Apprenticeship as a model of vocational ‘formation’ and ‘reformation’: the use of Foundation Degrees in the aircraft engineering industry

Abstract

This article argues that once apprenticeship is conceptualised as a social model of learning, then it no longer follows that apprenticeship is an age- or phase-specific model of vocational formation. The article explores this claim through drawing on a case study of the design of a Foundation Degree (FD) in aircraft engineering, which was explicitly designed to support the formation of ‘new entrants’ and the reformation of ‘career switchers’ vocational practice. Using the concept of recontextualisation the article highlights how: (1) the company (KLM) and the college (Kingston) FDs designed the teaching and learning curriculum to facilitate the above goals; and (2) learners used the opportunities provided by these curricula to develop their vocational practice. The article concludes with a number of observations about the conceptual and policy implications of its analysis.

Keywords:

• VET and development
• learning theory
• pedagogy
• workplace learning
• vocational HE
• adult learning

Notes

1. Representing the interests of European member states and the European Commission, EASA acts as a regulator of the aviation industry: a ‘neutral and independent decision maker’ – ‘free from all political interference.’ The Civil Aviation Authority (UK) is the national competent authority empowered by Parliament to enact EASA regulations and issue licences on its behalf.