1 Department of Curriculum Research, Danish School of Education, Aarhus University, Aarhus University2 Danish School of Education - Uddannelsesvidenskab, Emdrup, Danish School of Education, Arts, Aarhus University3 Danish School of Education - Uddannelsesvidenskab, Emdrup, Danish School of Education, Arts, Aarhus University
the pros and cons of the new Danish apprenticeship modelFordele og ulemper i ny mesterlære
Apprenticeship is in many ways perceived as an optimal way of learning, as it is closely connected to a specific and concrete practice and involves the luxury of individual training. However studies of and literature about apprenticeship training all point to the necessity of further developing apprenticeship in order to enable the general and expansive learning that corresponds to the modern demands for qualifications (Fuller and Unwin, 1998; Gamble, 2002; Guile and Young, 1998; Shaw and McAndrew, 2008). That part of the training, which aims at transcending the specific community of practice, often takes place in school-based education, (Brooker and Butler, 1997). In the Danish dual system the general training will typically take place in VET colleges. However, in this article about the new apprenticeship model in Denmark, the issue is whether the general parts of the VET curricula can be accomplished in other ways than through school-based learning. This issue is relevant because the new apprenticeship model partly substitutes school-based training with in-company-based training.
Future of Vocational Education and Training in a Changing World, 2012, p. 341-359