Apprenticeship leaders often have little detailed knowledge of vocational-technical education, and educators often lack such detailed knowledge about apprenticeship. In addition, leaders in both vocational-technical education and apprenticeship can be influenced by issues of control and ownership. Although such other training strategies may have great value in their own right, only apprenticeship produces fully trained, competent journeypersons with the skills needed to perform effectively in the workplace. Learning in the workplace under the supervision of a master worker allows full participation by students in the process of learning and working. Through observing and commenting, students can build technical skills, experience the sharing of tasks, and see how technical tasks relate specifically to theoretical knowledge and interpretation.
Students are more likely to be able to understand the big picture.
Students can see for themselves how the technical task can be affected by the context in which it is performed and how their own performance must take that context into account. Such broadening of technical performance makes workers more skilled, more flexible, and more able to contribute to workplace productivity. In addition, students are prepared to acquire new skills later in life. Other benefits accrue directly to students in apprenticeship and other forms of work-based learning. Students can receive training and acquire new skills while working and earning an income at the same time.