Blog 4
Education time wall. Apprenticeship
In this workshop we were discussing the time lag of education. We were all given a variety of Post-it notes and questions when it happened. I slightly felt like an impostor in the room at this stage, as I did not have the same level of education as my peers. But when we started placing the Post-it notes on the wall, I questioned why The Apprentice System was not there, then the teacher wrote another Post-it note then placed it on the wall. I felt better in knowing that I belonged to this world of education.
Coming from a working-class background and a migrant family, I am first generation born British. In the past my parents were not highly educated and believed in working to survive. This had an impact on me as they thought education was for the higher-classes and it was more important for me to work in order to support my family.
When leaving secondary education, there was a big dilemma for me how to support my family as well as studying. I am dyslexic, which had not been diagnosed at this stage. An opportunity arose for me to do an apprenticeship in City and Guilds. This is how I would be able to achieve both things, an education and able to work to support my family.
The TVET Development Journal supports my view that combining tradition and spiritual mentoring combine to make learning an intrinsic part of my life – I am a devout Hindu and believe that any gift I have in my work is God-given, thereby giving me the ability to create a calm and balanced atmosphere for learning and creativity, be it in a studio space or even online. “The history of apprenticeship training goes back to the ancient times, when there was no formal schooling system. However, teaching and learning activities were carried out and accomplished through various ways. The guru-shishya tradition was in practice in traditional Indian and Nepalese cultures and religions. It was the tradition of spiritual relationship where teachings were transmitted from a guru “teacher” to a “disciple”. In olden days too, the disciples learned trade-related skills and knowledge in a unique relationship of a guru and chela in an improvised or makeshift school called gurukul. There was a moral and disciplined bond of relationship between the guru and the disciple based on the genuineness of the respect, commitment, devotion and obedience. The disciple was supposed to stay and learn at the gurukul and at the same time assist his guru in household chores. Thus, it was considered the best way for imparting subtle or concrete knowledge and skills to the learners.
Even in the early oral traditions of the Upanishads in Hinduism during 2000 BC, the guru-shishya relationship is mentioned. The term “Upanishad” is derived from the Sanskrit which means sitting down near a spiritual”
Now looking back on this was the best option I got to work in industry. I met the most amazing mentors who taught me how to use my hands to craft and make the most elaborate garments. This knowledge exchange from teacher to apprentice is something that I will treasure and use in my career. At the same time, I had an education where they taught me the practical methods of making and doing.
Reference List
Mandalia, K., my spiritual guide and mentor – Who taught me the value of sharing knowledge. An East African politician who gave up a successful career to provide a calm environment in the form of a Hindu temple in north west London.
Bhurtal, M., (2012) Apprenticeship, an Overview TVET Development Journal Vol 1 (12) p124 ISBN: 978-9937-8461-0-3