require passing a high school graduation examination to ensure that students across all ethnic, gender and income groups possess the same skills. In states such as Washington, critics have questioned whether this ensures success for all or just creates massive failure (as only half of all 10th graders have demonstrated they can meet the standards).
There is a movement in the U.S. to revive vocational education. For example, the International Union of Painters and Allied Trades (IUPAT) has opened the Finishing Trades Institute (FTI). The FTI is working towards national accreditation so that it may offer associate and bachelor degrees that integrate academics with a more traditional apprentice programs. The IUPAT has joined forces with the Professional Decorative Painters Association (PDPA) to build educational standards using a model of apprenticeship created by the PDPA.
 Example of a U.S. apprenticeship program
Persons interested in learning to become electricians can join one of several apprenticeship programs offered jointly by the International Brotherhood of Electrical Workers and the National Electrical Contractors Association. No background in electrical work is required. A minimum age of 18 is required. There is no maximum age. Men and women are equally invited to participate. The organization in charge of the program is called the National Joint Apprenticeship and Training Committee .
Apprentice electricians work 37 to 40 hours per week at the trade under the supervision of a journeyman electrician and receive pay and benefits. They spend an additional 6 hours per week in classroom training. At the conclusion of training (five years for commercial and industrial construction, less for residential construction), apprentices reach the level of journeyman electrician, and are able to work independently without supervision. All of this is offered at no charge, except for the cost of books (which is approximately $200 per year). Persons completing this program are considered highly skilled by employers and command high pay and benefits. Other unions such as the Ironworkers, Sheet Metal Workers, Plasterers, Bricklayers and others offer similar programs.
 Example of a Professional U.S. Apprenticeship
A modified form of apprenticeship is required for before an engineer is licensed as a Professional Engineer in any of the states of the United States. In the United States, regulation of professional engineering licenses is the right and responsibility of the federated state. That is, each of the 50 states sets its own licensing requirements and issues (and, if needed, revokes) licenses to practice engineering in that state.
Although the requirements can vary slightly from state to state, in general to obtain a Professional Engineering License in a given state, one must a graduate with Bachelor of Science in Engineering from an accredited college or university, pass the Engineer-in-Training (Engineer Intern) exam, work in that discipline for at least four years under a Licensed Professional Engineer, and then pass the Professional Engineers exam.
In most cases the states have reciprocity agreements so that once an individual becomes licensed in one state can also become licensed in other states with relative ease.
 See also
- Apprentices mobility
- Educational Theory of Apprenticeship
- German model
- Guru-disciple tradition
- Indentured servant
- Vocational education
- “Apprenticeship indenture”. Cambridge University Library Archives (Luard 179/9). March 18, 1642.
- “Apprenticeship indentures 1604 – 1697”. Cambridge St Edward Parish Church archives (KP28/14/2). Retrieved 2009-12-07.
- Adrian Room, ‘Cash, John (1822–1880)’, Oxford Dictionary of National Biography, Oxford University Press, 2004
- “Australian Apprenticeships Homepage”. www.australianapprenticeships.gov.au. Retrieved 2007-12-11.
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- ^ a b “Research, education & online exhibitions > Family history > In depth guide to family history > People at work > Apprentices”. The National Archives. Retrieved 2008-06-16.
- Dunlop, O. J. (1912). “iv”. English Apprenticeship and Child Labour, a History. London: Fisher Unwin.
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- ^ a b World Class Apprenticeships. The Government’s strategy for the future of Apprenticeships in England. DIUS/DCSF, 2008
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- “Creative Apprenticeships”. Creative & Cultural Skills.
-  SAISD Fundamental Beliefs: Excellence and equity in student performance are achievable for all students.
- Seattle Times, September 09, 2006 “WASL results show strong gains, puzzling declines across the state” By Linda Shaw
 Further reading
- Modern Apprenticeships: the way to work, The Report of the Modern Apprenticeship Advisory Committee, 2001 
- Apprenticeship in the British “Training Market”, Paul Ryan and Lorna Unwin, University of Cambridge and University of Leicester, 2001 
- Creating a ‘Modern Apprenticeship’: a critique of the UK’s multi-sector, social inclusion approach Alison Fuller and Lorna Unwin, 2003 (pdf)
- Apprenticeship systems in England and Germany: decline and survival. Thomas Deissinger in: Towards a history of vocational education and training (VET) in Europe in a comparative perspective, 2002 (pdf)
- European vocational training systems: the theoretical context of historical development. Wolf-Dietrich Greinert, 2002 in Towards a history of vocational education and training (VET) in Europe in a comparative perspective. (pdf)
- Apprenticeships in the UK- their design, development and implementation, Miranda E Pye, Keith C Pye, Dr Emma Wisby, Sector Skills Development Agency, 2004 (pdf)
- L’apprentissage a changé, c’est le moment d’y penser !, Ministère de l’emploi, du travail et de la cohésion sociale, 2005
- Learning on the Shop Floor: Historical Perspectives on Apprenticeship, Bert De Munck, Steven L. Kaplan, Hugo Soly. Berghahn Books, 2007. (Preview on Google books)
 External links
- Facts about Germany: Apprenticeships, Federal Foreign Office
- L’Apprenti, in French
- Academic Apprentices: Still an Ideal?, Barry Yeoman, Duke Magazine
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