Equal opportunities vital for apprentices

We must ensure we have an apprenticeship framework that meets the needs of the individual and employers, argues Jamie Insole, Wales policy officer for the University and College Union

IF COVID-19 has shone a spotlight on the structural inequalities at the heart of education systems across the UK, imminent demographic change poses a far greater challenge to the Welsh postcompulsory education community.

As many readers will be aware, as of 2021 the number of prospective students is likely to increase.

What begins as a stream is likely to peak as a flood by 2030.

While the shape of this shift is somewhat different in Wales, universities operate as a UK market.

Consequently, and even banking on some expansion in capacity, competition for university places can only become sharper.

If what was popularly reported as the “examinations fiasco” taught us anything, it is that factors giving rise to disadvantage are built into the system (or “algorithm”).

We are thus confronted with a simple three-way choice – build more universities, accept social predestination or find a more intelligent way of doing things. Fortunately, a solution exists. The University and College Union has consistently rejected the academic-versus-vocational divide.

Both are acceptable and effective routes into a career.

We believe in the liberation of potential through education and training, working in social partnership to build future post-16 policy and delivery across Wales.

This is how social justice can be delivered.

To get there, however, we require measurable quality, coherent pathways and appropriate assessment which demonstrates the value of a gained qualification.

In that respect, we see no reason why an apprentice who embarks upon a course at the age of 14 should not enjoy the opportunity to emerge with an equivalent Master’s at the age of 28 or 34.

This is how it is done in Germany, where a master engineer is considered no better or worse than a barrister.

This is precisely why we propose a new Credit and Qualifications Framework for Wales.

Rather than having a series of qualifications joined together to deliver the appropriate apprenticeship and level of study, we envisage the level of apprenticeship achieved to be the qualification in and of itself.

This will allow the learner to build up their capabilities and transferable skill levels with one or indeed with several employers, as well as making for a credible vocational qualification, more easily comparable to traditional awards such as A-level.

‘We see no reason why an apprentice who embarks upon a course at the age of 14 should not enjoy the opportunity to emerge with an equivalent Master’s at the age of 28 or 34’

Surveying the Welsh policy landscape, we see exciting developments both in terms of foundational economy and new economic models. The Welsh Government’s notion of “Better Jobs – Closer to Home” offers relief to previously neglected communities. Against a background of Covid-19 recovery, one can see how this work might be further developed to involve local small and medium enterprises in educating a new generation of Welsh workers.

However, such a drive must be built around consistent and excellent pedagogy.

This is not simply a case of satisfying a short-term skills agenda.

Rather, the object must be to equip learners with the habits of mind comparable to those found in our most prestigious academic institutions.

The introduction of Wales’ new National Curriculum in schools looks to the 21st century in ensuring that school-leavers are properly prepared for the structural changes to work, such as an increased use of digital technology and the changes in the production processes in manufacturing.

The health and wellbeing goals of the current Welsh Government are key drivers in this space.

Moreover, if a new learner-centred curriculum is to deliver, government must be serious about enabling all learners to grow and progress in ways unique to them.

We must ensure that we have an apprenticeship framework which meets the needs of the individual and the employers in Wales, many of whom are SMEs.

A common apprenticeship framework is needed – one which allows workers to pick up learning at appropriate points in their development; which coheres in terms of competencies, capabilities and habits of mind; which is flexible and set within a credit and accumulation framework to allow part-time access at every qualification level past junior apprenticeship up to and including masters.

If Wales created a framework which met international vocational standards, it could lead the way in this field, especially in engaging SMEs to allow their workforce access to part-time apprenticeships.

We believe that the use of a specifically developed Credit and Qualifications Framework for Wales allows government to use credit accumulation and transfer, alongside accredited prior learning, effectively within a common apprenticeship framework in Wales.

Wales is a small country with sufficient knowledge and expertise to be able to scope the potential for a common apprenticeship framework which would allow SMEs to share apprentices.

So as we begin to assess the damage and imagine what equality-led recovery might look like, let’s take this opportunity to give hope, confidence and equal opportunity to all young people in Wales.