'Wild West' Approach to Apprenticeships in the UK

by Brian Bamford

CAMILLA CAVENDISH writing in the FT on 4th, October, wrote: 'The gulf between academic and vocational education in the UK has depressed productivity and exacerbated skills shortages.' She added that: 'Many of the largest shortages reported by employers are in sectors such as construction, health and IT.'

Meanwhile, in the UK only one one in ten adults hold a higher technical qualification as their highest qualification compared to about one in five in Germany and one in three in Canada. Camilla Cavendish estimates that 'as much as 20% of the UK workforce will be significantly under-skilled for their jobs by 2030'.

In this country the government wants to bridge the gap, and according to Ms. Cavendish 'create a "world-class, German-style further education system".' The government has promised a 'lifetime skills guarantee' with the offer of free further education courses to adults without A-levels or the equivalent. Yet Ms. Cavendish insists 'The challenge [for the government] is to make them good enough ans to offer people who didn't enjoy school something better the second time around' and she says: 'Until now, the UK has not done this well.' And she argues that in the 'UK ministers must fight their urge to centralise'.

The trouble is that anyone in the UK can set-up as a joiner without any qualifications. Yet in Germany you can't be a carpenter or plumber unless you have mastered a trade doing an apprenticeship of about three years, often followed by evening classes. The handwerk curriculum is also guided by master craftsmen who know the job, and not what Ms. Cavendish calls: 'pseudo-academics'.

She viciously compares the two systems saying: 'In contrast, vocational training in the UK is a Wild West. There are a bewildering array of more than 12,000 different qualifications. Students are often jammed through courses in which "competition", not actual learning, commands the fee. Sub-contracting is rife, making it hard to monitor quality. There are some excellent courses; but also mis-selling. Good further education courses have also been denuded of funding with their teachers paid less, on average, than their counterparts in schools.'

It may be argued that the German guild system is a bit 'inflexible', and it could opperate a bit like closed shops. Also in the rapidly shifting situation even a gold standard apprenticeship may not last a lifetime. Yet surely it offers a better set-up than we've got now with all kinds of chancers and scallwags passing themselves-off as tradesmen in this country. This decline in workmanship was brought forward with Margaret Thatcher's attack on the trade unions in the 1970s and 80s, and the replacement of the one-to-one traing on the job with the 'pseudo-academics' and the prioritisation of classroom learning.

The 20th century philosopher Ludwig Wittgenstein was clearly aware of this vast gulf between practical know-how on the job and speculative classroom efforts to solve problems when he remarked to his student Maurice Drury: 'You think philosophy is difficult enough but I can tell you it is nothing to the difficulty of being a good architect. When I was building the house for for my sister in Vienna I was so completely exhausted at the end of the day that all I could do was go out to a "flick" every night.'

Based on his own building site experiences and observations, Wittgenstein noted the language games employed by building workers giving orders and obeying them in building a wall: such as for example shouting 'brick' and not 'bring me a brick' and so forth to his mate (see his Philosophical Investigations). Classroom learning creates a completely different language game which somehow lacks the quality of the practical situation. In Wittgenstein's terms they are two distinct 'forms of life' and two different 'language games'.

The snobbery of the middle class will naturally continue to prefer the full time graduate degree as the ideal. But it will still not help when we want to get the roof fixed.

*********************************************