Exploring the learning experiences of apprentices in Ireland: an interpretative phenomenological analysis

The model of apprenticeship learning and training has a long tradition in civilisations. It has been characterised by a master passing on the knowledge and skills of a particular craft to a young learner over a period of years. More recently, the formalising of trades and apprenticeships has seen a move from small, cottage style apprenticeships into state mandated programmes. In many cases, these changes in apprenticeship systems were underpinned by law and formalised technical training was provided through a variety of access options in a technical college. Over the last century, the landscape of the apprenticeship has been split between on the job learning in the workplace, and off the job training in some form of education institute. To ensure the quality of the training available, curricula were written and adopted across multiple apprenticeship programmes. Recent reforms to the Irish apprenticeship system have been characterised by inputs from multiple stakeholders regarding their vision for the constitution of apprenticeship programmes, their structures and enactments. Throughout that process there were no inputs, at any stage, from apprentices. Apprentice input was not a consideration in the deliberations of those deciding and designing the future structure of the apprenticeship programmes and the model of learning. The absence of apprentices’ inputs from such an important process highlighted another absence, the lack of feedback opportunities afforded to apprentices by any organisation involved in its provision at any stage of an apprenticeship programme. Apprentices are given no voice at the construction of their programmes nor asked for their experiences following its enactment. Recently, in Ireland, multiple craft trade curricula were rewritten, updated and implemented. The craft trades of Brick and Stonelaying, and Wood Manufacturing and Finishing were updated but never implemented. As such, the apprentices were undertaking an out of date programme that purports to create industry ready workers. The central aim of this study is to explore the learning experiences of apprentices on the craft trades of Brick and Stonelaying, and Wood Manufacturing and Finishing on the Irish Standards Based Apprenticeship programme in their own words and through their lived experience. Twenty participants took part using semi-structured interviews utilising a framework of Practice Architectures to structure the interview schedule. Data was analysed using Interpretative Phenomenological Analysis. There were two cross trades themes relevant to both sets of apprentices. Firstly, they have a negative identity as a learner. This is based on their past experience of secondary school and their more recent experiences of being on a higher education campus. Secondly, they experience a complex curriculum enactment where they see ‘curriculum’ and ‘assessment’ related to college, the college-based learning as being out of date but that college-based learning also a benchmark for skills acquisition. The findings also showed individual themes pertinent to each trade. The theme in relation to the Brick and Stonelaying apprentices, showed how they undertook their apprenticeship as a purposeful career choice. The theme in relation to Wood Manufacturers and Finishing apprentices, revealed their contradictory view of the trade. The study finishes with several recommendations based upon the findings. In particular, an attitude shift at societal level is required to raise the esteem of trades as a career route and the formalising of a feedback mechanism for apprentices in order for their voices to be heard in some way.