League table revamp is considered as part of apprentice shake-up
A new approach to learning
THE RETHINKING of school league tables is one of a raft of measures which could help tackle the stigma around apprenticeships, according to a new report by the University of Sheffield.
The Government has set a target of creating three million apprenticeships by 2020, with the intention that these will be given the same recognition as university degrees.
A study by Professor Louise Ryan, of the university’s Department of Sociological Studies, reveals there are many benefits to well-structured and well-implemented apprenticeships for both apprentices and employers. However, challenges remain – including low pay, scepticism in schools and the quality of training.
Speaking to apprentices, tutors, trainers and employers, researchers found apprenticeships were widely regarded as a ‘second chance’ at education for those who had not done well in school and that employers have had positive experiences with apprentices. Employers also valued apprenticeships as a way of ‘fast-tracking’ young people into technical careers to address the skills gap.
But many young people said their schools were more interested in promoting traditional academic routes to university, with several saying the drive towards universities was more in the interest of schools than students.
Several said they got little or no information about apprenticeships from their school’s careers advisors and some academic high-achievers were actively deterred.
The study also found that while one of the Government’s key selling points for apprenticeships is ‘earn while you learn’, they may not be an viable option for poorer families as the payment for many apprentices is currently well below the National Minimum Wage. Many said undertaking an apprenticeship was only viable if they lived at home with their parents, according to the university, and the quality of training was also questioned.
Professor Ryan said: “It is encouraging to see that the Government recognises the value of apprenticeships and has developed mechanisms to increase the number available, but a key challenge is to overcome the residual negative stereotypes about apprenticeships by ensuring that young people get into high-quality training schemes, leading to good employment opportunities.”
To incentivise and implement better apprentices, the report recommends a series of measures, including rethinking school league tables to encourage schools to promote apprenticeships so success is not judged simply on A-level results and progression to university. Creating a coordinated, single-portal application process for apprenticeships – like UCAS – has also been suggested. To boost the quality of training provision, researchers recommend improving the monitoring of apprenticeship accreditation to ensure training is meeting the required standards to address the skills gap, increasing the minimum length of a course to no less than 12 months and bringing training back into colleges.
Professor Ryan said: “The Government is pumping billions of pounds into apprenticeship programmes, but there are tensions between the main aims for apprenticeships. On the one hand, they are promoted as addressing the skills gap and training the next generation with in-demand skills, but they are also presented as second-chance education or training for those with poor academic achievement.”
THE PUBLICATION of this year’s A-level results has, predictably, led to much soul-searching about the rigour of academic qualifications – and the value of a university education. It will be the same again this Thursday when new-look GCSE grades are revealed.
Yet, leaving aside the now perennial argument about whether it is right for politicians to overshadow the achievements of all those pupils who met or exceeded expectations through their own hard work, it’s equally important not to overlook the successes of those young people undertaking apprenticeships.
With the Government hoping three million people take up ‘learn and earn’ opportunities by the end of the decade to enhance their skills, it’s timely that the University of Sheffield – an organisation competing for the next intake of undergraduates – should be highlighting this issue.
Just because a young person does not, for whatever reason, go to university should not mean that they’re written off by prospective employers or the country’s political elite. Quite the opposite. Britain is crying out for the practical-minded who can turn their hand to traditional trades.
The key is ensuring that secondary schools are not judged by the number of students who join a university but also the pupils who complete successful apprenticeships.
Not only would this help to raise awareness about the merits of on-the-the-job training in conjunction with colleges, but of the need to make sure that participants receive the support, supervision and stimulation that they need in order to enhance their own future prospects. Their role is not to make the tea, run errands or behave like the preening candidates on TV’s The Apprentice. If the mindset is changed, there’s no reason why apprenticeships can’t receive the same recognition as university degrees, and rightly so.