Agriculture Reference
In-Depth Information
One must also factor in to any new craft education and training programmes,
semi-skilled adults working within the crafts, to harness and develop any potential
demonstrated. Most have picked-up craft skills on-site and produce acceptable
standards of work. They need to be made aware of the benefits of develop-
ing knowledge and skills to increase pride in their craft, to enhance their
abilities, and to obtain full qualification that will provide a platform for
future advancement in the crafts and, perhaps later, other aspects of the con-
struction industry. To encourage them to register and attend relevant courses
at the appropriate level, credits can be granted for their existing skills and
experience.
As a former Head Lecturer (1987-92) the writer knows that many adult
students are nervous about re-entering formal education years after leaving
school, where perhaps they found academic learning difficult. Most under-
estimate how maturity has made them receptive to learning. Adult attendance
has positive effects on younger students, brings site experiences into the class-
room, and raises levels of class behaviour. Some, fed-up with years of routine
craftwork on new-build, find through their studies an attraction to the more
sensitive areas of conservative repair and restoration, providing a whole new
challenge for the mature craftsperson.
The Learning Environment
Part or full-time formal study at approved colleges or learning centres must
provide a combination of education and training linked to craft history and
architecture. Too many workers today lack any empathetic understanding of
the craft methods, tools, and historical practices of the buildings they work on.
This knowledge is vital if we are to ensure that craftspeople can confidently
meet the combined practical demands of modern and traditional work to the
highest standards.
This off-site study in the colleges should be supplemented, where appropri-
ate, by time on high-level and specialised craftwork alongside master crafts-
people, in their workshops or on site. A true master not only teaches verbally
but also by direct example, nor does he or she just inform apprentices of val-
ues but reveals them through conduct and inter-relationships. Students will
learn lessons about resourcefulness that can never be gleaned from topics, and
be stimulated and inspired by witnessing a willingness and dedication to pur-
sue perfection, no matter what it takes - the hallmark of true craftsmanship.
A Student-Employer Agreement
After the student completes formal school education and decides to learn a
craft, a learning agreement based on the 'indenture' could be drawn up that
