Learning for life? Comparing miners’ education and career paths in Chile and Norway 1860-1940

by Kristin Ranestad (University of Oslo)

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Is formal education relevant and useful for industry? Do trained workers acquire relevant knowledge outside the school setting, and if so, where and how?

Much research has been done on technical education, industrial performance and economic growth. But we still lack knowledge of the content of teaching, and the direct use of formal education in daily work tasks and innovation processes. Moreover, our knowledge of the limitations of formal education is scarce.

This research seeks to complement previous work with a detailed investigation of the connections between formal education, ‘learning by doing’, networking and innovation in mining from around 1860 to 1940. Analysing the connection between education, learning and innovation in mining is particularly interesting because mining education was one of the first technical training programmes aimed at a specific industry.

The reason it is possible to study this subject in detail is because of unique source material for the period. Student yearbooks from Norway for the years between 1855 and 1943, and for some years for Chile, provide exclusive information about the life and work of secondary school graduates after they completed their formal education.

This allows to follow the graduates from school into their practices, work and travels, and it is possible to make in-depth analyses of the functions of formal education and of knowledge and skills learned outside school settings.

The student yearbooks for Norway were published each year by the university and are collections of reports made by the graduates themselves about scholarships, continuing education in Norway and abroad (technical and higher), study travels, trainee positions, companies they worked at in Norway and abroad, working positions and personal experiences.

From these yearbooks and additional sources, we find that the formal mining education was relevant and useful for positions in a broad spectrum of mining organisations. Moreover, the radical technological changes that were happening in mining at the time were supported by increased diversification in workers’ educational background and an increase in the proportion of trained workers.

Workers with formal education were increasingly used by the industry. At the same time, we find that practice, work experience and especially study travels abroad, are key examples of essential supplementary knowledge to the formal and theoretical mining instruction, which was acquired outside a school setting.

Workers, technicians and engineers from Norway had a long tradition of travelling abroad. Out of 341 Norwegian mining engineers, 256 (75%) went abroad between 1787 and 1940, normally to Germany, Sweden, France, England, and the United States from the turn of the twentieth century – all countries with important mining industries. They went to study at a foreign universities or schools, to do geological surveys or acquire information about specific techniques, or to work for a longer period at a foreign company.

During these trips abroad, the engineers created networks, acquired knowledge about up-to-date mining technology and contacts and took specialised courses at universities. To understand all dimensions of technology, and especially how to select, transfer, adopt and modify techniques, hands-on experience and learning by doing on-site was key.

The trips abroad were vital to learn how to use, repair and maintain new mining machinery, tools and techniques and enabled knowledge transfer. They functioned as a form of networking and sometimes led to new investments and business opportunities in Chile and Norway. The knowledge acquired during these trips was different than the knowledge learned in school, but not less important.

 

 

How new technology affects educational choices: lessons from English apprenticeships after the arrival of steam power

by Alexandra de Pleijt (Utrecht University), Chris Minns and Patrick Wallis (London School of Economics)

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Many workers today worry whether robots will do away with their jobs. Most economists argue that the effect of automation is likely to depend on what workers do. Robots may replace some types of manual work, but new jobs will also be created to design, maintain and manage automated production.

A shift towards ‘new jobs’ would mean that different skills will be valued in the future, and many policy experts have argued that secondary and post-secondary education will have to change in response. But if young people and their parents anticipate how automation will affect their job prospects, the choices made among current educational opportunities could shift ahead of any changes in what is offered.

The effects of automation on educational choice will be seen in the future. But past experience can offer some ideas as to whether the arrival of new technology affects these choices, even before the technology is widespread.

This research examines how the arrival of a new production technology affected educational choices in late eighteenth century England. The period between 1760 and 1810 is at the beginning of the largest shift in history from hand- to machine-powered production, through the invention and spread of the steam engine that powered the British Industrial Revolution.

Our research combines detailed evidence on the location and timing of the adoption of steam engines with the records of over 300,000 English apprenticeships from the rolls of the Commissioner of Stamps.

The main finding is that the arrival of steam power changed the willingness of young people to pursue apprenticeships, which for centuries had been the main route to acquiring the skills required for the production of manufactured goods. Counties saw a fall of 40-50% in the share of population entering into textile apprenticeships once a steam engine was present.

Despite the possible association with machine design and maintenance, mechanical apprenticeships also saw a decline of just under 20% following the arrival of steam. Merchant and professional apprentices, who were trading the goods produced by craft or industry, were mostly unaffected.

These findings show that the workforce responded to the emergence of technology that would dramatically change the nature of production and work in the future, but that much of the response was local. Apprenticeships fell first in northern counties where industrial towns and cities with factory-based production had emerged earlier. A similar decline in how workers were trained was not seen in southern and eastern England in the early part of the Industrial Revolution.