Back to the future
The importance of apprenticeships in the heritage sector.
The UK’s abundant and varied architectural legacy encapsulates the development of artisanal expertise and material manipulation. In doing so, tangible structures are crafted that mirror the continuously changing trends within our society.
According to Historic England, more than 21% of England’s residential building stock predates 1919, and when factoring in non-residential buildings, this rises to 31%. Furthermore, if the numerous buildings within designated conservation areas are incorporated, the proportion of our building stock constructed with traditional materials rises significantly.
Preserving and restoring our historic structures is the responsibility of a committed community of experts who safeguard these buildings through the use of time-honoured materials and methods, often handed down through successive generations. This upholds the legacy of craftsmanship and skills, as well as guides our approach to the maintenance, conservation and repair of our historic buildings.
Conservation of historic buildings involves numerous disciplines and, at a craft level, many practitioners are considered specialists in specific areas of expertise. These skilled artisans include decorative plasterers, timber framers, stone masons, blacksmiths, gilders and more.
However, concerns about an acute skills shortage have been reiterated consistently over the past two decades by entities such as National Heritage Training Group, Heritage Crafts and Historic England. Various reasons are cited for this shortage. There are challenges in finding trainees, shifts in craft teaching methods and the high cost of training.
What is particularly concerning for those in the sector, is that as well as an ageing workforce, there is a lack of interest among school-leavers in pursuing craft practices. These concerns are closely tied to the most alarming trend within the sector – the decline in the transmission of traditional skills. This includes the loss of apprenticeships and the intergenerational transfer of knowledge within families, the latter being a cornerstone of traditional skills for generations.
At the heart of craft training, as in many other industries, lies the exchange of knowledge between experienced practitioners and apprentices. This tradition, deeply rooted in the medieval craft guilds where apprentices were bound to master craftsmen for a fixed term, has evolved into the modern apprenticeship.
Today, this model heavily relies on the expertise of seasoned practitioners and their ability to pass on skills and knowledge through hands-on exploration and practice in the workplace.
The seminal text Situated Learning by Jean Lave and Etienne Wenger introduced key concepts related to knowledge transfer and acquisition within the apprenticeship framework.
A central concept is Communities of Practice, where networks of craft practitioners at various stages of their careers come together around the shared practice of their craft.
These communities foster an environment where learning is co-constructed, allowing members to engage in discussions and activities that shape both their experiences and their professional identities.
Surprisingly, much of the knowledge acquired in such settings does not come from formal, explicit instruction. Instead, it emerges through observation, imitation and informal interaction. For new learners, such as apprentices, the hierarchical structure of a community of practice provides a clear pathway toward acceptance and recognition. This journey involves shared practices, tools, language and a collective commitment to the craft.
Research at the University College London draws on Lave and Wenger’s concepts to investigate knowledge-exchange practices in the traditional heritage discipline of historic brick pointing. This research highlights the critical crossroads faced by traditional craft training and explores alternative methods to capture the expertise of seasoned practitioners. The goal is to develop innovative tools that preserve the intricate nuances of traditional craft practices.
Findings from the first phase reveal that the key concepts introduced by Lave and Wenger more than 30 years ago remain as relevant today as they were then. While the formalised role of the master craftsman, so prominent until the early 20th Century, no longer exists in the same way, the essence of the apprenticeship model has endured. The process of knowledge transfer continues to be shaped by the interplay between the expertise of seasoned practitioners and the willingness of newcomers to learn and engage with the craft.
In these challenging times, it is imperative to rethink how we capture, share and disseminate craft knowledge. This requires the development of mechanisms that not only honour and preserve traditional skills but also engage modern technologies to enhance their transmission.
By broadening our approaches, we can provide the next generation of apprentices with the tools and resources needed to protect our historic buildings and uphold the enduring legacy of traditional craftsmanship.
