Back in olden days, experiential education was in the form of master-apprentice, where the master was also responsible for ethical conducts and financial support of the apprentice. (Modern education models often ignore ethical conducts and reverse the finance roles (the burden is now on the apprentice). The master had to secure sponsors (or jobs) to keep the crafts and craftsmen going.
Nowadays, in Thailand, masters are selected and appointed to a post (which may not relate to the masters’ crafts or skills), and apprentices are selected by ability to answer a set of questions (which may not relate to the requisites for the crafts or skills). The apprentices (with family support) then try to obtain a certificate.

In comparison to modern models, which rely on government support, apprentice-support and some industry-support, but provide little support to apprentices, the old way seems more challenging for masters to select apprentices, jobs and sponsors, and develop the crafts to satisfy them; the apprentices would have to learn more than just the crafts to become masters themselves. And they would have learned by real experiences.

That’s in the romantic age, what can we do now to restore some of those transcendental qualities in our modern models of education? And how do we infuse financial support for these qualities?