THE FUTURE OF DEGREE APPRENTICESHIPS - Universities UK · 2019-07-15 · the need to address the UK productivity gap, the increasing demand for higher level skills, the need to support

THE FUTURE OF DEGREE APPRENTICESHIPS#EARNANDLEARN

VISIONOur vision for a successful degree apprenticeship system is one that:

•stronglyunderpinsandcomplementstheIndustrialStrategy

•isemployer-led

•deliversontheneedformorehigherlevelskillsandapprenticeships

•makesthemostofopportunitiestowidenparticipationandsupportlifelonglearning

•buildsupon,enhancesandcelebrateseffectiveuniversity–employercollaboration

•embedsdegreeapprenticeshipsasmainstreamhighereducationprovisionofequalstatusandstandingasexistinghighereducationprovision

•ensuressustainablefundinglevelsforhigh-qualityapprenticeships

•adoptsarigorousapproachtoreducingunnecessarybureaucracyandcosts

FOREWORD 2

EXECUTIVE SUMMARY 4

METHODOLOGY 7

RECOMMENDATIONS 8

INTRODUCTION 12

1: THE VALUE OF DEGREE APPRENTICESHIPS 15

2: THE SUCCESSES OF DEGREE APPRENTICESHIPS: THE UNIVERSITY APPROACH 27

3: STUDENT DEMAND FOR DEGREE APPRENTICESHIPS 41

4: ENSURING THE SUCCESS OF DEGREE APPRENTICESHIPS 51

ANNEXE 1: METHODOLOGY 63

ANNEXE 2: MEMBERSHIP OF THE SOUNDING BOARD 67

ANNEXE 3: ORGANISATIONAL GLOSSARY 68

BIBLIOGRAPHY 69

CONTENTSCONTENTS 1

FOREWORDSince the introduction of degree apprenticeships in England in 2015, universities and employers have enthusiastically embraced this new and exciting opportunity to both supercharge skills development and transform partnerships and collaboration. ThevastmajorityofuniversitiesinEnglandarenowregisteredtoprovideapprenticeships,andthereisastrongpipelineofhigherlevelstandardsindevelopmenttoaddtothosethathavealreadybeenapproved.

Universitiesandemployershaveinvestedconsiderabletime,energyandresourcestoensurethesuccessofdegreeapprenticeshipsandweareseeingthefirstdegreeapprenticesgraduatewithimpressiveresults.Theapprenticescombinedevelopingtheirworkplaceandoccupationalskillswithstudyingfortheirdegree,whichhasbeendesignedwithemployerstocomplementtheirrole.Thismakesdegreeapprenticesveryemployable.Universitieshaveveryquicklyembeddeddegreeapprenticeshipsintotheirprovision,buthavealsohadtheirapproachestoemployerengagementandflexible,innovativedeliveryenhancedbytheexperience.

Degreeapprenticeshipsprovideanopportunityforemployerstoworkcloselywithuniversitiestodevelophigh-qualityprogrammesthatmeetkeyskillsneeds,filloccupationsthatareexperiencingshortagesanddelivertheminaninnovativeandflexibleway.Theyprovideopportunitiesforemployerstorecruittalentedstaffwithpotential,andtodevelopandupskillexistingstaff.Degreeapprenticeshipsarealsoanidealopportunityforemployersanduniversitiestoconsiderhowtheycanrecruitamorediverseworkforceandextendemploymentopportunities.

UniversitiesUK(UUK)isanenthusiasticsupporterofdegreeapprenticeshipsandhassoughttheviewsoftrailblazers,employers,universities,andprospectiveapprenticesandtheirparentstobothhighlightthepositiveimpactandpotentialofdegreeapprenticeshipsandtoconsiderwheremoreneedstobedonetomakethemanevenbiggersuccess.Thereisclearsupportforanemployer-ledsystemwithstrongpartnershipswithuniversities,butmoreneedstobedonetomakethisareality.

2FOREWORD

THE REPORT’S FOUR MAIN RECOMMENDATIONS ARE AS FOLLOWS:

• Governmentshouldleadacampaigntopromotethebenefitsofdegreeapprenticeshipstoemployersandthepublic,includingbettercareersinformationandguidanceatanearlierageinschools,andtheUniversitiesandCollegesAdmissionsService(UCAS)shouldmaketheapplicationsystemfordegreeapprenticeshipsasstraightforwardasitisforundergraduatedegrees.

• Governmentshouldinvestininitiativestosupportsocialmobility,lifelonglearning,andgrowthindegreeapprenticeshipsamongunderrepresentedgroups.

• Thesystemshoulddeveloptomeetcurrentandfuturedemandforhigherlevelskillsinareassuchasdigitaltechnology,management,andpublicservices,toboostregionaleconomies.

• Makeiteasierforemployerstoincludeadegreewithintheirapprenticeshipswheretheyseeitaddingvaluetotheirbusinessandtotheirapprentices,andstreamlineprocessesandreduceunnecessarycostsinthesystem.

Ifwearetomeetthesignificantdemandforhigh-levelskillsintheeconomy,thengovernment,itsagencies,employersanduniversitiescannotsitstill.Thisreportsetsouthowtheseactorscancollectivelyensurethesuccessofdegreeapprenticeships.

Welookforwardtoworkinginpartnershiptodeliverthesechanges.Mythanksgotoallofthetrailblazers,employersanduniversitiesthatcontributedevidence,NationalEducationOpportunitiesNetwork(NEON)fortheexcellentresearchitconducted,themembersoftheSoundingBoardfortheiradviceandUUKforsupportingthiswork.Iinviteyoutosupportourvisionandrecommendationsforthefuturesuccessofdegreeapprenticeships.

PROFESSOR QUINTIN MCKELLAR CBE, Chair,SoundingBoard;Vice-Chancellor,UniversityofHertfordshire

FOREWORD 3

EXECUTIVE SUMMARYDegree apprenticeships are a growing success story. The number of people starting a degree apprenticeship is rapidly increasing, the range of standards is broadening and the first degree apprentices have recently graduated.Universities,workingwithemployers,aresuccessfullycontributingtothegovernment’sstrategicaimofincreasingthenumberofdegreeapprenticeships.

TheapprenticeshiplevyisaUK-widepolicyandapprenticeshipsaredevelopingindifferentwaysinScotland,WalesandNorthernIreland.TherearenewgraduateapprenticeshipsinScotlandandhigheranddegreeapprenticeshipsinWales.ThisreportfocusesonthedevelopmentofdegreeapprenticeshipsinEngland.

Thedevelopmentofdegreeapprenticeshipshasattractedcontroversy.Theemployer-drivenshiftinthebalanceofapprenticestohigherlevelscouldimpactuponresourcesavailableforotherprovision.Asdegreeapprenticeshipsarelongerthanmostapprenticeshipsandemployersexpectacertainlevelofquality,theyareofteninhigherfundingbands.Questionshavebeenraisedaboutthevalueofleadershipandmanagementapprenticeships,theinclusionofthedegree,theofferofopportunitiestoexistingemployees,andthequalityofdegreeapprenticeshipprovision.

Weseeabrightfuturefordegreeapprentices,butweneedtolistentoandconsidertheseandotherquestions.Aspartofaconsiderationofthevalueandfutureofdegreeapprenticeships,wedecidedtoseektheviewsofemployers,thepeopleandorganisationsthatareinthedrivingseatoftheapprenticeshipsystem.Wealsosoughttheviewsofpotentialapprenticesandtheirparents.Finally,wesoughttheviewsofuniversitiesthathaveinvestedsomuchinthedevelopmentofdegreeapprenticeships.Thekeythemesinthereportstartwithstrongsupportforanemployer-ledsystem.

An employer-led system

Employershavesignalledtheirenthusiasmanddemandforhigherlevelapprenticeshipsthroughtheincreasingproportionofstandardseitherapprovedorinthepipelineatthislevel.UUKfullysupportsanemployer-ledsystem.Employersarebestplacedtoknowwhatskillstheyneed,atwhatlevelandthequalityofprovisionrequired.

THERE ARE MANY BENEFITS THAT DEGREE APPRENTICESHIPS DELIVER.

• Apprenticesarepositiveabouttheopportunitiesthatdegreeapprenticeshipsprovideforgainingadegree,andoftenaprofessionalqualificationaswell,whiletheyarelearningandearningintheworkplace.

• Employersarepositiveaboutthecontributionapprenticesmaketotheirorganisationsandtheopportunityitgivesthemtoaddresskeyskillsshortages,enhanceopportunitiesfortheirownemployees,andtowidenthetalentpooloftheirrecruits.

• Universitiesarepositiveaboutthestrongerrelationshipsthattheyhavebeenabletobuildwithemployers,theenhancedopportunitiesforsuccessandprogressiontheycanprovidefortheirapprentices,andtheinnovationtheyhavepromotedinteachingandlearning.

4EXECUTIVE SUMMARY

Addressing skills shortages and enhancing productivity

TheIndustrialStrategy,andthedevelopinglocalindustrialstrategiesandsectordeals,clearlyidentifytheneedtoaddresstheUKproductivitygap,theincreasingdemandforhigherlevelskills,theneedtosupportkeysectorsforfuturegrowth,andthechallengeofupskillingandreskillingtheworkforce.Drivenbyemployerdemand,thekeyskillsneedsthatareaddressedbydegreeapprenticeshipsinclude:

• leadershipandmanagement,vitaltoenhancingproductivity

• digitalskills,whichareinhugedemand

• engineering,whichexperiencessignificantskillsshortages

• publicsectoremployment,suchasnursing,socialworkandpolicing,whichareallareasofskillsshortagesandoccupationsessentialtothenation’ssafetyandwell-being

ThelinkbetweenapprenticeshippolicyandtheIndustrialStrategyneedstobestrengthenedtoensurethisprovisioninkeysectorscanflourish.Encouragingmoredevelopmentoflevel4andlevel5apprenticeshipsandprogressionpathwayscouldofferemployersandapprenticesmoreflexibility.Wealsoneedtomakesurethatallemployerscanbenefitfromdegreeapprenticeships(especiallysmallernon-levy-payingemployers)andaddressthe‘coldspots’ofprovisioncausedbythefundingoftheseemployers.

Value of the degree

Ourevidenceshowsthatemployersgreatlyvaluedegreeapprenticeships,especiallythesignificantbenefitsgainedfromincorporatingadegree.Foremployers,thedegree:

• givesapprenticesequalstatusinthelabourmarketalongsidegraduates

• givesapprenticesaninternationallyrecognisedqualification

• helpsattractapprentices

• helpsemployersrecognisethevalueofhiringtheapprentice

• reassuresemployersaboutthequalityoftheprovisionthroughhavinguniversityinvolvement,

• helpsprovideparityofesteem

• providesapprenticeswithimportantknowledgeandskills,includingtransferableskills

TheprocessforincludingaDegreeinanapprenticeshipneedstobemoreresponsivetotheneedsofemployers.

Increasing opportunities, diversifying the workforce

Degreeapprenticeshipsprovidesignificantopportunitiesforemployerstodiversifytheirworkforce,increasingtheopportunitiesavailabletoyoungpeopleandtheworkforceandwideningemployers’talentpools.Thereportincludessomeexcellentexamplesofhow,whenemployersarecommitted,degreeapprenticeshipscansignificantlyincreaseopportunitiesandgrowamorediversetalentpool.

Thestrengthofemployercommitmentintheresponsetoourprojectistestamenttothispotential.Asaprioritygoingforward,thegovernment,employersanduniversitiesneedtofindconcretewaysoftranslatingthispotentialintoreality,suchasthepre-apprenticeshipprogrammedevelopedbytheCo-op.Thisshouldbethenexttransformativeimpactofdegreeapprenticeshipssupportedbytargetedgovernmentfunding.

EXECUTIVE SUMMARY 5

Better information, advice and guidance

Ourresearchwithprospectiveapprenticesandtheirparentsdemonstratedthesignificantlackofinformationandunderstandingaboutdegreeapprenticeshipsandthefactthatthereisstillworktodotoensurethattheyareseenasanequalandvaluablealternativealongsideamainstreamuniversitycourse.Thisreinforcesthevalueofhavingthedegreeaspartoftheapprenticeship.

Oncedegreeapprenticeshipsareexplained,theinterestandenthusiasmofbothstudentsandparentsgrowsignificantly.Concernsremain,however,aboutwhetherapprenticeshipsinvolvetoonarrowacareerchoicetooearlyon,andwhethertheylackthesupportandwiderexperiencesandopportunitiesthatgoingtouniversityfulltimeentails.Studentsclearlywantedmoreinformationandadvisedusonhowtheywantthatinformation:throughsocialmediausingcurrentapprentices.Thereisaclearneedforallpartiestoworktogethertoimproveinformation,adviceandguidance.

Streamlining systems

Giventhecommitmentfromthegovernment,theinvestmentandenthusiasmofemployersanduniversities,andtheconsiderableinterestfromstudentsandparents,itisaprioritytoensureeffective,efficientandsupportivesystemstounderpinthedevelopmentandprovisionofdegreeapprenticeships.

Employersanduniversitieshaveoverwhelminglysignalledtousthatimprovementscouldbemadetothe:

• standardsdevelopmentprocess

• processesanddecisionsaroundfundingbands

• processesanddecisionsaroundmandatoryqualifications

• rangeandbreadthofadditionalprocessesandrequirements

Alongsidetheseprocesses,universitieshaveneededtostepuptoenhancetheircommunicationwithemployers,theinnovationintheircurriculumandtheirteachingandlearningmethods:andtheycouldbedoingmore.Acombinedeffortisneededbetweengovernment,itsagencies,employersanduniversitiestosimplifyandstreamlineprocesses,reducecoststoallandseekimprovements.

Quality

ThedegreeenhancestheapprenticeshipbrandbecausetheUK’suniversitieshavealongstandingandinternationallyrecognisedreputationforthequalityoftheeducationthattheyprovide.ThishasbeenrecognisedbythegovernmentinboththeIndustrialStrategyandinthemovetoamorerisk-basedapproachbytheOfficeforStudents(OfS).

Universityqualitymonitoringproceduresandprocessesareextensive.Universitieshavelongstandingpartnershipswithprofessionalbodies,whichaddssignificantadditionalassurance.TheOfShasarangeofinterventionsandsanctionsavailabletoit,anddegreeapprenticeshipsarebeingembeddedinallofthesesystems.Inourview,theOfShastheauthorityandappropriatemechanismstobecometheleadbodyresponsiblefortheinspectionofthequalityofapprenticeshipprovisionbyprovidersregisteredwiththeOfS.

Time to shout about the value of degree apprenticeships

Theemployerswespoketo,despitenumerouschallenges,werepassionateaboutthevalueofdegreeapprenticeshipsandtheopportunitiesthattheyoffer.Oftenthey,anduniversities,wantedustoshoutaboutthisburgeoningsuccessstory.Moreemployers,studentsandemployeesshouldbemadeawareofthesebenefitsthroughaseriousandsignificantcampaignfromthegovernmentanditsagenciesinpartnershipwithemployersanduniversities.Thebenefitstoindividuals,employers,theeconomyandsocietyasawholearetoogreattokeepthebenefitsofdegreeapprenticeshipsasecret.

6EXECUTIVE SUMMARY

METHODOLOGYUUK has for many years supported university engagement with, and development of, degree apprenticeships. This has included the publication of two previous reports: The future growth of degree apprenticeships (UUK, 2016) and Degree apprenticeships: realising opportunities (UUK, 2017).

Mostofthequotationsthatwegatheredthroughourresearchhavebeenanonymised.

Further informationaboutthestakeholdersthatweengagedwiththroughthisresearchcanbefoundintheAnnexe 1.

1Atotalof49employersrespondedtotwosurveysthatwerantogathertheirviewsaboutdegreeapprenticeships.Onesurveywasaimedatemployerswhoarecurrentlyinvolvedintrailblazergroups,andthisreceived13employerresponses.Anothersurveywasaimedatemployersthatarecurrentlyofferingdegreeapprenticeships,andthisreceived36responses,orwhich5responsescamefromdifferentsectionsofthesamelargemultinationalcorporation.Themajorityofemployerrespondentspaytheapprenticeshiplevy.

Thisreporthasemergedfromdesk-basedresearchandextensiveengagementwithawiderangeofstakeholders,including:

13trailblazer leads

49employers

60+universities

11schools

747students

93parents

An expert Sounding Boardchaired by Professor Quintin Mckellar, Vice-Chancellor of the University of Hertfordshire, and a range of employer and university leaders, employer bodies and partner organisations.

METHODOLOGY 7

RECOMMENDATIONS An effective degree apprenticeships system:

… strongly underpins and complements the Industrial Strategy

1 Thereshouldbeamorestrategic,forward-thinkingfocusondevelopingdegreeapprenticeshipprovisioninkeysectorsandtomeetcrucialskillsshortages,includinginleadershipandmanagement,digitaltechnologyandthepublicsector.Degreeapprenticeshipsshouldbeembeddedinlocalindustrialstrategies,localskillsinitiativesandsectordeals.(p. 14)

2 TheInstituteforApprenticeshipsandTechnicalEducation(IfATE)shouldpromoteandsupporttheflexibledeliveryofdegreeapprenticeships,thedevelopmentofmorelevel4andlevel5apprenticeships,andtheuseofmorestop-onandstop-offpoints.(p. 23)

3 TheDepartmentforEducation(DfE)shouldworkinpartnershipwiththeDepartmentofHealthandSocialCare,theHomeOfficeandotherrelevantgovernmentdepartmentstoplanarobust,high-qualityandcost-effectivedegreeapprenticeshipstrategythatsupportspublicsectorworkforcedevelopmentandtraining.(p. 26)

4 TheDfEshouldallowpublicsectoremployerstousetheapprenticeshiplevyflexiblytobackfillwages.(p. 26)

5 TheDfEshouldplacegreateremphasisonsupportingthecollectionandanalysisofdatatodemonstrateandunderstandthesuccessofdegreeapprenticeships,especiallyinrelationtoproductivityandsocialmobilityoutcomes.(p. 40)

… is employer-led

6 Employersshouldengage,andbeinvitedtoengage,moreproactivelyinoutreachandinformationandguidanceforstudentsatthelocallevelandinprimaryandsecondaryschools.(p. 37)

7 TheIfATEshouldallowemployers,throughthetrailblazerprocess,tospecifyamandatorydegreeinanapprenticeshipwheretheycandemonstratethatitsinclusionisintheinterestsofemployersandapprenticesinthesector.ThissupportsarecommendationbytheUniversitiesVocationalAwardsCouncil(UVAC).(p. 58)

8RECOMMENDATIONS

… makes the most of opportunities to support widening participation and lifelong learning

8 TheDfEshouldcommissionfurtherresearchtounderstandthebarrierscurrentlypreventingorinhibitingemployersfromusingdegreeapprenticeshipstosupportwideningparticipation.(p. 21).

9 TheDfEshouldprovideadditionalinvestment,throughforexampleestablishingadedicatedfund,toincentiviseemployers,universities,furthereducationproviders,schools,andlocalactorstoworktogethertousedegreeapprenticeshipstosupportsocialmobilityandlifelonglearning.(p. 21)

10 TheIfATEshouldpromoteandsupportopportunitiestobuildprogressionintothedevelopmentofstandardsandoccupationsatthetrailblazerstage.(p. 23)

11 Universitiesshouldpartnerwithotherlearningprovidersandemployerstocreateflexible,integratedpathwaysforapprenticestoprogresstohigherlevelskillsanddegreeapprenticeships.(p. 38)

12 Aspartofitscommitmenttoimprovetheevidence-baseondegreeapprenticeshipsandtopromotedegreeapprenticeshipopportunitiesonanewwebsiteforlearners,theOfSshouldusethesenewplatformsandmechanismstounderstandandhighlighttheachievementsofoutstandingdegreeapprentices,aswellasthebestpracticesofemployersanduniversitiesthatareusingdegreeapprenticeshipstosupportwideningparticipationobjectives.Thiscouldincludeintroducingadegreeapprenticeshipawardschemeforapprentices,employersanduniversities.(p. 37)

13 WealsosupporttheOfS’sobjectivetoincludedegreeapprenticeshipsinaccessandparticipationtargets.(p. 37)

RECOMMENDATIONS 9

RECOMMENDATIONS An effective degree apprenticeships system:

… builds upon, enhances and celebrates effective employer-university collaboration

14 Universitiesshouldcontinuetodevelopflexibleandinnovativemodesofteaching,assessmentandapprenticesupporttomeetemployerneeds,andshareandlearnfromeffective,innovativepractice.(p. 37)

15 Trailblazersshouldinvolvehighereducationinstitutionexpertiseinthedevelopmentofapprenticeshipstandardsfromanearlystageintheprocess.(p. 54)

16 TheDfEandEducationandSkillsFundingAgency(ESFA)shouldsupportuniversitiestoworkmorecloselywithnon-levy-payingsmall-andmedium-sizedenterprises(SMEs)through:

• raisingawarenessaboutdegreeapprenticeshipsamongSMEs• allowingallapprovedhighereducationinstitutionstodeliverapprenticeshipstoSMEs

• enablinghighereducationinstitutionstotransfertheirlevyfundstoSMEstoundertakeapprenticeshipsatthetransferringinstitution.(p. 62)

… embeds degree apprenticeships as mainstream higher education provision of equal status and standing as existing higher education provision

17 TheDfEshouldinvestinandreformaninformationandguidancesystemthatisfitforpurpose.Thesystemshouldembedvocationalopportunitiesinearlycareersguidanceinschools,encourageteacherstopromoteapprenticeshipsasanequalrouteforstudentsuccess,andsupportuniversitiesandemployerstoengagewithschools.(p. 47)

18 Thereshouldbeanational,government-led,collaborativecampaigntoraiseawarenessaboutdegreeapprenticeshipsamongschools,employersandemployees(p. 50)

19 TheOfSandDfEshouldlearnfromwhatworksinlocalbrokerageservicesforapprenticeshipsandseektoscaleupsuccessful,innovativepractice.(p. 50)

20 UCASshouldpursueitsplanstoofferdegreeapprenticeshipsalongsideotherhighereducationroutes(p. 50)

10RECOMMENDATIONS

… ensures sustainable funding levels for high-quality apprenticeships

21 IfATE,theESFAandtheDfEshouldworkwithUUKandemployerstobetterunderstandthetotalcostsemployersandprovidersarecarrying,especiallywhentheyconsidersettinglowfundingbandsorexpectingemployersorproviderstopickupadditionalcosts.(p. 56)

22 AllprovidersregisteredwiththeOfSshouldhavealltheirapprenticeshipprovisionregulatedbytheOfSratherthanOfsted.(p. 60)

23 Universitiesshouldbeasefficientandtransparentaspossibleinprovidingcostinginformationaspartofthedevelopmentandapprovalofstandards,facilitatedbyajointUUK/UVACworkinggroupthatworkswithESFAandIfATEtoshareadviceandgoodpractice.(p. 57)

… adopts a rigorous approach to reducing unnecessary bureaucracy and costs

24 TheIfATEshouldimprovethetransparency,efficiencyandconsistencyofitscommunicationandsupportinrelationtotheapprovalofapprenticeshipstandards.(p. 54)

RECOMMENDATIONS 11

INTRODUCTION Degree apprenticeships were introduced in 2015 as a flagship policy and form part of the apprenticeship reform programme. This includes the move from frameworks to new standards and the introduction of the apprenticeship levy.

Theaimofdegreeapprenticeshipswastobringtogethertheverybestofhigherandvocationaleducationtomeetkeyskillsneeds,enhanceproductivity,strengthenuniversityandemployerpartnerships,andofferanewrouteintowork.

TheapprenticeshiplevyisaUK-widepolicyandapprenticeshipsaredevelopingindifferentwaysinScotland,WalesandNorthernIreland.TherearenewgraduateapprenticeshipsinScotlandandhigheranddegreeapprenticeshipsinWales.ThisreportfocusesonthespecificdevelopmentofdegreeapprenticeshipsinEngland.

TheDfEisaccountablefortheapprenticeshipprogrammeinEngland.TheESFAisresponsibleforapprenticeshippolicyandfunding,andforoverseeingdeliveryoftheprogramme.TheIfATE,whichwassetupinApril2017,isresponsibleforensuringthequality,consistencyandcredibilityofapprenticeships,includinghelpingemployerstodevelopapprenticeshipstandardsandapprovingthestandards.

TheapprenticeshipsysteminEnglandisintendedtobe‘employer-led’,withemployersestablishingtrailblazerstodevelopapprenticeshipstandardsthatareco-designedwithprovidersandfocusontheiroccupationalandskillsneeds.EmployersarealsoengagedinthestructuresofIfATEbyparticipatinginthe‘routepanels’thatadviseonstandardsapprovalprocesses.Westronglysupportanemployer-ledsystemthatembedsstrongpartnershipswithuniversities;however,therearemanydifferentemployers,sectorsandoccupations.Careshouldalwaysbetakenthattheemployersadvisingonstandardshavetheappropriatebackground,understandingandexpertise.AspecialeffortshouldbemadetoengageandsupportSMEs.

Asapartofthegovernmentapprenticeshipstrategy,thereisacommitmenttodriveupthesupplyofdegreeapprenticeshipsandthereisaspecificobjectivetoincreasethenumberofdegreeapprenticeshipsinthegovernment’sApprenticeshipReformProgrammeBenefitsRealisationStrategy(DfE,2017).Recently,theEducationSelectCommitteehasrecommendedthatthegovernmentandIfATEshouldmakethegrowthindegreeapprenticeshipsastrategicprioritytoaddressskillsdeficitsandprovidealadderofopportunityforapprenticesandmaximisethepotentialforwideningparticipation.Itsreportalsorecognisedtheenhancedstatusandreputationthedegreeelementbrings.Thisenthusiasmforthevalueofhigherlevelapprenticeships,includingdegreeapprenticeships,issharedbyemployers,withaclearshifttowardsanincreasingnumberofhigherlevelapprenticeships,bothinthosestandardsbeingapprovedandthosestandardsstillinthepipeline.

12INTRODUCTION

I believe that apprenticeships can and should offer an effective pathway for highly skilled work, including professional and senior job roles.DBIS, 2012: 35

Thisisnosurprise,asthereareclearindicationsthattheeconomyisshiftingtowardshighlyskilledroles.TheneedforapprenticeshipstojointhisshiftwashighlightedintheRichardReview,thefoundationforthecurrentapprenticeshipreforms:

TheUUKreport,Solving Future Skills Challenges (UUK, 2018a)consideredtheimpactofthefourthindustrialrevolution,thewarfortalent,thedriversoffutureeconomicgrowthandtheneedtogrowtalentandprovideopportunitiesinapost-BrexitUK.ItisclearthatinorderfortheUKtothriveinthefuture,weneed:

• universitiesandeducationproviderstogetclosertoemployers

• learnerswhothinkmorelikeemployeesandemployeeswhothinkmorelikelearners

• astrongerfocusontrainingandretrainingthoseinworkalongsidetrainingthoseforwork

• todramaticallyincreaseproductivity

• morehigherlevelskills

• moreleadersandmanagers

• toimproveleadershipandmanagement

• toincreaseopportunities–bothwaysinandladdersup

• tomeettalentshortagesinourpublicservicesandtocontinuallydevelopskillstoimprovethoseservices

Degreeapprenticeshipscontributetoaddressingalloftheseneedsbutcoulddomuchmorewithmorestandardsandincreasingnumbers.

Itisworthhighlightingtheimportanceofhigherlevelskills,whichisbeingclearlysignalledbyemployersintheshifttomorehigherlevelapprenticeshipstandards.TheUKIndustrialStrategyhasavisionfora‘knowledge-ledeconomy’(DBEIS,2016:76)where‘knowledge-intensive,highgrowth’(ibid:69)companiesaresupportedtodriveeconomicgrowth.Higherskilledprofessionaljobsareconsideredbothdriversofeconomicgrowthanddriversofpersonalopportunity,rewardandsuccess.Thefocusonhigherlevelskillsisbasedonconsiderableevidence.Ofthe2.61millionnetincreaseinemploymentintheUKbetween2009and2018,90%ofthisbeeninprofessional,higherskilledroles.Higherlevelskilledrolesarethebiggestanticipatedareaofgrowth,with79%ofemployersexpectinganincreaseinthenextthreetofiveyears.Therearekeyemploymentsectorsthatareseeingtheneedtoraisethelevelofskillsacrosstheirentireworkforce,suchasinfinancialservicesandconstruction,aswellaspublicsectoremployerssuchasthepolice.

TheIndustrialStrategyexpectedtheIfATEtoprioritisestandardsdevelopmentinthekeysectorsidentifiedbythestrategy,includingcreativeanddigitalskills.Digitalskillsareakeydriverofeconomicgrowthandanareaofskillshortages.AccordingtoCBI/Tataresearch(2019),demandalreadyoutstripssupplyandissettoskyrocket,with95%ofbusinessesexpectingtheirdigitalskillsneedstogrow.DatafromtheOfficeforNationalStatisticsquotedinWarrington’sarticleinCity A.M (2019)showsthatjobsinthetechsectoraregrowingatanastoundingrate,by60%since2010inLondon,83%inWalesand65%intheNorthWest.TheDigitalTechnologySolutionsDegreeApprenticeshipishelpingtomeetakeyemployerdemand.

INTRODUCTION 13

TheIndustrialStrategyalsohighlightedthechallengeofaddressingtheUK’sproductivitygapandthecrucialrolethatincreasedleadershipandmanagementskillsplayinaddressingthis.ItreportsthattheaverageUKmanagerislessproficientthanmanyoverseascompetitors,andthelackoftheseskillscouldaccountforaquarteroftheproductivitygapbetweentheUKandtheUS.TheCharteredManagementInstituteestimatesthatpoormanagementcoststheUKeconomy£84billionayear.TheCharteredManagementDegreeApprenticeshipishelpingtoaddresstheseneedsandtackletheUKproductivitygap.TheDfE’sskillsindex,aproxymeasurefortheimpactofapprenticeshipsonproductivity,increasedinboth2016–17and2017–18‘asaresultofmorepeopleachievinghigher-levelapprenticeships’(PublicAccountsCommittee,2019:5).

Aswellasdigitalandleadershipandmanagementskills,theinitialdegreeapprenticeshipstandardsincludedaconsiderablenumberofengineeringstandards,anotherkeyareaofskillsshortage.Wearejustnowbeginningtoseethesuccessofdegreeapprenticeshipstandardsforthepublicsectorsuchasinnursing,policing,socialworkandteaching–allareasexperiencingskillsshortages.

Meetingemployers’skillsneedsandsupportingeconomicgrowthgohandinhandwithincreasingopportunitiesforyoungpeopleandthoseinwork.Therearesomeimpressiveexamplesoftheimpactofdegreeapprenticeshipsoncreatingamorediverseworkforceandprovidinganewroutethroughtoprofessionalsuccessinthepolice,inmanagementandinothercompaniesandsectors.Wearefindingmoreemployerswhoaremakingdiversificationoftheirworkforceastrategicobjective.Theemployerresponsetooursurveywasconsiderableenthusiasmtousedegreeapprenticeshipsinthisway.Thisenthusiasmneedstobeharnessedandencouraged.

Therapidlychangingneedsoftheeconomyandtheacceleratingpaceofchange(especiallytheimpactofnewtechnology)willrequirejobsandcareerstoradicallychange.Theregularreskillingandupskillingoftheworkforcewillbeessentialforfuturesuccess,andapprenticeshipscancontinuetosupportthesedevelopments.Thesignificantandgrowingdemandfordigitalskillsandthechallengingshortageofnursesaretwoexamplesoftheneedforworkersindifferentcareersandwithdifferentqualificationstoreskilltomeetdemand.TherecentAugarReview(DfE,2019a)recognisesthisneedinrelationtohighereducationqualificationsatlevel4andlevel5bysuggestingarelaxationofequivalentandlowerlevelqualification(ELQ)rules.TointroducestricterELQrulesfordegreeapprenticeshipswouldnotonlybeinconsistent,butwouldalsounderminetheabilityofdegreeapprenticeshipstomeetemployers’skillsneeds.

Degreeapprenticeshipsarestartingtomakeasignificantimpactonkeysectorsforeconomicgrowthandpublicservices,helpingtoaddresstheUK’sproductivitychallengeandincreasingopportunities.Thissuccessandfuturegrowthshouldbesupported.Itiswithinthiscontextthatweundertookourresearchtounderstandhowwecanmaximisethebenefitsandopportunitiesofdegreeapprenticeships.

OUR RECOMMENDATION:

• Thereshouldbeamorestrategic,forward-thinkingfocusondevelopingdegreeapprenticeshipprovisioninkeysectorsandtomeetcrucialskillsshortages,includinginleadershipandmanagement,digitaltechnologyandthepublicsector.Degreeapprenticeshipsshouldbeembeddedinlocalindustrialstrategies,localskillsinitiativesandsectordeals.

14INTRODUCTION

FUTURE OF DEGREE APPRENTICESHIPS 15

1: THE VALUE OF DEGREE APPRENTICESHIPS

Thecurrentapprenticeshipsystemhasbeendesignedtobeemployer-led,andthisprinciplemustbeprotected:supplyofapprenticeshipsshouldstrivetomeetemployerdemand.

Ourresearchrevealedthatemployersvaluedegreeapprenticeshipshighly:inarelativelyshortspaceoftime,thisformoflearningprovisionhasacquiredastrongandrespectedbrandaspartofthewiderapprenticeshipsystem,withevidencealreadyemergingthatdegreeapprenticeshipsproducemultiplebenefitsfortheemployersthatchoosetoofferthem,aswellastheapprenticesthemselves.Crucially,degreeapprenticeshipsareseenashavingparityofesteemwithtraditionaldegrees,thushelpingtoraisetheappealofvocationaleducationopportunitiesmorebroadly.

Thischapterlargelyfocussesonoutliningthevalueofdegreeapprenticeshipsfromanemployerperspective,lookinginparticularatwhyemployersvaluethedegreequalificationaspartoflevel6and7apprenticeshipstandards;waysinwhichbusinessesbenefitfromtheuseofdegreeapprenticeshipstosupportsocialmobilityandtheprogressionofexistingstaff;theneedforfurtherworktoensurethatdegreeapprenticeshipsaddressawideningparticipationagenda;andfinally,howdegreeapprenticeshipscanbemobilisedtoaddressmanyofthechallengescurrentlyfacingtheUK’spublicsectorworkforce.

Our apprentices challenge the norm and bring vibrancy to our company. They add massive value to our clients, so much so that one of our clients introduced their own degree apprenticeship!HEAD OF GRADUATE AND APPRENTICE RECRUITMENT AND DEVELOPMENT, CONSULTING AND DIGITAL EMPLOYER

THE VALUE OF DEGREE APPRENTICESHIPS 15

FIGURE 1: EMPLOYER SURVEY: WHY IS THE DEGREE COMPONENT OF HIGHER-LEVEL APPRENTICESHIPS IMPORTANT? (N=36)

REASONS TO INCLUDE DEGREE

Adegreeprovideshigh-levelapprenticeshipswithparityofesteemwithmoretraditionalacademicroutes

Adegreehelpstoattractahighcalibreoflearner

Adegreeprovidesapprenticeswithtransferableskillswhichwillbeusefulinthefuture

Adegreeoffersanappropriatelevelofrewardforthehardworkourapprenticesdo

Adegreeequipsourapprenticeswithimportantskillsandknowledgethatwouldnotberequiredinanothercontext

Adegreeisrequiredbyaprofessionalbodyorregulator

Adegreeenablesourapprenticestobeinternationallymobile

0 2 4 6 8 10 12 14 16 18 20

1

0

1

0

3

4

10

2

1

2

1

8

9

3

0

1

0

1

2

0

2

2

2

2

7

9

6

10

14

14

13

14

10

10

19

17

17

17

12

5

5

STRONGLY AGREE AGREE DISAGREE STRONGLY DISAGREE I DON’T KNOW NOT APPLICABLE

The value of the degree qualification: what the employers sayTheIfATEhasspecifiedthat,inorderforanewapprenticeshipstandardtoincludeadegreequalification,itmustmeetatleastoneofthreecriteria:(i)itmustbearegulatoryrequirement;ii)itistherequirementofaprofessionalbody;oriii)itisrequiredbyemployersinthelabourmarketonsuchawidespreadbasisthattheapprenticewouldbesignificantlydisadvantagedwithoutit(thisisknownasthe‘hardsift’criterion).

Thismeansthatnotallhigherleveldegreeapprenticeshipsatlevels6and7canincludeadegree,andyetourresearchfoundthat,amongemployers,thereisastrongdemandforthedegreequalificationaspartofapprenticeshipstandards(see figure 1).

16THE VALUE OF DEGREE APPRENTICESHIPS

Thefollowingemergedasthetopreasonsforwhyemployersdeliveringdegreeapprenticeshipsvaluethedegreequalification.

Degree apprenticeships have parity of esteem with traditional degrees, and have the potential to increase the appeal of vocational educational options more widely

Amajority(83%)ofemployerseither‘stronglyagreed’or‘agreed’withthestatementthatdegreesprovidehigherapprenticeshipswithparityofesteemwithmoretraditionalacademicroutes.Asuccessfulandthrivingapprenticeshipsysteminwhichschools,studentsandotherstakeholdersseemorevocationalpost-schoolroutesasaviableandattractivealternativetotraditionaluniversitydegreesdependsinpartonbuildingthebrandandperceptionofapprenticeshipsmorewidely.Whileourresearchfoundthatawarenessandknowledgeofdegreeapprenticeshipsamongschool-agestudentsandtheirfamiliesarelow(see Chapter 3),wealsofoundthattheyholdhighappealforstudentsoncetheyareinformedaboutwhatadegreeapprenticeshipinvolves.Bybridgingacademicandvocationalsettings,degreeapprenticeshipshavethepotentialtochangeperceptionsofvocationallearningasa‘second-classoption’,andtopromoteeffectivecollaborationbetweenlearningprovidersandemployers.

Degree apprenticeships help employers to attract a high calibre of apprentice

Amajority(89%)ofemployerseither‘stronglyagreed’or‘agreed’thatdegreeapprenticeshipshelpthemtoattractahighcalibreoflearner.Thisisahighpriorityforemployersastheyseektoattractanddevelopatalented,competitiveandproductiveworkforce.

Degrees make apprentices future ready, equipping them with transferable knowledge and ‘soft skills’ vital for success in a rapidly transforming economy

Amajority(89%)ofemployers‘stronglyagreed’or‘agreed’thatdegreesmakeapprenticesfutureready.Whilemostemployersthinkthatapprenticescandevelopimportantjob-andsector-specificskillsthroughtheirapprenticeship,manyexpressedthebeliefthatadegreewouldequipapprenticeswiththebroadknowledgeand‘softskills’necessarytoremainagile,adaptableandcompetitiveinachangingworldofwork.

The apprenticeship model is well suited to cyber-security because it provides an excellent blend of theory and practice. The degree is an essential element, because it ensures that our apprentices are not disadvantaged against our more traditional graduate entry in terms of their career prospects, and because the degree-level qualification represents the level of knowledge we seek. EMPLOYER, BRITISH SECURITY AND DEFENCE CONTRACTOR

The university component gives our apprentices more exposure to ideas and people outside of our company. This is key as they develop a sense of self and professional values.EMPLOYER, GLOBAL CONSULTANCY IN TECHNOLOGY AND DIGITAL TRANSFORMATION


Degree apprenticeships give apprentices an internationally portable qualification

Justunderhalfofemployerseither‘stronglyagreed’or‘agreed’thatthedegreequalificationisimportantbecauseitallowsdegreeapprenticestobemorecompetitiveinglobalmarkets.Whilenotrelevanttosomesectorsandindustries,aninternationallyportablequalificationiscrucialinareassuchasengineeringandmanufacturing,andforlargeglobalfirmsthatrelyontheiremployeeshavingaqualificationthatisrecognisedandunderstoodworldwide.

Degree apprenticeships help to ‘professionalise’ some occupational routes

Employersrepresentingdigitalandcyber-securityfirms,inparticular,werekeentoemphasisetheimportantrolethattheDigitalSolutionsTechnologyStandardisplayinginhelpingtoprofessionalisecareersinthedigitalandcyberindustries.Degreeapprenticeshipscanhelptoincreasethevisibilityandappealofjobsthatmeetcurrentandemergingskillsneeds,suchastheDataScienceandDataAnalystapprenticeshipstandards.

Degree apprenticeships are helping to bring about better collaboration between universities and professional bodies

Requirementofadegreebyaprofessionalbodyorregulatorrankedrelativelylowonthelistofreasonsastowhyemployersareofferingdegreeapprenticeships,withseveralemployersstatingthatthiswasnotapplicableorrelevanttothestandardstheyweredeveloping.Nonetheless,ourresearchrevealedthatrepresentativesofprofessionalbodiesfoundtheprocessofdevelopingapprenticeshipstandardsincollaborationwithuniversitieshighlyvaluable,sinceitbroughtaboutimprovedcommunicationandrigourinthedevelopmentofstandardsthatcomplywithprofessionalbodyaccreditation.

Apprenticeships are clearly going to be a key plank of staff training for the future. We want to make sure that particularly degree apprenticeships reflect our needs as a broad engineering consultancy, and don’t just take our staff down specialised rabbit holes they are then tied into.EMPLOYER, ENGINEERING AND MANUFACTURING SECTOR

As a professional body lead on the accounting and taxation trailblazer, having employers, universities and professional bodies at the same table was invaluable. Employers wanted to retain the professional body qualification and universities also wanted to ensure they complied with professional body accreditation. Together, the standards could be produced in a way which ensured regulatory compliance was developed into the standards for all parties.FORMER DIRECTOR OF LEARNING, ACCA GLOBAL


Degree apprenticeships are primarily used for existing employees. However, many attracted to apprenticeship study, particularly degree-level options, would most likely be coming from a lower socio-demographic background and are delighted that this is now a viable – i.e. affordable and supported – option for them.EMPLOYER, RETAIL

Degree apprenticeships are driving high levels of employee retention and engagement, and enabling employers to upskill their existing workforce

Employersalsoreportedthatdegreeapprenticeshipsarehelpingtodrivehigherlevelsofemployeeretentionandengagementandboostingproductivitylevelsthroughenablingthemtoupskilltheirexistingworkforce:86%ofemployerseither‘stronglyagreed’or‘agreed’thattheopportunitytooffertheirapprenticesadegreequalificationisafittingrewardforthehardworkthattheydo.Manyemployersareusingdegreeapprenticeshipstoofferprogressionroutesthroughtheirorganisation,whichisinseveralcasessupportingasocialmobilityagenda.

Widening participation and diversity Researchhasuncoveredamixedpictureinrelationtothesuccessofdegreeapprenticeshipsinsupportingawideningparticipationagendaandattractingadiverseworkforce.

Akeyfindingofthe2016SocialMobilityandChildPovertyCommissionreportwasthatapprenticeshipsarenotdoingenoughtosupportsocialmobility,withapprenticeshipuptakebyyoungpeoplerisingsluggishly,andtoomanyapprenticeshipstartsbeingatlowlevelsandinsectorsassociatedwithpoorpayandprogressionprospects.Toaddresstheseissues,oneofthekeyrecommendationsoftheCommissionwasthatthereshouldbeafocusongrowingthenumberofyoungpeopleundertakinghigherapprenticeships(SocialMobilityandChildPovertyCommission,2016:6).Webelievethatthisimportantproposalmustbejoinedwithwholesaleeffortstoensurethathigheranddegreeapprenticeshipscanattractandsupportstudentsfromawiderangeofbackgrounds.

TheOfSrecentlyreportedthat,in2016–17,87%ofdegreeapprenticeswerewhite,while7%wereAsianand2%wereBlack,althoughthislackofdiversitywasnotlimitedtodegreeapprenticeshipsbutreflectedacrossallapprenticeshiplevels.Only13%ofyoungpeopleindegree-levelapprenticeshipswerefromthemostdisadvantagedbackgrounds,while28%ofyoungpeopleinthesequalificationswerefromthemostadvantagedareas.Incomparativeterms,however,thedatatellsamorepositivestory:30%ofdegreeapprenticescamefromareasunder-representedinhighereducationin2016–17,slightlyhigherthanthe26%enteringsimilarfull-timehighereducationcourses(OfS,2019).


Case study Nottinghamshire Police

BOOSTING THE DIVERSITY OF NOTTINGHAMSHIRE POLICE’S WORKFORCE NottinghamshirePoliceprovidesanexampleofthepotentialimpactofdegreeapprenticeshipsonwideningparticipation.TheMetropolitanPolicehasrecentlyestimatedthatitcouldtakeseveralyearsforitsworkforcetobetterreflectthesocietythatitpolices.InNottinghamshire,workingwiththeUniversityofDerbytorecruitthefirstcohortofdegreeapprentices,thepoliceservicehasmanagedtoincreaserecruitmentfromBAMEgroupsfrom7–10%inpreviousrecruitmentcampaignsto19%,andfemalerecruitsfrom30%–50%.Over50%ofrecruitsonthedegreeapprenticeshipprogrammewerethefirstintheirfamilytoenterhighereducation.

The employer perspective

Aclearandpositivefindingthatemergedfromourresearchwasthatthereisstronginterestfromemployerstousedegreeapprenticeshipstosupportmorediverserecruitmentandwideningparticipation.Alltheemployersthatwesurveyedthatareinvolvedindevelopingnewapprenticeshipstandardsastrailblazerseither‘stronglyagreed’or‘agreed’thatdegreeapprenticeshipscouldimprovetheequality,diversityandinclusivityoftheirworkforce.Manyemployersseeanopportunitytousedegreeapprenticeshipstoopenupsectorsandindustriestowomen,membersoftheBlack,Asianandminorityethnic(BAME)community,andolderlearners,expressingthebeliefthatincreaseddiversitywillultimatelyboosttheproductivityoftheirbusinessandhelpthemtoattractnewtalent,aswellasenablingthemtomeetcorporateresponsibilityobjectives.LargecorporationssuchasNestléandFujitsureportedthattheyaimtousedegreeapprenticeshipstodevelopaworkforcethatismorerepresentativeoftheirconsumerbaseandthesocietywithinwhichtheyoperate.Universitiesalsoseethepotentialofdegreeapprenticeshipstoreversetherecentdeclineinmaturestudentnumbers,asmorebusinessesandorganisationsusedegreeapprenticeshipstoupskillandreskilltheirworkforces.

Employersthatarecurrentlyofferingdegreeapprenticeshipsarealreadyreportingarangeofbenefitsproducedthroughrecruitingamorediversetalentbase.Arepresentativefromalargeglobalcorporationnotedthat,whileitsgraduateprogrammetendstoattractapplicationsfromarelativelynarrowsocio-economicanddemographicgroup,theirdegreeapprenticescomefrommorediversebackgrounds,and‘offeradifferenttypeofthinking,arewellknownfortheirenergy,passionandcreativity,andstaylongerinthebusiness’.

19% recruitment from BAME groups

50% female recruits


Next steps

Itisclearfromthedemographicsofstudentswhoarecurrentlyundertakingdegreeapprenticeshipsthatmoreworkneedstobedonetoensurethatdegreeapprenticeshipsfulfiltheirpotentialtosupportwideningparticipation.

Apprenticesareemployees,largelyrecruitedbyemployers.Thesuccessofdegreeapprenticeshipsinhelpingtoboostsocialmobilitythereforedependsuponemployersbeingable,motivatedandcommittedtousingdegreeapprenticeshipstowidenanddiversifytheirtalentpool.

Furtherresearchneedstobeundertakentounderstandsomeofthebarrierscurrentlypreventingemployersfromusingdegreeapprenticeshipstofulfilasocialmobilityagenda,whilebestpracticeneedstobesharedandpromoted.Itwillalsobenecessarytodeveloppolicies,initiativesandfundingmechanismsthatincentiviseandsupportemployers,learningprovidersandotherproviderstoworktogethertosupportmorediversecohortsoflearnerstoundertakedegreeapprenticeships.Forexample,adedicatedinvestmentorfundcouldsetcleartargetsaroundwideningparticipationandmakefundingavailableforinnovativestrategiesdevelopedtosupportmaturelearnersordisadvantagedstudents.Thismight,forexample,involveputtingextrasupportormentoringinplace,orrunningfoundationskillsprogrammessuchastheonedevelopedbytheCo-op(see case study, p. 22).Employersmightalsousethisinvestmenttoengageinmoreoutreachworkwithschools.

Weexploresomeoftheeffectivepartnershipworkingthathasalreadybeenunderwaytopromotewideningaccess,participationandschooloutreachinChapter 2.

Progression and flexibilityProviding support for progression

Whilemanyemployersareusingcross-organisationaltalentandapprenticeshipstrategiestodeveloptheirexistingworkforce,aconcernthatemployershaverelatestoprogression:theyworrythatsomeoftheirapprenticesmaystrugglewiththetransitionfromlevel3tolevel6education,andwantreassurancethatuniversitieswillbepreparedtoputextrasupportinplacefortheselearners.

Someemployers–suchastheretailco-operativeCo-op–arealreadyworkingproactivelywithlearningproviderstoaddressthischallenge.Asthecasestudydescribesinfurtherdetail,theCo-opiscurrentlyinvestinginprovidingitsemployeeswithfoundationalsupportandpre-apprenticeshipskillstoensurethattheycancompletetheirdegreeapprenticeshipsinasuccessful,timelymanner.

Thisisthekindofbestpracticethatcanbecelebratedandscaledupthroughastrong,targetedandcollaborativeeffortbetweengovernment,employersandlearningproviders.

OUR RECOMMENDATIONS:

• TheDfEshouldcommissionfurtherresearchtounderstandthebarrierscurrentlypreventingorinhibitingemployersfromusingdegreeapprenticeshipstosupportwideningparticipation.

• TheDfEshouldprovideadditionalinvestment,throughforexampleestablishingadedicatedfund,toincentiviseemployers,universities,furthereducationproviders,schoolsandotherlocalactorstoworktogethertoensurethatdegreeapprenticeshipssupportsocialmobilityandlifelonglearning.


Case study Co-Operative Group

SUPPORTING WIDENING PARTICIPATION THROUGH THE PRE-APPRENTICESHIP SKILLS PROGRAMME AT THE CO-OPTheCo-operativeGroupisaBritishconsumerco-operativewithadiversefamilyofretailbusinessesincludingfoodretail,insuranceandfuneralcare.Ithasawell-developedapprenticeshipprogramme,offeringapprenticeshipsatlevels2,3and4,aswellasaCharteredManagerDegreeApprenticeship(CMDA)atlevel6.Co-opcurrentlyhasover900apprenticesenrolledonitsprogrammesandhopesthatitwillreachitstargetof1,000apprenticesbeforetheendof2019.Approximately75%ofitsapprenticescomefromwithinthebusiness;25%arenewrecruits.Theoldestapprenticeis49andtheaverageapprenticeageis31.

Co-opseesitsapprenticeshipstrategyasanimportantmeanstoretain,rewardanddevelopitsworkforce.Theapprenticeshipprogrammeisinclusiveandseekstoensurethatthedemographicsofparticipantsreflectsthecustomerbase.Inlinewiththeseprinciples,theCMDAisopentoallstaff.AsCo-op’sApprenticeshipManagerTraceyLancasternotes,“It’sreallyhelpfultousifwehaveleaderswhohaveworkedtheirwaythroughtheorganisation.Ourapprenticeshipstrategyisaboutdevelopingtalent,supportingandgrowingourlocalworkforcesandbuildingstronglinkswithourcommunities.”

Co-opoffersapprenticesadditionaltimeforstudy,paysthemafairwage,andensuresthattheyareonpermanentcontracts.ExtrahelpisalsoprovidedtosupportawiderangeofstafftoundertaketheCMDAthroughapre-apprenticeshipskillsprogrammedeliveredinpartnershipwithfurthereducationcolleges.TheprogrammeprovidesfoundationalskillsinsubjectssuchasEnglishandmathsandispartfundedbyCo-op,withsomeadditionalinvestmentfromthegovernment’sadultlearningbudget.

Pendingsuccessfulcompletionofthepre-apprenticeshipcourse,thefirstcohortofapprenticescurrentlyundertakingthepre-apprenticeshipskillscoursewillbegintheirCMDAinSeptember2019,afteratwo-daytastercoursedeliveredbyAngliaRuskinUniversity(ARU).ARUhaspartneredwithCo-opformanyyearsinthedeliveryofapprenticeships,andTraceydescribestherelationshipas‘excellent’,particularlycitingARU’sbespokeandflexibleapproachtolearningdelivery.ThisincludesdevelopingspecificmodulesonCo-op’svaluesandbusinessobjectives,anddesigningthecoursetimetabletoaccommodatebusytimesoftheyear.

ThepositiveimpactofCo-op’sapprenticeshipstrategyisbeingfeltthroughouttheorganisation:manyCMDAgraduateshavesecuredapromotionandgoneontothriveinotherpartsandlevelsoftheorganisation,whiletheretentionratesforCo-op’sapprenticesare20%higherthanforotherCo-opemployees.

75% of its apprentices come from within the business

900 apprentices currently enrolled on its programmes


Strategic development of level 4 and level 5 higher level apprenticeships

TheAugarReview(DfE,2019a)statesthatthereiscurrentlyamismatchbetweenapprenticeshipstrategiesacrosstheUKandIndustrialStrategyrequirements.Thereportobservesthat,despitetheurgentneedformorelearnersatlevels4and5,numbersofenrolmentsintheselevelshaveinfactbeenfallingoverthepastfewyears(DfE,2019a:33).Ashortageofworkersskilledatlevels4and5suggestsaneedandanopportunitytodevelopmoreapprenticeshipsattheselevels.

Inanemployer-ledsystem,theestablishmentofmorehigherlevelapprenticeshipsneedstobedrivenbyemployerdemand,tomeetspecificoccupationalneeds.Therealsoneedstobegreaterconsiderationofalignmentbetweendifferentlevelsofapprenticeshipstandards,andflexibilitybuiltintothesystem,tosupportprogression.However,thecurrentsystemfordevelopingapprenticeshipstandardshasnotgenerallybeendesignedwithprogressioninmind.

TheapprenticeshipsystemwouldbenefitfromastrategicapproachfromtheIfATEtoenhanceandsupportprogressionopportunities,andtoencouragetrailblazerstoconsiderthiswhendesigningstandards.TheIfATEcouldhelpidentifywherethereareanyskillsgaps,andtheroutereviewsprovideanidealopportunitytoconsiderfacilitatingprogressioninstandardsandoccupations.Progressionintoandoutofhigherlevelapprenticeshipsmightalsobefacilitatedthroughtechnicalroutes,orundergraduateandpostgraduatedegrees.

OUR RECOMMENDATION:

• TheIfATEshouldpromoteandsupportopportunitiestobuildprogressionintothedevelopmentofstandardsandoccupationsatthetrailblazerstage.

More stop-on and stop-off points

Agreateremphasisonofferinghigherlevelanddegreeapprenticeshipsonaflexiblebasisalsostandstobenefitpotentiallearners,particularlymaturelearnersandthosefromdisadvantagedbackgrounds.Degreeapprenticeships,aswithconventionaldegrees,areabigcommitment,andparticularlywhereadultlearnersareconcerned,changesinwork,familyandpersonalcircumstancesmighteasilydisruptanapprentice’sabilitytocompletetheirprogramme.WesupporttheHigherEducationCommission’srecentrecommendationthatthereshouldbegreateruseofstop-onandstop-offpointstosupportawideningparticipationagenda(HigherEducationCommission,2019).

Whilethereissomeflexibilityalreadybuiltintotheapprenticeshipsystem,theIfATEshouldprovideclearguidanceontheflexibleoptions,raisetheprofileofthesewithtrailblazersandproviders,andencouragegreateradoption.Anemphasisonflexibilityandthecreationofintermediatelevel4andlevel5standards,wherethesealignwiththeoccupation,willalsobringdegreeapprenticeshipsinlinewiththeAugarReview’srecommendationthatthereisaneedtoembedmorelifelonglearningopportunitieswithintheeducationsystem(DfE,2019a:10).

OUR RECOMMENDATION:

• TheIfATEshouldpromoteandsupporttheflexibledeliveryofdegreeapprenticeships,thedevelopmentofmorelevel4andlevel5apprenticeships,andtheuseofmorestop-onandstop-offpoints.


Supporting the development of an effective and thriving public sector workforce Skillandstaffshortagesacrossthepublicsectorarewelldocumented:inUKnursingthereisarecruitmentcrisis,withanestimated36,000NHSnursingvacanciesinEnglandatpresent,aproblemwhichhasbeenexacerbatedbytheremovalofmaintenancegrants.Manyofthesevacantpostsarefilledwithbankandagencystaff,whichiscostlyandinefficient.TheHealthSelectCommittee’s2018reportontheNursingWorkforcefoundthat‘theintroductionoftheApprenticeshipLevy,andthesubsequentcreationofapprenticeshipsstandardsforgraduatenursing,hasbeenwelcomedasanalternativenewrouteintonursingwhichisemployer-led,enablingNHSandsocialcareservicestogrowtheirownworkforce.’Thereportalsofoundthatmatureworkersaremorelikelytoremainintheworkforce,andbringvaluablelifeexperience,whiletherearehigherattritionratesamongstyoungertraineenurseswhoarenewtotheprofession.Thisfurtheraddstothecasethatdegreeapprenticeshipswillbeahighlyvaluablemeansofupskillingandretainingcommittedmaturelearnersaspartofacriticalworkforceandretentionagenda.

Case study NHS collaborations

DEVELOPING NURSES THROUGH INVESTMENT IN DEGREE APPRENTICESHIPSOnonenursingdegreeapprenticeshipprogramme,deliveredinacollaborationbetweentheUniversityofSunderlandandfourNHStrusts,all64ofthedegreeapprenticesarecurrentlyhealthcareassistantsworkingwithinthetrusts.

Followingatraditionalroutetouniversityorachievinganursingdegreewouldnothavebeenanoptionformostoftheseapprentices.Reasonsforthisincludepersonalcircumstances,aninabilitytostudyfulltime,orevenalackofconfidence.

SunderlandUniversity’sflexibledegreeapprenticeshipenablesapprenticestolearn‘onthejob’atapacethatsuitsthem.Asaresult,theapprenticesreceivetrainingandsupporttoachieveahigherlevelqualificationwhileinpaidemployment.Theuniversityandthetrustsworkhardtosupporttheseindividualsontheirlearningjourney.


Ranginginagebetween30andmid-50,manyoftheapprenticeshavebeencommittedNHSstaffforalongtime,andsohaveplentyofexperienceofworkinginhospitalsandwithpatients.Thecurrentcohortisstudyingforoneofthreedegreeapprenticeshipqualifications:MentalHealthNursing,AdultNursingandLearningDisabilityNursing.Theprogramme,whichbeganinJanuary2019,isenablingtheNHStrustsinvolvedtoupskilltheirworkforceandmeetnursingstaffshortages,withouttheneedtobackfill.Meanwhile,theapprenticesappreciatetheopportunitytoupskillandbecomegraduatenurses.

This new programme typifies the kind of innovative, problem-solving approach we encourage at this university. Our pioneering nursing degree apprenticeship was co-created with our NHS partners, in response to their need for an affordable, sustainable way to develop high-level skills within their workforce.PROFESSOR TONY ALABASTER, ACADEMIC DEAN OF THE FACULTY OF HEALTH SCIENCES AND WELLBEING, UNIVERSITY OF SUNDERLAND.

Our employer-led model is upskilling those with years of experience of caring for patients to become registrants, in a timescale that is manageable for the apprentices and does not require hospitals to backfill their workforce. It’s the first time we have seen the integration of professional practice and work-based learning and I’m very pleased that the model has been so well received by our health partners.PROFESSOR MICHAEL YOUNG, DEPUTY VICE-CHANCELLOR, UNIVERSITY OF SUNDERLAND

Thepoliceforce’seducationalstrategyisalsosoonduetochangefundamentally:from2020onwards,newpoliceofficerswillberequiredtobeeducatedtodegreelevel,eitheronentryorthroughworkplacelearning,byundertakingadegreeapprenticeship.Thisisinrecognitionofthefactthatthepoliceforceisincreasinglyundertakingcomplexactivities,forwhichemployeesneedtobeproperlytrained,andforwhichtheydeserverecognition.Anewpoliceconstableapprenticeshipstandardwaspublishedin2018,andacrossthecountry,policeforcesarecollaboratingwithuniversitiestoensurestrategicplanningaroundthedevelopmentofafuturedegree-educatedconstabulary.


One particular challenge arises from the professional accreditation requirement that nursing degree apprentices must undergo off-the-job training for 50% of their hours, and that during this time they must be considered additional, rather than contributing, to minimum levels of patient care. This supernumerary status means that NHS trusts need to replace apprentices for half their working time, usually by paying agency staff .OFS, 2019:7

Theseexamplesclearlyshowthatdegreeapprenticeshipshavethepotentialtoaddresssignificantchallengesaffectingpublicsectorworkforcedevelopment.Indeed,thegovernmenthassetatargetforpublicsectorbodiesinEnglandwith250ormorestafftoemployanaverageofatleast2.3%oftheirstaffasnewapprenticestartsovertheperiod1April2017to31March2021(DfE,2019b:13).Yetsignificantbarrierstotheirgrowthremain.Inparticular,theoff-the-jobtrainingrequirementthatisbuiltintodegreeapprenticeshipsmakesthemcostlyforthepublicsector.AstheOfShasreported,innursing:

Werecommendthatpublicsectoremployersdeploytheirlevyfundsflexiblytobackfillwages,thusensuringthatdegreeapprenticeshipscanbeusedonabiggerandmoreimpactfulscaleacrosshealth,socialcareandpolicing.ThisechoesakeyproposaloftheEducationSelectCommittee’s2018inquiryintonursingdegreeapprenticeships,whichconcludedthatremainingbarriersmustbe‘torndown’toenablethegovernment’sownambitioustargetsfortheexpansionofpublicsectordegreeapprenticeshipstobeachieved(EducationSelectCommittee,2018).


• TheDfEshouldworkinpartnershipwiththeDepartmentofHealthandSocialCare,theHomeOfficeandotherrelevantgovernmentdepartmentstoplanarobust,high-qualityandcost-effectivedegreeapprenticeshipstrategythatsupportspublicsectorworkforcedevelopmentandtraining.

• TheDfEshouldallowthepublicsectortouseitslevyflexiblytobackfillwages.


2: THE SUCCESSES OF DEGREE APPRENTICESHIPS: THE UNIVERSITY APPROACH

Inresponsetocleardemandfromlocalandnationalemployers,universitiesacrossEnglandhaveenthusiasticallyembracedthedegreeapprenticeshipsagenda.Manyinstitutionsacrossthehighereducationsectorviewthisformoflearningprovisionasanopportunitytobuildonexistingareasofstrength,includingwell-developedvocationalcoursesandstrongrelationshipswithbusinessesandcommunities.Degreeapprenticeshipsarenotlimitedtoparticularinstitutionsandthereisatruediversitythatreflectsthediversityofourhighereducationsystem.Forexample,in2018,theUniversityofCambridgebecamethelatestinanumberofuniversitiestojointheregisterofapprenticeshipstrainingprovidersandbegintoofferdegreeapprenticeshipsatpostgraduatelevel.

Theenhancedemployerlinksthatdegreeapprenticeshipshaveenabledinstitutionstodeveloparealreadyleadingtoextensiveinnovationinteaching,learningandassessmentprocessesacrosshighereducationinstitutions.Thisiscatalysingtransformativedevelopments,asemployersandeducatorsareincreasinglycollaboratingtodelivereffectivework-basedlearningandimprovedstrategiestosupportwideningparticipation.

Notwithstandingthefactthatdegreeapprenticeshipsarestillinanearlyphaseofdevelopmentanddelivery,thesuccessesoftheseprogrammes–andthepartnershipsthattheyhavegenerated–arealreadyemerging.Thischapterprovidesanoverviewoftherapidprogressthatuniversitieshavemadetodeliverdegreeapprenticeships,andoutlinessomeoftheearlyimpactsthattheyareproducing.

Employers are up for a change process. They really value engaging with universities more, and the levy has been a catalyst for this.JOE MARSHALL, CHIEF EXECUTIVE, NATIONAL CENTRE FOR UNIVERSITIES AND BUSINESS (NCUB)

THE SUCCESSES OF DEGREE APPRENTICESHIPS: THE UNIVERSITY APPROACH 27

Rapid progress Therearenowover100universitiesinEnglandontheregisterofapprenticeshipstrainingproviders,andthenumberofdegreeapprenticeshipstartshasincreased,from1,614in2016–17to7,114inthefirstfourmonthsof2018/19(IfATE,2019).ThetopfivedegreeapprenticeshipstandardsareCharteredManager,DigitalandTechnologySolutionsProfessional,SeniorLeader,CharteredSurveyorandRegisteredNurse,andtherangeofdegreeapprenticeshipsincreasedfrom11in2016–17to32currently.Weareseeingthefirstgraduatesofdegreeapprenticeships,andexamplesofexcellentresults.

Universitieshaverespondedtothisclearinterestanddemandfromemployersthrough:

• joiningtheregisterofapprenticeshiptrainingproviders

• recruitingandretrainingnewstaffanddevelopingexpertise

• investinginnewoperationalandstrategicprocesses

• introducinginnovationinteaching,learningandassessmentapproaches

• promotingdegreeapprenticeshipstoschoolsandemployers

• providingadviceandguidancetoschoolsandemployers

• supportingtrailblazersandawiderangeofdifferentdegreeapprenticeships

• deepeningpartnershipswithemployers

• supportingemployerswithprocessesaroundtheapprenticeships,suchasdevelopingtalentstrategiesbasedonlabourmarketinformation,andpromotion,recruitmentandengagementwithschools

28THE SUCCESSES OF DEGREE APPRENTICESHIPS: THE UNIVERSITY APPROACH

Case study Sheffield Hallam University

INNOVATION AT SHEFFIELD HALLAM UNIVERSITYAleadingapplieduniversitywithextensiveemployerrelationshipsandastronglegacyofdevelopingandofferingvocationaleducation,SheffieldHallamviewsdegreeapprenticeshipsasanaturalextensionofitsvaluesandapproach.Ithasinvestedindevelopinganewcentralservicetosupportoperationsandbusinessdevelopment;across-institutionalwork-basedlearningframework;newproceduresforassessmentboards;andstaffdevelopmentandtrainingtoensurethedeliveryofhigh-qualityapprenticeships.

Significantandtime-intensiveupstreaminvestmenthasalreadyproducedarangeofbenefits.Chiefamongthesearemore,strongerrelationshipswithSMEs,largeemployersandthelocalenterprisepartnership(LEP),withwhichtheuniversityiscollaboratingcloselytodevelopprovisionthataddresseskeyskillsgaps.AnemployerforumhasbeenestablishedforeachapprenticeshipandSheffieldHallamrepresentativesplayakeyroleonregionallocalskillsboards.Furthermore,SheffieldHallam’sschoolsandcollegesteamrunsregularsessionsinschoolstoraiseawarenessofdegreeapprenticeships.

SheffieldHallamisproudoftherichinnovationthatitsdegreeapprenticeshipstrategyisdelivering.Theuniversityisduetobecomethefirsthighereducationinstitutiontodeliveraflagshiplevel6degreeapprenticeshipinpackaging,developedincollaborationwiththeNationalSkillsAcademyforFoodandDrink(NSAFD)andarangeoflargemultinationalssuchasNestlé,PremierFoodsandSmurfitKappia.ThereisanurgentneedtodevelopUK-basedexpertiseinsustainableandinnovativepackagingsolutions:SheffieldHallamwillbeattheforefrontofeffortstogrowaUKtalentpoolofpackagingprofessionalsandfoodengineers.Theuniversityhasalsodevelopedanewmassiveopenonlinecourse(MOOC)tooffermentoringintheworkplaceandsupportdegreeapprenticesintheiron-the-joblearning.

Sheffield Hallam is a committed provider of degree apprenticeships. Our 900 apprentices are drawn from a broad cross-section of society, including young school leavers from disadvantaged backgrounds and ‘upskillers’ seeking career progression.CONOR MOSS, DIRECTOR OF BUSINESS ENGAGEMENT, SKILLS AND EMPLOYMENT, SHEFFIELD HALLAM UNIVERSITY


Room for significant growthAkeytestofanemployer-ledsystemiswhetherthesupplyofapprenticeshipsevolvestomeetthedemandfromemployers.

Despiteimpressivegrowth,degreeapprenticeshipsstillmakeupaverysmallproportionofoverallapprenticeshipstarts.In2017–18,higherlevelapprenticeships(levels4–7)represented13%ofallapprenticeshipstarts.Ofthese,only23%wereatlevels6and7,withnotallofthesebeingdegreeapprenticeships(HouseofCommons,2019).

However,growthiscontributingtoincreasingapprenticeshipnumbers,meetingthegovernment’spolicytargettoincreasethenumberofdegreeapprenticeshipsspecifically.Thereisevidencethatthereisconsiderablepotentialforgrowthinapprenticeshipprovisionatlevels6and7becauseanincreasingnumberofapprenticeshipstandardsindevelopmentarelevels6and7.

Ourownresearchrevealedthatmanyuniversitiesareadoptingacautiousapproachtothedeliveryofdegreeapprenticeships.Outofthe23institutionsthatwesurveyed,themajority(65%)stillhavefewerthan300degreeapprenticescurrentlyenrolledontheircourses(see figure 2).Almostallinstitutionsthatwesurveyedreportedplanstoexpandtheirdegreeapprenticeshipssignificantlyinthenextoperationalyear,however.

LEVEL 6 AND LEVEL 7 APPRENTICESHIP STANDARDS AS A PROPORTION OF ALL STANDARDS

LEVEL 6 LEVEL 7

Currentstandards 369 49 (13%) 18 (4.9%)

Indevelopment 228 41 (18%) 27 (11.8%)

Proposed 81 17 (21%) 9 (23.5%)

Total 678 107 (15.8%) 64 (9.4%)

Source:UUK,December2018

FIGURE 2: INSTITUTIONAL SURVEY: HOW MANY DEGREE APPRENTICES ARE CURRENTLY ENROLLED ON YOUR COURSES? (N=23)

NUM

BER

OF IN

STIT

UTIO

NS

9

8

7

6

5

4

3

2

1

0

0 <49 50-99 100-299 300-599 300-999 1,000+

NUMBER OF DEGREE APPRENTICES ENROLLED IN THE YEAR 2018/19 (UUK SURVEY: APRIL 2019)

2

1 1

4 4

3

8


Strategic and operational changes and the Degree Apprenticeship Development FundIn2016,theDegreeApprenticeshipDevelopmentFund(DADF)wasestablishedbythethenDepartmentforBusiness,InnovationandSkills(DBIS)andtheDepartmentforEducation(DfE),withthekeyobjectivesof:

• creatingastrongermarketfordegreeapprenticeshipswheredemandwaslikelytobehigh

• creatingpartnershipsthatwouldstrengthendegreeapprenticeshipgrowth

• establishingcapacityandexpertisetodeliverahighvolumeofdegreeapprenticeshipsacrosshighereducationinstitutions.

Thefundsupportedthestrategiccommitmentofthegovernmenttoincreasethenumberofdegreeapprenticeships.BetweenNovember2016andNovember2018,£8.8millioninfundingwasdistributedto103highereducationproviders,comprising56furthereducationcollegesand47highereducationinstitutions.

AnevaluationoftheDADF,conductedbyWarwickEconomicsandDevelopment(WECD),foundthatthefundshadbeen‘transformational’insofarastheyhelpedteamstosecureseniorcommitment,andincentivisedthedevelopmentofstrategicplansandtheimplementationofinternalinfrastructure.Asourownresearchrevealedtoo,thesechangesoftenrequiredanoverhaulofinstitutionalsystemsandstaffrecruitmentanddevelopment:22outofthe23universitiesthatrespondedtooursurveyidentifiedtheoperationalchangesrequiredbydegreeapprenticeshipsasbeing‘extremelychallenging’or‘quitechallenging’,while76%found‘securinginternalbuy-in’asbeingeither‘extremelychallenging’or‘quitechallenging.’Oneuniversityapprenticeshipmanagercommented:

AstheWECDevaluationofDADFfound,acommonapproachtakenbyinstitutionshasbeenthedevelopmentofa‘hubandspokebusinessmodel’,wherebyacoreteam(thehub)takesonresponsibilityforactivitiessuchasemployerandlearner/providerengagement;employerandlearnersupport;partnershipandexternalrelationshipdevelopment;reportingprocesses;datacollection,managementandreporting;internalandexternalstrategicalignment;andoverallapprenticeshipmanagementandreporting.Thisteamworksincollaborationwithdifferentacademicschools,facultiesanddepartments(the‘spokes’)todeveloptheacademiccontentofthedegreeapprenticeships(WECD,2019:12).

Thesignificantupstreaminvestment,aswellasstrategic,operationalandculturalchangerequiredforuniversitiestoestablisheffectivedegreeapprenticeshipprogrammes,highlighttheimportanceofestablishingastablepolicyenvironmentandaclearandcoherentsetofgovernment-ledmessagesaroundtheimportanceofgrowthindegreeapprenticeships.Withoutthisstability–andwithuncertaintypersistingaroundsomeareassuchasfundingbandsandtheinclusionofmandatoryqualificationsforsomeoccupationalstandards–someuniversitiesarestrugglingtoplan,strategiseandsecureadequateinternalbuy-intodevelopafuture-facingdegreeapprenticeshipsagenda.InChapter 3,weexploretheneedforagovernment-led,promotionalcampaignarounddegreeapprenticeships,whileinChapter 4weproposewaystoreducethebureaucracyandoperationalobstaclescurrentlyaffectingthedevelopmentanddeliveryofdegreeapprenticeships.

This has required significant commitment, as apprenticeship provision is so different from our traditional undergraduate programmes.


The value of employer–university collaboration Benefits of employer–university collaboration for universities

Betteranddifferentwaysofworkingwerecitedbyinstitutionsasoneoftheclearestpositiveimpactsoftheirdegreeapprenticeshipsstrategy.Oftheuniversityrespondentssurveyed,65%‘stronglyagreed’and35%‘agreed’thattheyarenowmoreinnovativeinrelationtocollaboratingwithemployers,while100%oftherespondentsreportedthattheirrelationshipswithlargeemployershadstrengthenedasaresultofdegreeapprenticeships.Thishashadknock-oneffectsonotherareasofuniversitybusiness,enablinginstitutionstoincreasethegeographicreachoftheirstudentrecruitmentthroughpartnershipwithnationalaswellaslocalemployers;torethinkthekindsofcoursestheyofferandthematerialtheycontain;andtostrengthenuniversity–businesscollaborationinotherareassuchasresearchbyincreasingthenumberandtypeofbusinesseswithwhichtheyhavepartnerships.

Benefits of employer–university collaboration for employers

Ourresearchalsorevealedhighlevelsofsatisfactionamongemployerswhoworkwithuniversitiesinthedevelopmentanddeliveryofdegreeapprenticeships.

Amongthetrailblazergroupsthatwesurveyed,62%ofemployersratedtheirrelationshipwithuniversitiesas‘good,’while23%rateditas‘excellent.’Furthermore,93%oftrailblazerleadseither‘agreed’or‘stronglyagreed’thatthetrailblazergrouphadbenefitedfrominvolvementandadvicefromuniversitiesinthedevelopmentofapprenticeshipstandards,particularlycitingtheinvaluableexpertiseandguidanceuniversitieswereabletoprovideondevelopingcurriculumcontentanddesigningappropriateassessments.Oneemployerremarked:

Amongthe36employersurveyrespondentscurrentlyofferingdegreeapprenticeships,88%either‘stronglyagreed’or‘agreed’withthestatement:‘Ourorganisationvalestheexpertiseavailablethroughcollaborationwithauniversity.’

Our existing strong relationships with employers have strengthened further … through ITTs, development of programmes, and the resulting overall increase in the frequency of engagement … This has enabled us to develop not only our degree apprenticeship … but to begin adjusting our overall provision to ensure our graduates have the appropriate knowledge, skills, behaviours and technical and methodological understanding that are in current demand. … In terms of numbers, the institution has more than quadrupled its major employer relationship base.HEAD OF DEGREE APPRENTICESHIP DEVELOPMENT, HIGHER EDUCATION INSTITUTION

We have noted that some further education colleges and independent training providers are poor at administration. Universities tend to be better and more professional.


Innovation in teaching and learning

Throughmorein-depthpartnershipworkingwithemployers,universitieshavebegundevelopingnumerousinnovativeapproachestoteachingandlearning,bothintermsofcontentanddelivery.Thisincludes:

• thedevelopmentofonlineplatformstosupportdistancelearning

• thedesignanddevelopmentofe-portfoliosandotheronlinemechanismstomonitorandcalculateoff-the-joblearningandtoprovideeaseofreportingontheacquisitionanddemonstrationofknowledge,skillsandbehaviours

• workplacementoringmodelsdeliveredbothonlineandfacetoface

• thedevelopmentofmodulestailoredtoparticularemployersfor‘closedcohorts’ofdegreeapprentices

• thedevelopmentofblock,residentialdeliverymodels

• flexibletimetablesbuiltaroundemployerneedsandpreferences

• supplementarysummerschoolstosupportprogressionandprovidefoundationalstudyskills

• increaseduseofindividualisedandone-to-onelearningmodelstoprovidedifferentstartingpointsandlevelsofpaceandchallengefordifferentlearners

• increaseduseof‘datadashboards’tomonitortheprogressionofdegreeapprentices,withinbuilt‘progressioncheckpoints’

Severalinstitutionsreportedthattheearlyevidenceofthesuccessesandstrengthsofreinforcedworkplacelearningandassociatedreflectivepracticeshaspromptedthemtoconsiderhowtheymightembedsomeofthesuccessfulpedagogicalapproachesthattheyaredevelopingthroughdegreeapprenticeshipsintostandardprovision.


Case study Open University

THE OPEN UNIVERSITY: REACHING ‘COLD SPOTS’ THROUGH FLEXIBLE LEARNING TheOpenUniversity(OU)isaproviderofapprenticeshipstoover400largeandsmallemployers.In2017–18,theOUwasthesecondlargesthighereducationproviderofhigheranddegreeapprenticeships,anditnowhasover1,400apprenticesonprogramme.

TheOUdeliverstheapprenticeshipbothonlineandfacetoface,whichgivesemployersandapprenticesmoreflexibilitytotielearninginwithworkinglife.TheapprenticeshipcanbedeliveredanywhereintheUK,sotheOU’sexpertnationwidepractice-basedtutorsareabletosupportapprenticesattheirworkplaces,wherevertheyarelocated.Thishelpsaddressgeographicalcoldspotswherethereisperhapsnolocalhigherorfurthereducationprovision.Forexample,TheIsleofWightNHSTrustandtheOUhavejustannouncedacollaborationtodeliverathree-yearapprenticeshipprogrammetoincreasethenumberofregisterednursesandnursingassociatesontheisland.OUnursingstudentsandapprenticesareoftenrecruitedlocally,andsohaveestablishedrootsinthecommunity.Theygenerallyremainwiththeirlocalhospitalsoncetheyhavequalified.TheapprenticeshipprogrammeisthereforevitaltotheretentionandexpansionofthenursingworkforceontheIsleofWight.

Itsmodelisalsoflexible,insofarasitoperatesacrossalllevelsandpartnerswithfurthereducationcollegesaswellasothertrainingproviders.FromapartnershipwiththeCollabGroup,throughtolicensingcontentandvalidatingapprenticeshipswithorganisationssuchasChichesterCollege,theOUcansupportthedeliveryofhigh-quality,flexibleapprenticeshipsandbuildcollaborativesolutionsacrosshighereducation,furthereducationandotherprovidersthathelptofillskillsgapsandpromotesocialmobility.

400 employers provided with apprentices through the Open University

1,400 apprentices on the programme


Case study University of Exeter

MEETING EMPLOYER NEEDS THROUGH THE UNIVERSITY OF EXETER’S CIVIL ENGINEERING DEGREE APPRENTICESHIPLaunchedinSeptember2017,theUniversityofExeter’sCivilEngineeringDegreeApprenticeshipprogrammehasbeendevelopedincollaborationwithaconsortiumofemployersledbyinternationalengineeringcompanyLaingO’Rourke.LaingO’RourkewasamemberofthetrailblazergroupthatdevelopedtheCivilEngineeringSiteManagementApprenticeshipStandard,andnowhasapprenticesworkingacross16UKprojects,includingManchesterAirport,ThamesTidewayandHinkleyPointCnuclearpowerstationinSomerset,90minutesnorthofExeter.

Theprogramme,launchedwithapathwayinSiteManagement,wasdesignedintermsofcontentanddeliverymodelbetweenExeteracademicsandLaingO’Rourkeengineers,torespondtotheemployers’needsanddeveloptheskillsofasite-basedengineer.In2018,apathwaywasaddedtomeettheneedsofcivilengineeringconsultancyfirmsaswell.

The long-term success of our industry depends on our capacity to attract new talent, so it is vital that we take steps today to build enthusiasm among young people, while also raising the prestige of our profession. We have a 10-point plan to bridge the skills gap within the engineering sector, also helping to widen the number of routes into the industry. Developing the block release apprenticeship model with the University of Exeter gave the unique opportunity to study an engineering degree apprenticeship at a prestigious establishment. As a company we have always placed the needs of the apprentice at the forefront of any programme design and we were pleased to see that the university shared the same philosophy. The university is extremely professional and have a wealth of subject and education knowledge.SCOTT BELL, APPRENTICESHIPS MANAGER, LAING O’ROURKE


Support for apprentices and widening participation AsChapter 1highlighted,employersanduniversitiesarealreadyworkingtogethertoensurethatdegreeapprenticeshipsareusedtosupportsocialmobility,especiallywithregardtosupportingtheprogressionofexistingemployeeswhodonotyethaveadegreeeducation.

InthesecondphaseofDADF,socialmobilitywasmadeanexplicitcriterionforfunding,andtheevaluationofthefundparticularlyhighlightstheactivitiesofuniversitiesthathaveundertakenworktoincreasetheinterestin,andaccessibilityof,degreeapprenticeshipsamongyoungpeopleanddisadvantagedstudents.

TheOfSanditspredecessorshavealsoestablishedvariousnetworks,includingthoseoftheNationalCollaborativeOutreachProgramme(NCOP),topromoteandincreasetheuptakeofapprenticeshipsinschools.NCOPpartnershipsworkwithlocalauthorities,LEPsandemployerstounderstandlocalskillsgapsandcareersadviceneeds.Theyhelpteachersandadvisorstoimproveyoungpeople’sknowledgeandawarenessofdegreeandhigherapprenticeships,amongothermodesofhighereducation.TheOfShasreportedthat,during2017–18,itworkedwitharound1,500schoolsandcollegestodelivertargetedhighereducationoutreachto102,000people.Itnotesthat:

Weencouragethispartnershipworkingandsupporttheuseoftargetsarounddegreeapprenticeshipsinaccessandparticipationplans.WealsosupporttheOfS’sstatedobjectivetodomoretounderstandandpromotedegreeapprenticeshipopportunitiestolearners,aswellastofurtherusedatatomonitorhowfardegreeapprenticeshipsareexpandingopportunitiesfordisadvantagedstudents(ibid:8).Tobuildonthehighlevelsofemployerenthusiasmforusingdegreeapprenticeshipstosupportsocialmobility,whichweoutlinedinChapter 1,wealsorecommendthatemployersshouldengage,andbeinvitedandincentivisedtoengage,moreproactivelyinoutreachinschools,andtobecomefurtherinvolvedinprovidingcareersadviceandguidance.TheneedforincreasedlevelsofemployerengagementinprimaryandsecondaryschooleducationisoutlinedfurtherinChapter 3.

because degree apprenticeships can help provide opportunities for disadvantaged learners to progress in higher education, we now include degree apprentice numbers when setting the premiums we give to universities and colleges to support disadvantaged learners in their studies, and in the investment, targets and activities we negotiate in access and participation plans.OFS, 2019:6



• Aspartofitscommitmenttoimprovetheevidence-baseondegreeapprenticeshipsandhighlightdegreeapprenticeshipopportunitiesonanewwebsiteforlearners,theOfSshouldusethesenewplatformsandmechanismstounderstandandhighlighttheachievementsofoutstandingdegreeapprentices,aswellasthebestpracticesofemployersanduniversitiesthatareusingdegreeapprenticeshipstosupportwideningparticipationobjectives.Thiscouldincludeintroducingadegreeapprenticeshipawardschemeforapprentices,employersanduniversities.

• Employersshouldengage,andbeinvitedtoengage,moreproactivelyinoutreachandinformationandguidanceforstudentsatthelocallevelandinprimaryandsecondaryschools.

• WealsosupporttheOfS’sobjectivetoincludedegreeapprenticeshipsinaccessandparticipationtargets.

Areas for improvement in employer–university collaboration Despitethenumerousbenefitsandpositiveeffectsofemployer–universitypartnershipworking,ourresearchalsohighlightedsomeareasforimprovement.

More flexibility from universities in teaching and assessment:Asmallnumberofemployerssaidtheywanteduniversitiestobemoreflexibleandinnovativeinthemodesofteachingandassessmentthattheydevelopaspartofapprenticeshipdelivery.Someemployerswantedpedagogyandassessmenttobemorepracticalandhandson,withlessfocusonessaysandexams.

Improvements in communication with, and information provided to, employers:Oneemployerhighlightedtheneedforuniversitiestoprovidemorecoherent,clearandcomprehensivefeedbackontheirapprentices,andtoimprovetheoverallmanagementoftheirprogrammes.Anotheremployerraisedconcernsthatauniversitytheyhadworkedwithvieweddegreeapprenticeshipsassimplyan‘add-on’towhattheywerealreadydoing,withouttakingsufficientaccountofthespecificneedsoftheemployer.Universitiesneedtoadoptbestpracticeintheircommunicationswithemployers,andthesupportthattheyoffertoapprentices.

OUR RECOMMENDATION:

• Universitiesshouldcontinuetodevelopinnovativemodesofteaching,assessmentandapprenticesupporttomeetemployerneeds,andtoshareandlearnfromeffective,innovativepractice.

The value of new partnerships and cross-sector collaboration Degreeapprenticeshipshavenotonlysupporteduniversitiestodevelopbetter,strongerrelationshipswithemployers;theyhavealsocatalysedbettercollaborationbetweenuniversitiesandawiderangeofotherstakeholders,includingotheruniversities,furthereducationcolleges,schoolsandLEPs(see figure 3).Ofthe23universitysurveyrespondents,61%either‘stronglyagreed’or‘agreed’thatdegreeapprenticeshipshaveenabledthemtostrengthentheirrelationshipswithotheruniversities,particularlynotingthebenefitsofmorestrategicpartnershipworkingaroundinvitationstotender,ininstancesforexamplewhereindividualuniversitiesarenotabletomeetthegeographicalreachrequiredbyemployers.


ThisiscorroboratedbythefindingsoftheDADFevaluation,whichdetailsnumerousexamplesofinnovativepartnershipworkingbetweenuniversitiesandotherprovidersandrelevantprofessionalbodies,aswellasorganisationssuchasNCOP(WACD,2019).In2018,UUKcommissionedCFEResearchtoproduceareport,Routes to High-Level Skills,whichoutlineshowpartnershipsbetweenhighereducationproviders,othereducationprovidersandemployershaveplayed–andstandtoplay–avitalroleinaddressingskillschallengesbyprovidingintegrated,flexiblepathwaystohigh-levelskillsforlearners,includinghigheranddegreeapprenticeships.Oneofthekeyfindingsofthereportwasthatthebestwaytoengagewithemployersintheapprenticeshipspacewastodevelopawaytomeetemployerneedsacrossdifferentqualificationlevels.Thiscannotbedonebyeitheruniversitiesorcollegesworkingalone.Inrecognitionofthis,MiddlesexUniversityformedastrategicpartnershipwithCapitalCityCollegeGroup(CCCG)tomapwheretheircurrentapprenticeshipoffersarealigned,andwherenewprovisioncouldcreateprogressionpathwaysfromlevel3tolevel6andabove.Aspartofthiscollaboration,theMiddlesexUniversityCentreforApprenticeshipsandSkillswasestablished.Itprovidesasinglepointofcontactforemployersacrossthepartnership(UUK,2018b:18).

OUR RECOMMENDATION:

• Universitiesshouldpartnerwithotherlearningprovidersandemployerstocreateflexible,integratedpathwaysforapprenticestoprogresstohigherlevelskillsanddegreeapprenticeships.

Early impacts Degreeapprenticeshipsarestillinanearlystageofdevelopmentanddelivery,andyet–asthischapterhasrevealed–evidenceoftheirimpactandsuccessesisalreadyaccumulating.Universitiesareawareoftheimportanceofgatheringevidenceofthesepositiveoutcomes.

FIGURE 3: UNIVERSITY RESPONSES: WE HAVE STRONGER RELATIONSHIPS WITH THIS STAKEHOLDER GROUP AS A RESULT OF DEGREE APPRENTICESHIPS (N=23)

Individuallearnersandfamilies

Secondaryschools

FEcolleges

LocalEnterprisePartnerships(LEPs)

SMEs

Otheruniversities

Largeemployers

0 5 10 15 20 25

STRONGLY AGREE AGREE DISAGREE STRONGLY DISAGREE I DONT KNOW NOT APPLICABLE

Source:Bachan(2018)


Case study Sheffield Hallam University and Harper Adams University

EVIDENCING THE IMPACT OF DEGREE APPRENTICESHIPSSheffieldHallamUniversity’sapproachtodegreeapprenticeshipshasattractedbroadsupportfrombothregionalandnationalstakeholders.In2018,theuniversitywonagrantfromtheSheffieldCityRegion(SCR)CombinedAuthoritytolaunchaNationalCentreofExcellencefordegreeapprenticeships,whichwassubsequentlyopenedbytheNorthernPowerhouseMinister.Actingasapioneeringhubfortheinnovation,designanddeliveryofdegreeapprenticeships,thecentrewilldeveloparesearchbaseontheimpactofdegreeapprenticeships,withtheambitiontoshapeapprenticeshippolicyandfutureteachingandlearningpracticeacrosstheUK.

HarperAdamsUniversityhasdevisedaproductivitytoolthatallowsemployerstoseeincreasesinproductivitythatpotentiallycouldcomefromdegreeapprenticeships.Thisisanovelapproachdesignedtocapturethespecificcontributionofapprentices,ratherthanrelyingonthewiderproductivityofthebusinessasawhole.


Given the policy rationale underpinning the provision of degree apprenticeships, it would be beneficial to allow for sufficient resources and time to capture the effects and impact of degree apprenticeships on productivity and social mobility, through a systematic and robust longitudinal study.WACD, 2019:III

OUR RECOMMENDATION:

• TheDfEshouldplacegreaterstrategicemphasisonsupportingthecollectionandanalysisofevidenceanddatatodemonstrateandunderstandthesuccessofdegreeapprenticeships,especiallyinrelationtoproductivityandsocialmobilityoutcomes.

Theuniversitiesthatrespondedtooursurveylistedarangeofactivitiesandmeasuresthattheyareusingtounderstandtheimpactofdegreeapprenticeships,including:

• demographicsofstudentsundertakingdegreeapprenticeships

• studentprogressionandattainmentrates

• employerinformationonskillsshortages

• studentfeedbackoncourses

• employerfeedbackoncourses

• employerfeedbackonapprenticeperformance

• developmentofindividualcasestudies

• longitudinalstudiesofstudentsinthefinalyearofthedegree

• apprenticeshipandfirstyearaftergraduation

• wideningparticipationfigures

• recordsofapprenticeachievementawards

TheDADFevaluationobservesthat‘thereissomeearlyanecdotalevidenceoftherelationshipbetweendegreeapprenticeshipsandimprovementsinproductivityandsocialmobility’(WACD,2019:iii).WesupportWACD’srecommendationthat:


3: STUDENT DEMAND FOR DEGREE APPRENTICESHIPS

Studentsconsideringtheirpost-schooloptionsstandtoreaparangeofbenefitsfromchoosingtodoadegreeapprenticeship,whichoffersthemtheopportunitytogainadegreequalificationwhilealsoearningawageandgainingpracticalskillsandexperienceintheworkplace.

AsChapter 1highlighted,employersseedegreeapprenticeshipsashavingparityofesteemwithconventionaldegreesandtheystandtoplayanimportantroleinawidereducationalsystemthataimstoraisethebarforvocationalopportunities.Manyofthestakeholdersthatweengagedwithwerekeentohighlighttheneedforalignmentbetweeneducationalreformsthatarecurrentlyunderway,anddegreeapprenticeships.Theyunderlined,forinstance,theimportanceofplanninganddesigningforcoherenceandprogressionbetweenT-levels,thenewtechnicalqualificationsduetobeintroducedin2020,anddegreeapprenticeships.

Butwhatdostudentsandtheirparentscurrentlythinkaboutdegreeapprenticeships?ThischapterdrawstogetherinsightsgatheredthroughresearchwecommissionedthroughNEON,exploringtheviewsof747Year10andYear12studentsandtheirparentsfromacrossEngland.Italsoconsiderswiderprinciplesthatshouldinformimprovedinformationandguidanceforlearnerswithinthecontextofachangingpost-16educationsystem,atthesametimeasaddressingthewiderrolethatabroadcoalitionofgovernment,employersanduniversitiesmightplayindevelopingacompellingvisionandstrategyforpromotinganddrivingforwardthedegreeapprenticeshipsagenda.

Our existing strong relationship with schools has resulted in repeated requests for events, workshops and talks to teachers, students and parents. This high demand addresses the lack of a formal programme within schools to promote and explain apprenticeships. Once the opportunity is explained, demand is very high. Such events see over 50% of all enquiries being about degree apprenticeships.HEAD OF DEGREE APPRENTICESHIP DEVELOPMENT, UNIVERSITY OF CENTRAL LANCASHIRE

STUDENT DEMAND FOR DEGREE APPRENTICESHIPS 41

Case study Open University

DIGITAL TECHNOLOGY SOLUTIONS DEGREE APPRENTICESHIP WITH THE OU21-year-oldRobsonGrantiscurrentlydoingadegreeapprenticeshipinsoftwareengineeringfortheNHS.HeiscompletingaBAinDigitalTechnologySolutionswithTheOpenUniversitywhileworkingtohelpMiltonKeynesHospitalwithitsdigitaltransformationprogramme.

AftercompletingaBTECincomputingatCollege,Robsondecidedtoundertakethedegreeapprenticeshipbecausehelikedtheideaofbeingabletogainfouryearsofworkexperienceinabusy,fast-pacedhospitalenvironment,whileatthesametimeachievingaBAqualificationwithoutincurringanydebt.HewasencouragedtoconsideranapprenticeshipbyhislinemanageraftercompletingafewdaysofworkexperiencewiththeNHS.Hisprojectsandresponsibilitieshaverangedfromhelpingwiththehospital’selectronicpatientrecordsystem,tobeingpartofateamthatdevelopedanddesignedawebsiteforpaediatriciansworkingwithchildrenwithdiabetes.

Robson’smanagersseethedegreeapprenticeshipprogrammeasanimportantpartoftheNHStalentstrategy,buildingtheskills,experienceandqualificationsofyoungpeoplesothattheycanprogressthroughtheorganisationtoleadershiproles.Aswithalldegreeapprenticeships,Robsonmusthave20%off-the-jobtrainingandspendsonedayeveryweekdevotedtoacademicstudythatissupportedthroughTheOpenUniversity’sflexiblelearningmodel.Robson’sbossesfindthedegreeapprenticeshipmodel“veryeasy”tomanage,andRobsonhimselfenjoystheflexibilityinvolvedinbalancingworkalongsidestudy,findingthatithasencouragedhimtodevelophistimemanagementskillsandbecomemoreofaself-starter.

ThoughRobsonwasinitially“shy”,hisconfidencehasgrownenormouslythroughhisworkinthehospital,andherecentlywonthe‘ApprenticeshipoftheYear’award,outof800nominationsfromacrosstheTrust.TheawardwasforRobson“amassiveconfidencebooster[….]it’sgreattofeelthataspartofthedegreeapprenticeshipyouareactuallyimpactingthehospitalitself.”

42STUDENT DEMAND FOR DEGREE APPRENTICESHIPS

When you see the word ‘apprenticeship’, you kind of automatically associate it with lower achieving, even though it’s not.STUDENT, EXETER, YEAR 12

You get high grades and then you go to university [to do a traditional degree]. That’s just the path that you’re told to go down.STUDENT, EXETER, YEAR 12

People don’t want to deviate from what’s normal. So as long as going to university is what you feel comfortable with because it’s what you’ve been told to do all of your life, and if you’re suddenly told you can go a different route, even if it’s better, you’ll probably be put off because it’s different. People don’t like different things.STUDENT, EXETER, YEAR 12

2SeeAnnexe1forabreakdownofstudentcharacteristics.

Student and parent perceptions of degree apprenticeships AcrossEngland,youngpeopleareenjoyingthebenefitsofdegreeapprenticeships.However,NEON’sresearchuncoveredaclearinsightthatinformationabout,andawarenessof,degreeapprenticeshipsremainpooramongschool-agestudentsandtheirparents,andoutdatedideasaboutthevalueofapprenticeshipspersist2.Alargemajorityofyoungpeoplestillviewapprenticeshipsasa‘second-class’option,inferiortomoreconventionaluniversitydegrees,andthisattitudeextendstodegreeapprenticeships.

Theresearchrevealed,forexample,thatmanystudentswereunawareofthedifferencebetweenapprenticeshipsanddegreeapprenticeships,reportingthattheyhadoftenonlyheardaboutapprenticeshipsinrelationtotradessuchasplumbing.Manystudentsfeltthattherewasastigmasurroundingapprenticeshipsanddegreeapprenticeships,andalowersocialstatusattachedtothem,whichtheysaidcouldstronglydiscouragethemfromconsideringvocationalpost-schoolroutesasaseriousoption.Intheonlinesurvey,27%ofstudentseither‘agreed’or‘stronglyagreed’withthestatement‘Degreeapprenticeshipsrequirefeweracademicskillsthananundergraduate/conventionaldegree.’

Theseperceptionsareinmanycasesbeingshapedandperpetuatedbythekindsofmessagingandinformationthatyoungpeoplereceiveatschool:thestudentswhorespondedtotheonlinesurveyandwhowereinvolvedinfocusgroupscommonlyreportedthatteacherstendedtoplaceastrongemphasison‘traditional’or‘conventional’degreeroutes,whileotheroptions–includingapprenticeshipsanddegreeapprenticeships–wereoftennotpresentedtothem.

Basedonthesurveyresponsesof538studentsfromacrosstheUK,Figure 4displaysstudents’levelsofknowledgeandawarenessofdifferentaspectsofdegreeapprenticeships,fromeligibilityrequirementstocourseexpenses.Amajority(81%)ofstudentsreportedthattheyknow‘littleor‘nothingatall’abouttheapplicationprocessfordegreeapprenticeships;78%reportedthattheyknow‘littleornothingatall’aboutsubjectsinwhichdegreeapprenticeshipscanbestudied;93%ofstudentsreportedthattheyknow‘littleornothingatall’aboutcoursestructure;and67%reportedthattheyknow‘littleornothingatall’aboutcoursesexpensesfordegreeapprenticeships.


FIGURE 4: STUDENT SURVEY: WHAT DO YOU KNOW ABOUT DEGREE APPRENTICESHIPS? (N=538)PE

RCEN

TAGE

OF R

ESPO

NDEN

TS

100

90

80

70

60

50

40

30

20

10

0

ELIGIBILITY REQUIREMENTS

APPLICATION PROCESS

SUBJECTS IN WHICH THE COURSES CAN BE

STUDIED

COURSE STRUCTURE

COURSE DURATION

COURSE EXPENSES

COMPONENTS OF DEGREE APPRENTICESHIPS PROCESS

68

8178

93

73

67

32 1922

7

27

33

Students’lackofknowledgeaboutdegreeapprenticeshipsmeansthatthereisastrongneedformore,andbetter,informationaboutdegreeapprenticeshipstoenablethemtomakefullyinformeddecisionsabouttheirpost-schoolpathways.

Theresearchfoundthatalmosthalfofparentssharetheviewthatinformationaboutoptionsotherthan‘traditional’degreesneedstobeimproved:45%ofparents‘disagreed’or‘stronglydisagreed’thatinformationaboutdegreeapprenticeshipsatschoolswassufficient,comparedwith17%who‘agreed’or‘stronglyagreed’thatstudentsweregivenadequateinformation.

Influence of awareness and knowledge on perceptions

Theneedformoreinformationandpositivemessagingarounddegreeapprenticeshipsisparticularlyimportantgiventhat,oncemadeawareofdegreeapprenticeships,studentsandtheirparentsareenthusiasticaboutthisformoflearningprovision.

I think there could be more information on apprenticeships and degree apprenticeships because I know there is a lot about apprenticeships and degrees but not about degree apprenticeships. I’ve never really known much about that option before today. So, I think that it would be better to have more information, because it sounds like a nice mixture of both. It sounds like quite a good route to go down.STUDENT, BODMIN, YEAR 12

NOTHING AT ALL/ A LITTLE I KNOW EVERYTHING THERE IS TO KNOW / A LOT


NEON’sresearchfoundthatjustoveraquarterofstudentsfeltstronglyaboutthepotentialfordegreeapprenticeshipstoboosttheiremployability,with26%ofstudentseither‘agreeing’or‘stronglyagreeing’that‘theemploymentprospectsforthosecompletingadegreeapprenticeshiparebetterthanforthosecompletingabachelor’sdegree’,comparedwith3%whodisagreedwiththisstatement.Manystudentspointedtotheabilitytoimproveinworkplaceprofessionalismandetiquette,interviewskillsandself-presentationaskeyadvantagesofundertakingdegreeapprenticeships.

Despitelowlevelsofawarenessofdegreeapprenticeshipsamongparentsaswellasstudents,theformerwerekeentohearaboutdegreeapprenticeshipsasanoptionforyoungpeopletoconsider,with78%oftheparentssurveyedreportingthattheywouldadvisetheirchildtodoanapprenticeship.Forparents,thekeyappealofdegreeapprenticeshipsrelatestotheabilityofstudentstogainworkexperiencewhilealsogainingadegreewithouttuitionfeesattached.

Students’ and parents’ concerns about degree apprenticeshipsEvenafterlearningaboutdegreeapprenticeshipsandwhattheyinvolve–anddespiterecognisingtheirappealandbenefits–theresearchfoundthatparentsandyoungpeoplealikestillhavesomekeyconcernsaboutthisformoflearningprovision.Asemployersandlearningprovidersseektoincreasethepopularityofdegreeapprenticeshipsandimproveandboosttalentpipelinesintotheirbusinessesviatheirapprenticeshipprogrammes,itwillbenecessarytoensurethatmessagingarounddegreeapprenticeshipsstrivestoprovidereassurancearoundtheseconcerns.

First,parentsandyoungpeopleworrythatdegreeapprenticeshipsaremorelikelytolockyoungpeopleintoaspecificcareerroute,placingpressureonthemtodecideexactlywhattheywanttodobeforetheageof18.Infocusgroups,aconsistentthemeemerged:traditionalbachelor’sdegreesareseenasofferingmoreflexibilitythandegreeapprenticeships,providingyoungpeoplewithamoreportablequalificationandwiderskillsandknowledgebasethatopenupmorecareerchoicesfortheminthefuture.

Secondly,parentsandstudentssharetheconcernthatstudentsundertakingdegreeapprenticeshipswillmissoutonsomeofthemoresocial,culturalandpastoralbenefitsofferedbyamoreconventionaluniversityexperience,suchasmeetingotheryoungpeoplefromawiderangeofbackgroundsandtakingpartinextra-curricularactivities.Degreeapprenticeshipsareperceivedlargelyasemploymentopportunitiesthatcannotofferthesamekindofenrichingsocialexperienceasaresidentialuniversitydegree,northesamelevelofcareandsupport.

Of course, anything that means that my children don’t come out of education with that millstone around their neck [tuition fees] is something that I am going to be pointing them towards.PARENT, BODMIN

I wouldn’t want my child, at 18, to be spending six years of their lives and coming out of it with a degree that isn’t really recognised by anybody else except the company that [you’ve been trained with].PARENT, BODMIN


Parents,inparticular,expressedtheanxiety,infocusgroups,thatdegreeapprenticeshipsareacheapformoflabourandexploitationofyoungpeople.Theyraisedconcernsaboutthequalityofthelearningprovisionandthekindsofskillsandknowledgethatstudentswouldgainthroughtheseapprenticeships,oftenvoicingthebeliefthatthesewouldbenarrowlyandmechanisticallyfocusedontheneedsoftheemployer,ratherthanadvantagingthelearner.

Thesefindingsunderlinetheneedforacollaborative,multi-stakeholderefforttoraisetheprofileandunderstandingofdegreeapprenticeshipsamongyoungpeopleandfamilies.

What students want from information and guidance Thereisadesireandneedforimprovedandeffectiveformsandsourcesofinformationaboutpost-schooloptions,includingdegreeapprenticeships.

Aswellassomeoftheoft-repeatedconcernsarounddegreeapprenticeships,NEON’sresearchalsouncoveredwiderissueswiththekindsofinformationandguidancethatstudentsarereceivinginrelationtotheirpost-schooloptions.

• Timeliness is key:manyparents,studentsandemployerswereofthestrongopinionthatinformationandguidanceprovidedinYear12aretoolate,asmoststudentshavebythistimealreadymadeuptheirmindsabouttheirnextsteps.Oneemployerthatwespoketoreportedthattheyaretargetingprimary-ageschoolchildrentoraiseawarenessaboutaspirationalapprenticeshipsasaviablepost-schooleducationroute.

• The availability of up-to-date information is crucial:studentsraisedconcernsthattheuniversityprospectusesreceivedinthepostdidnotalwaysreflectthemostrecentinformation.

I think if you’re sending your 18 or 19-year-old into university, you know you’re sending them to a place that is ready and prepared for them at the stage that they’re at. If you’re sending them into a workplace but they’re not going in maybe in the way that some other people would enter the workplace, then they could really stand out. Would they have peers? How old would they be?PARENT, BODMIN

I think [university] increases their confidence because they’re not just thrown together with lots of people of different ages. It’s meeting up with their peers and forming bonds there that they wouldn’t necessarily get if they went straight to work.PARENT, EXETER

Degree apprenticeships are poorly paid, they’re not taught properly.PARENT, BODMIN


• Studentsalsoreportedthatsocial media increasingly has an influenceovertheirchoices.Studentssaidthattheywanttoseemoreinformationsharedonline,inarangeofdifferentformats.

• Studentsvalueexposure to alternative careers,particularlycitingtheusefulnessofcareersmeetingsandapprenticeshipfairs,whichintroducethemtoawiderrangeofpossibilitiesthantheymightotherwisehaveconsidered.

• Relatable storytelling has a powerful influenceoverstudents’decisions.Studentsgaveexamplesofwantingtohearfromdegreeapprenticeswhohadfeltpressurisedtogotouniversitybutoptedinsteadforadegreeapprenticeship,orabouttheexperienceofparticularapprenticeships.Theyalsoaskedformoreinformationonstartingsalaries.

• Studentsplacedsignificantemphasisonwantingtoreceiveunbiased information and guidancefromavarietyofsources.Throughouttheresearch,manystudentsexpressedfrustrationatwhattheyperceivedtobe‘hardsells’fromteachers,employersandhighereducationproviders,andwantedaccesstobalancedinformationandadvicethatwouldallowthemtomakewell-informeddecisionsabouttheirfuturepathways.Studentswereputoffbyapproachesthattheyperceivedasbeing‘agendapushing’.

• Studentswantmore opportunities to discuss their post-school optionsaspartofin-depthandwell-facilitatedconversationsinwhichtheyareencouragedtoaskquestionsandexpressconcerns.Studentsfeltthatlargeinformation-sharingforums,suchasassemblies,werenotconducivetothesemorehonestandin-depthdiscussions.

ManyofthesefindingsalignwiththeeightguidingprinciplessetoutbytheGatsbyBenchmark,whichwasintroducedin2018asabestpracticeframeworkthatschoolsshouldfollowtoimprovethequalityoftheircareersadviceandguidance.3Theseprinciplesincludegreaterfrequencyandqualityofinteractionsbetweenleanersandemployersandemployees,needforbetterworkexperienceopportunities,andmorepersonalisedcareersadviceandguidance.Buildingontheseprinciples,webelievethatthefindingsofourresearchshouldfeedintoawholesalereformofcareersinformationandguidanceforstudentsinthedevelopmentofasystemthatplacesmuchgreateremphasisontheopportunitiesandprospectsavailabletostudentswhochoosetopursuehigherlevelanddegreeapprenticeships.


• TheDfEshouldinvestinandreformaninformationandguidancesystemthatisfitforpurpose.Thesystemshouldembedvocationalopportunitiesinearlycareersguidanceinschools,encourageteacherstopromoteapprenticeshipsasanequalrouteforstudentsuccess,andsupportuniversitiesandemployerstoengagewithschools.

3Seehttps://www.careersandenterprise.co.uk/schools-colleges/understand-gatsby-benchmarks


Case study University of Kent

GOVERNMENT ECONOMIC SERVICE DEGREE APPRENTICESHIP PROGRAMME TheGovernmentEconomicService(GES)DegreeApprenticeshipprogrammeisruninclosepartnershipwiththeUniversityofKent,andhasbeendevelopedaspartofanoverallcommitmenttoradicallytransformthediversityoftheCivilService.Fromthedevelopmentofthemarketingcampaigntotheassessmentandeventualrecruitmentofemployees,theuniversityhascollaboratedwiththeGESandadviseditonitsapproach.

Partofthemarketingstrategyhasbeentodevelopsocialmediamaterialthatismorelikelytoreachthetargetaudience,andthisissomethingourresearchwithpotentialapprenticesdemonstratedwasapriority,especiallyifauthenticvoicesortheexperiencesofapprenticesistobeincluded.Theuniversityalsouseditssocialmediachannelstoactivateitslinkswithschools,goingintolocalschoolstopromotetheprogrammeandworkingcloselywiththeGEStomonitoranddevelopthecampaign.

Sofar,theproportionofsuccessfulapplicantstothedegreeapprenticeshipprogrammefromBAMEbackgroundshasbeen28%,while44%arewomen.

28% of successful applicants are from BAME backgrounds

44% of successful applicants are women


Raising awareness about degree apprenticeships among a broad spectrum of stakeholders Totacklesomeofthemisconceptionsaboutdegreeapprenticeships,andraisedemandamonglearners,thereisaneedforamulti-stakeholderpartnershipapproachthatcombinestheeffortsoflocalandnationalgovernment,employersandlearningproviders.ManyofthestakeholdersthatweengagedthroughourresearchexpresseddisappointmentthattheDfEFireItUpcampaign,launchedinJanuary2019andintendedtoboostthestatusandvisibilityofapprenticeshipopportunitiesacrossEngland,didnotadequatelyemphasisethevitalimportanceandvalueofdegreeandhigherlevelapprenticeships.Somefeltthatthecampaigntendedtopromotethemessagethatapprenticeshipswereanalternativetomoretraditionalacademicroutes,thusunhelpfullybolsteringviewsofaneducationsystembuiltonastrictacademic–vocationaldivide.Manyofourresearchparticipantscalledforrenewedeffortsforacompellingnationalvision,campaignandstrategythatpromoteandcelebratedegreeapprenticeshipsasintegratingacademicwithvocationallearning.

Ourresearchalsoindicatedthatemployers,universitiesandLEPscoulddomoretoengagewithschools,teachersandstudentsarounddegreeapprenticeships.Ofthe13employerrespondentscurrentlyinvolvedintrailblazerstodevelopnewapprenticeshipstandards,62%reportedthattheyhavenocurrentrelationshipwithsecondaryschools.Amongthe36employersthatwesurveyedthatcurrentlyofferdegreeapprenticeships,23%reportedthattheyhavenocurrentrelationshipwithsecondaryschoolsandafurther20%describedtheirrelationshipwithschoolsas‘poor’or‘verypoor.’Thesefiguresweresurprising,giventhatmanyemployersweengagedwithraisedconcernsoverthefactthatdegreeapprenticeshipshavelimitedvisibilityamongyoungpeople,solimitingtheirabilitytoattractadequatenumbersoftalentedapplicantstotheirdegreeapprenticeshipprogrammes.Theresearchsuggestedacommonpattern:employersviewtheneedtoraisetheprofileofdegreeapprenticeshipasapriority,butdonotseeitastheirresponsibilitytoengagewithschoolsthemselves.Asmallnumberofemployersdid,however,notethattheywereeithercurrentlyorplanningtodofurtherworkwithschools,withonerespondentremarking:

AsnotedinChapter 2,effectivecollaborationwithuniversitiescansupportemployerstoengageeffectivelywithschoolsandyoungpeople.

Some60%ofuniversitysurveyrespondentseither‘stronglyagreed’or‘agreed’thatasuccessfuldegreeapprenticeshipstrategymustbebasedonastrongrelationshipwithsecondaryschools,thoughmanyalsonotedthat,becausedegreeapprenticeshipsareemployerled,thismeansthatthereislessimperativeforuniversitiestoengagewithsecondaryschoolsarounddegreeapprenticeshipopportunities.Asoneprovidernoted:

Thesefindingssuggestthatthereisatpresentavacuumofresponsibilityandleadershiparoundtheneedtoraisetheappealofdegreeapprenticeshipsattheschoollevel.Allstakeholdersinvolvedinthedevelopmentanddeliveryofdegreeapprenticeships,includingemployers,universitiesandfurthereducationcolleges,shouldviewitastheirroletodrivethisagendaforwardaspartofacoherent,government-lednationalstrategy.

This is part of our attraction strategy; we recognise we need to improve within early talent.

Sometimes the employer focus means this is way down the priority list. The quality of information for individuals and advisors is incredibly poor. We are working extensively with the National Collaborative Outreach Programme (NCOP) to assist understanding. Someone needs to pick this up.APPRENTICESHIP MANAGER, HIGHER EDUCATION INSTITUTION


Case study Apprenticeship hub

LIVERPOOL CITY REGION’S APPRENTICESHIP HUBTheLiverpoolCityRegion(LCR)ApprenticeshipHubisacollaborativegroup,responsibletotheLCREmploymentandSkillsBoard.FundedbytheEuropeanSocialFundthroughESFA,thehubaimstoincreaselocaldemandforapprenticeshipsbycreatinghigh-qualityapprenticeshipopportunitiesforlearnersandemployers,inlinewithlocalpriorities.

Ateammadeupofexpertskillsbrokersprovidesimpartialinformation,adviceandguidancetoallresidents,employers,schoolsandapprenticeshipprovidersaboutapprenticeshipsandtraineeships,includingdegreeapprenticeships.Thehubhassetupacentralisedonlineplatformthatallstakeholderscanusetofindouthowtoapplyforapprenticeshipsorrecruitapprentices,andtosearchforopportunitiesandlearningproviders.Thesitealsocontainslocalcasestudiesandvacancyinformation,aswellaslocalnewsanddetailsofforthcomingeventsrelatingtoapprenticeships.

Inaddition,thisinformationandawareness-raisingcampaignshouldnotbelimitedtosecondaryschools,butshouldalsoextendtobusinesses,particularlySMEs,whichoftenlackthespecialiststafforextraresourcetoengagewiththeapprenticeshipagenda,andinalargenumberofcaseshavenoknowledgeorunderstandingofdegreeapprenticeships.Severaluniversitiesreportedtousthatengagingwithemployerstoraisedemandfordegreeapprenticeshipswasakey,resource-intensivechallenge.

Need for degree apprenticeship brokerage Toraisetheprofileofdegreeapprenticeships,severalofourSoundingBoardmembers,aswellasresearchparticipants,suggestedthatanationalawareness-raisingcampaignfordegreeapprenticeshipsshouldbecomplementedbybrokerageservicesthatmatchemployerswithapprentices,thusimprovingtheprocessoffindingapprenticesorfindingandapplyingforappropriatedegreeapprenticeshipopportunities.Thesekindsofbrokerageservicearealreadyinoperationlocally,suchastheLiverpoolCityRegion’sApprenticeshipHub(see case study below).WerecommendthattheDfEandOfS,supportedbyUCAS,learnfromwhatworksintheselocalbrokerageservicesandseektoscaleupsuccessful,innovativepractice.

WealsosupporttheintentionofUCAStoofferdegreeapprenticeshipsalongsideotherhighereducationroutes.UCASalreadysupportsstudentsthroughcomprehensiveinformationandadviceandanapprenticeshipvacancysearchfacility.Thedevelopmentofanapplicationservicewillmakeitmucheasierforstudentstoexploreawiderrangeofchoices.


• Thereshouldbeanational,government-led,collaborativecampaigntoraiseawarenessaboutdegreeapprenticeshipsamongschools,employersandemployees.

• TheOfSandDfEshouldlearnfromwhatworksinlocalbrokerageservicesforapprenticeshipsandseektoscaleupsuccessful,innovativepractice.

• UCASshouldpursueitsplanstoofferdegreeapprenticeshipsalongsideotherhighereducationroutes.


4: ENSURING THE SUCCESS OF DEGREE APPRENTICESHIPS

Thedevelopmentofnewapprenticeshipstandardsaspartofthetrailblazerprocessisavitalpartofaneffectiveapprenticeshipsystem.Requiringemployersandproviderstoworktogethertofocusonoccupations,designappropriatetrainingdeliveryandassessment,andguaranteebothvalueformoneyandhighquality,theprocessofestablishingsuccessfulapprenticeshipswillalwaysinvolveconsiderableeffortandpotentiallysomefrustrationandcompromise.

Asourreporthasshown,thevalueofdegreeapprenticeshipstouniversities,employersandapprenticesmakesmostofthisinvestmentworthwhile.Employersengagedinstandardsdevelopmenthavealreadyboughtintoapprenticeships,andwant–assoonaspossible–tobeinapositiontohireapprenticeswhocanthenbeginaddingvaluetotheirorganisations.Yettocapitaliseonthesehighlevelsofemployerengagement,thereisaneedtoensurethatthetrailblazerprocessisasrobustandefficientaspossible,forallofthestakeholdersinvolved.

Throughourresearch,weengagedwith13trailblazerleadsinvolvedindeveloping34standardsatlevels6and7,ofwhich24includeadegree.Wealsoengagedwith13employersdirectlyinvolvedintrailblazers,andconductedadditionalqualitativeinterviewswithemployersanduniversities.4Inthischapter,wepresentthekeyfindingsfromthisresearch,outliningoursuggestionsforimprovementstothetrailblazerprocessandtheassociatedapprovalofstandards,fundingbandsandcosting,inclusionofmandatoryqualifications,andqualityassurance.Gettingtheseprocessesrightwillhelptoensurethatdegreeapprenticeshipscanachievetheirpotential,bringingstabilitytotheoverallsystemandensuringthegrowthofdegreeapprenticeshipswithoutanycompromisesinvalueorquality.

I am still very positive about apprenticeships and see the value in the new standards, but that doesn’t mean I like developing them as it is hard work.TRAILBLAZER LEAD, CONSTRUCTION SECTOR

4SeeAnnexe1forfurtherdetails.

ENSURING THE SUCCESS OF DEGREE APPRENTICESHIPS 51

The development of degree apprenticeship standardsBeforedegreeapprenticeshipscanbedelivered,theyneedtoexistasanapprovedstandardwithanapprovedassessmentplan.TheyareonlyapprovedfordeliveryoncetheSecretaryofStatehasapprovedafundingband.Theprocesstodevelopapprenticeshipstandardsinvolvesemployerscollaboratingtosubmitanoccupationalproposal,andthenformingatrailblazergrouptodeveloptheproposalintoadraftstandardwithanassociatedassessmentplan.Thestandardthengoesthroughtheapprovalsprocess,whichincludesconsiderationbytheIfATEroutepanel(anoccupation-focusedemployerpanel),andconsiderationbytheIfATEBoard.Theprocessalsoincludestheidentificationofthefundingband,andconsiderationofthemandatoryqualification.Itisthekeypipelineforbringingapprenticeshipstandardsintoexistenceandenablingemployerstorecruitapprentices.

Involving higher education institution expertise in the trailblazer process AsnotedinChapter 2,highereducationinstitutionexpertiseishighlyvaluedaspartofthedevelopmentofapprenticeshipstandardsandassessmentmethods.Sometrailblazercontacts,however,highlightedanissuewithinequitablegovernancebetweenuniversitiesandemployersatthetrailblazerlevel,notingthatitcanbeproblematicwhenuniversitiesareoutnumberedbyemployersinrelationtodesigningappropriateassessments.Trailblazerleadsalsofeltthatearlierandmoreconsistentengagementofuniversitiesinthetrailblazerprocessandthedevelopmentofstandardswouldbedesirabletoensurethatdegreeapprenticeshipsaredesignedinthemosteffectiveandrigorouswaypossible,whilealsomeetingemployerneeds.

AlthoughtheIfATEguidanceenablesuniversitiestobeinvolvedwithtrailblazers,itwasfeltthattheimportanceandvalueofearlyhighereducationinstitutioninvolvementshouldbeemphasised.

Key challenges ThestandardsapprovalprocesshasbeenchallengingforIfATEtomanagebecausetheprocesshasonlyrecentlymovedfromtheDfEtoIfATE.Theorganisationhasthereforehadtoestablishitselfasaneworganisation,andthereispent-updemandandpressurefornewstandardstobeapprovedsothatemployerscaninvesttheirlevyfunds,whichexpireaftertwoyears.TheIfATEhashadtoeducate,supportandinformemployersastheyengagewithanewprocess.Despitethesechallenges,ithadapproved360standardsbyDecember2018.

WhiletrailblazersappreciatetheIfATE’sattemptstoimprovethetrailblazerprocessthroughitsrecent‘fasterandbetter’initiative,theyhavestillreportedtousconsiderableangerandfrustrationwiththeexperienceofgettingstandardsapproved.

Ofthe13trailblazerleadsinterviewed,12(over90%)foundthetrailblazerprocesseither‘extremelychallenging’(38%)or‘quitechallenging’(54%).ThefeedbackthatwehadfromtrailblazersandemployerswasechoedinthefeedbackthatwereceivedfromuniversitiesandourSoundingBoard.Almost80%ofuniversitiesthatrespondedtooursurveyfoundtheprocess‘extremelychallenging’(56%)or‘quitechallenging’(22%).

56% of universities who responded to our survey found the trailblazer process extremely challenging

22% of universities who responded to our survey found the trailblazer process quite challenging

52ENSURING THE SUCCESS OF DEGREE APPRENTICESHIPS

Commonissuesandconcernsthatwererepeatedthroughoutourresearchwithtrailblazersincludedthefollowing.

• Beingpartofatrailblazeriscostly:asvolunteers,participantsintrailblazergroupsreceivenofinancialsupport;theprocessisentirelysubsidisedbytheparticipatingemployersandtheuniversitiesandprofessionalbodiesthatsupportthem.

• TrailblazersfeelthattheIfATEmakesinconsistentuseof,andreferenceto,existingguidanceandinformation,andthatthereisalackoftransparencyarounddecision-making.Thiscausesconfusionandfrustrationwhenguidanceeitherchangesoriscontradicted,sometimesmorethanonce,throughouttheprocess.

• TheIfATEoftenrequestsinformationatthelastminute.

• StaffattheIfATEsometimeslackappropriateexpertiseintherolesandstandardsthattheyhavetoadviseuponandrecommend.Thiswasfelttobeparticularlyproblematicinrelationtothosestandardsthatarecross-sectororcross-expertise.

• Someofthetrailblazerleadsandcontactswespoketocomplainedofinefficientsystemsandformsthataredesigned‘forrepetitionratherthanclarity’.

• Manyemployersandtrailblazercontactsfeltthatthesystemdidnotfeel‘employerled’,andexpressedconcernsthattheIfATEwasinsteadmakingthedecisionsandforcingtrailblazergroupstomakecompromisesaroundthedevelopmentofstandardsthattheydidnotultimatelyfeelhappywith.

Quite simply, it costs a significant amount to involve staff in trailblazers, even in a light way.TRAILBLAZER, ENGINEERING AND MANUFACTURING EMPLOYER

Our occupation proposal was rejected three times and was only then approved when we (successfully) appealed. The appeal was on the basis that the third rejection was for reasons contrary to reasons given the first time.TRAILBLAZER, ELECTRONICS ENGINEERING SECTOR


Funding bandsFundingbandsdeterminethelevelofpublic/levyfundingthatcanbeusedtopayforapprenticeshiptrainingandassessment.Fundingbanddecisionsareinformedbyestimatesofprovidercostsbasedonemployerrequirementsidentifiedduringthetrailblazerprocess.TherearespecificrulesaboutwhatproviderscanincludeaseligiblecostsfromtheESFAandwhatfactorstheIfATEneedstotakeintoaccountwhenmakingafundingbandrecommendationtothesecretaryofstate.

Thecostofprovisionisoneofthefactorsthatneedstobetakenintoaccountwhenrecommendingafundingband,buttherecommendedfundingbanddoesnotnecessarilyhavetoreflecttheeligiblecostsofprovision.Aninitialfundingbandisidentifiedatanearlystageinthestandardsdevelopmentprocess,andwhenexistingstandardsarereviewed,thefundingbandsarealsoreviewedaspartofthisprocess.

Thefundingbandprocesswillnaturallyhavepotentialtobecontentious,giventhelimitedamountoffunding–thetotallevypot–withmultiplefundingdemands.Thenotionsofwhatconstitutesfair,sustainableorvalue-for-moneyfundingbandsareallcontested.Theprocessisfurtherconfusedbytheimpressionunderstoodbymanyemployersthatthefundingbandreflectsthetotalcostsoftrainingandassessment.IthasbeenconfirmedbytheIfATEthatthefundingband(whichincludesarangewithinwhichemployersareencouragedtonegotiate)reflectsthetotalcontributionfrompublic/levyfunds,andthereispotentialforemployerstobeexpectedto‘topup’thisamountfromtheirownfunds.

Forlevy-payingemployers,havinganapprovedfundingbandisthekeydecisionthatenablesthemtorecruitapprenticesandinvestthelevyfundsfromtheirdigitalaccount.Fornon-levypayers,itdeterminestheamountoffundingtheyreceiveandthefundingtheyhavetocontribute.Forproviders,thefundingbandcandeterminewhethertheprovisionisviable,andwhethertheycanmeetemployerexpectationsforthequalityofprovision.

Key challengesAcquiringfundingbandapprovalwasidentifiedasthemostchallengingpartofthetrailblazerprocess.Fortrailblazers,54%ofthecontactsidentifiedthisas‘extremelychallenging’and15%as‘quitechallenging.Amonguniversityrespondents,70%ofsurveyrespondentsidentifieduncertaintyinrelationtoIfATEfundingbanddecisionsasbeing‘extremelychallenging’,while21%saidthatitwas‘quitechallenging’.


• Trailblazersinvolvehighereducationinstitutionexpertiseinthedevelopmentofapprenticeshipstandardsfromanearlystageintheprocess.

• TheIfATEimprovesthetransparency,efficiencyandconsistencyofcommunicationandsupportinrelationtotheapprovalofapprenticeshipstandards.Thisshouldinclude:

–ensuringgreaterconsistencyinadviceandtroubleshootingthroughouttheapprovalprocess,andthedevelopmentofaswiftfeedbackandinformalappealsroutefortrailblazerswhoareexperiencingtheseproblemssothattheycanberesolvedmuchearlier5

–identifyingtheexpertisethatwillbenecessaryinrelationtotheapprovalofastandardearlyon,andensuretherelevantexpertiseisinplaceingoodtime

–improvingtheexperienceofroutepanelsbysharingtheadvicethatgoestoroutepanelsandensuringthatchairsoftrailblazersattendtheroutepaneldiscussionsasstandardpracticetoensureamoreeffectivedialoguetoenhancemutualunderstanding

–wherestandardsaredelayedunnecessarily,extendingthetimescalefordigitalaccountfunds.

5Theoptionofhavingacontactemailforraisingconcernsdoesnotseemtobeworking.Thescaleoftheproblemrequiresaneffectivetroubleshootingmechanism.


Thechallengescanbesummarisedasfollows.

The calculation of eligible costs excludes capital costs:forathree-yearapprenticeship,capitalcostscannotbeignored,especiallyformoreexpensivesubjectssuchasengineering.Forthesekindsofsubjects,thereareconcernsaboutwhether,evenatthetopfundingband,thecostsarebeingcovered.Therearemanycostsforemployersinadditiontoapprenticetrainingandassessment,including:leadershipandmentoringsupport;payingforcoverforthe20%off-the-jobsection;administrationandmanagementoftheprocess;andanyadditionalcoststosupportwideningparticipation.Employerswhoparticipateintrailblazershavealsoinvestedconsiderableresourcesintoestablishingthestandard.This‘total’costofapprenticeshipsneedstobeconsideredbydecision-makerswhenrecommendingthefundingbandlevel.Tohaveasustainableapprenticeshipsystem,allofthebodiesinvolvedneedtoconsidertheoverallcosts,andcommittoreducingthem,particularlytheconsiderabletimeandresourcesrequiredfromthevariousprocessesincludingreportingandothermonitoringrequirements.

Decisions around funding bands are felt to lack transparencyandgivetheimpressionthatminimumcostisthepriority,especiallygiventhatthelowestofthethreerequiredproviderquotesisautomaticallychosen.Lackoftransparencyarounddecisionscanmeanthatthejudgementaroundtheinitialfundingband,theapprovedfundingbandandthereviewedfundingbandareallmadeonadifferentbasis.Thisleavestrailblazers,employersandprovidersuncertainabouthowdecisionsaremade,anduncertainaboutthevalueofanyevidenceprovided.

Initial funding bands are set so low as to lack credibility.TheIfATEintroducedinitialfundingbandsinanattempttoimprovethetrailblazerprocess.However,estimatinganinitialfundingbandfordegreeapprenticeshipprovisionisespeciallydifficultwhentherehasnotbeensimilarprovisiontocompareitwith,andthereareconcernsthat,bybeingsetsolow,initialfundingbandsencourageanapproachbasedonminimumpossiblecost.

Funding band decisions are deterring providers from wanting to deliver degree apprenticeships:twotrailblazercontactsnotedthatthefinalfundingbanddecisionhadtheeffectofprohibitingprovidersfromwantingorbeingabletodelivertheapprenticeshiptoasufficientlyhighstandard.Universitiescommentedthatdecisionswereaffectingthesustainabilityoftheprovisionandtheirabilitytostrategisearounddegreeapprenticeships,ortodelivercoursesatall.Oneinstitutionthatwespoketonotedthatithadmanyapprenticeshipstandards‘inthepipeline’,butwasunclearastowhenitwouldbeabletodelivertheseduetolackofclarityaroundfundingdecisionsandpotentiallylowfundingbands.

Changesinthefundingbandsarealsocreatinguncertaintyanddisruption.SomeinstitutionsarebeingadverselyaffectedbyIfATEfundingbanddecisionsafterhavingenteredintocontractualagreementswithemployers,onlytofindthatthefundingavailablefordeliveryisthenreducedthroughthereviewprocess.Thisgeneratesfurtherresourceimplicationswhen,afteralongandchallengingtrailblazerprocess,theapprenticeshipstandardhastoberevisedandredesigned.Thiscansignificantlyaffecttheabilityofemployersandproviderstoplanalong-termdegreeapprenticeshipstrategy.

We are contesting the funding bands – at the levels they have been set, we could not afford to deliver them and give quality.TRAILBLAZER LEAD, RETAIL SECTOR

It is frustrating that funding bands have been reduced when we are already committed to offering apprenticeships in that area. In some cases we are tied in through contractual agreements.HEAD OF EMPLOYABILITY AND STUDENT ENTERPRISE, HIGHER EDUCATION INSTITUTION



• IfATE,theESFAandtheDfEshouldworkwithUUKandemployerstobetterunderstandthetotalcoststhatemployersandprovidersarecarryingespeciallywhentheyconsidersettinglowfundingbands,orexpectingemployersorproviderstopickupadditionalcosts.

• WerecommendthattheyworkwithUUKandemployers,throughforexampleajointworkinggroup,to:

–eitherradicallyimprove,orremove,theinitialfundingbands

–researcheligiblecostsandbuildupaknowledge-baseondegreeapprenticeshipcostings

–clarifyeligiblecostsandtheirstatusinfundingbanddecisions

–goforanaverageofthethreeproviderquotes,notthelowest

–engageinmoretransparentdialogueoncostingsanddecision-making

–considertheimpactonprovision,demandandrecruitmentbeforemakingafundingbanddecision,andevidencethisconsideration

–wherefundingbandsaresetsolowthatthereareveryfewproviders,extendthelifeofdigitalaccountfundsforthoseemployersaffected

Costs and costing: the role of universities WhilewehavehighlightedhowtheIfATEcanimprovetheprocessofcostsandcosting,universitiesalsoneedtoplaytheirpart.Universitieshavehadtounderstandtheapproachtocostingapprenticeshipprovisionanddeveloptheirsystemsaccordingly.Thishasbeenchallenging:thereisalackofclarityandunderstandingaroundthedifferencesbetweencostsandprice,aswellasreluctancetosharewhatcouldbeconsideredcommerciallyconfidentialinformation.Thefundingrulesarenotnecessarilystraightforward,withoneuniversitydescribingthemas‘labyrinthine’.

Furtherissuesforuniversitiesaroundcostingdegreeapprenticeshipsrelatetotheneedtohaveviablecohortsofstudentstomakecoursesdeliverable;buildingfeasiblecostingmodelsbasedoneligiblefundingbands;theinvestmentriskassociatedwithdegreeapprenticeships;thedangerofrunningcoursesataloss;andthelackofexistingprocessesandproceduresforcostingcoursesinthisway.

Review of the Chartered Management Degree ApprenticeshipThesecretaryofstateinstructedtheIfATEtoconductareviewoftheCharteredManagementDegreeApprenticeshipandotherearlyapprenticeshipstandards.

Itisentirelyappropriateforreviewsofapprenticeshipstandardstobeconducted,andinthiscasetoapplythenewapproachtofundingbands.However,theresultingchangeinthefundingbanddemonstratesthelackoftransparencyaroundtheprocess.

Therecommendationofthereviewwastoreducethefundingbandfromband30(upperlimit£27,000)toband25(upperlimit£22,000),areductionofalmost20%.Theletterconfirmingthechangenotedthattheinitialfundingbandwouldhavebeen£8,000,anonsensicalfigurerepresentingjustoverathirdofthefinalrecommendedfundingband.

Thechallengewiththeoutcomeofthereviewisdetermininghowthedecisionwasmadeandhowittookaccountofcosts.Providerestimatesofcostswerebetween£27,000to£28,994,butcostswereonlyonefactoralongsidealistofmany,includingaffordability,strategicguidance,theexpertiseoftheproviderandroutepanelandotherdata.Withafundingbandsetsignificantlybelowidentifiedcosts,andnoclarityaboutwhethertheIfATEcalculationofeligiblecostsisneartherecommendedfundingband,thiscallsintoquestionthevalueofsubmittingcostings.


Universitieshavedevelopedexpertiseincostingsfortheapprenticeshipprocess,butthereisalsoscopeforimprovement.Thetrailblazercontactsraisedconcernsthatuniversitiesarenotbeingsufficientlytransparentaboutthecostingsoflevel6andlevel7apprenticeships.OnetrailblazercontactfeltthattheIfATEneedstodomoretostandardiseandstreamlinetheprocessofcollectinghighereducationinstitutioncostings.Otherrespondentsfeltthatitistheroleofuniversitiesto‘stepup’andprovidemoretransparentanddetailedinformation:

FurthercooperationisneededbetweenuniversitiesandtheIfATEtoensurethatcostinginformationcanbeprocessedandunderstoodefficiently:universitiesmustbepreparedandknowhowtosharecorrectcostingsinformation,whiletheIfATEneedstobemoretransparentabouthowdecisionsaboutfundingbandsarereached.

Mandatory qualificationsInearlierchapters,weoutlinedthevalueemployers,universities,futureapprenticesandtheirparentsplaceonbeingabletoincludeorachieveadegreeaspartoftheapprenticeship.Notallemployerswantlevel6orlevel7apprenticeshipstoincludeadegreequalification.Nonetheless,thepriorityforthosewhorespondedtoourcallforevidencewasthat,whereemployersdeemeditvaluableandnecessary,theyshouldbeabletoincludeadegree,andinatrulyemployer-ledsystem,theywouldbeableto.

Universities need to step up at the funding quote stage. If they want to charge £27,000 they need to demonstrate this to the IfATE through funding quotes that challenge the IfATE’s initial funding band, or live with the consequences! … If they don’t/won’t provide quotes, it puts all efforts in huge jeopardy – and risks the standard ever being published.TRAILBLAZER CONTACT

A degree is a very attractive component for the kind of apprentice that we want to attract, as they see a degree apprenticeship as an alternative to a residential degree.TRAILBLAZER, DIGITAL AND IT EMPLOYER

OUR RECOMMENDATION:

• Universitiesshouldbeasefficientandtransparentaspossibleinprovidingcostinginformationaspartofthedevelopmentandapprovalofstandards,facilitatedbyajointUUK/UVACworkinggroupthatworkswiththeESFAandtheIfATEtoshareadviceandgoodpractice.


Foraqualificationtobemandated,thecurrentIfATEprocessrequiresthatitconformstooneofthreecriteria:i)itisaregulatoryrequirement;ii)itisaprofessionalregistrationrequirement;oriii)thequalificationisasectorentryrequirement–knownasthe‘hardsift’criterion.Thehardsiftcriterionrequires10jobadvertsfromemployersthatarerepresentativeofthesector(includingsmallemployers),demonstratingthatthequalificationisanentryrequirementforajob,andpresentingevidencetosupportitsinclusionfromconsultationwithemployersonthestandard.However,inadditiontothisprocess,theIfATEhassuggestedonanumberofoccasionsthataddingadegreetoastandardissomethingthatcanbedonesimply,aftertheapprenticeshiphasbeencompleted,butatadditionalcosttotheemployer.Thisgivestheimpressionthatreducingcostsistheoverallpriority,ratherthanensuringthequalityandvalueoftheapprenticeshipthatemployerswant.

Inresponsetooursurvey,85%oftrailblazercontactsfeltthatemployersshouldbeabletospecifyamandatorydegreeaspartoftheapprenticeshipstandard.Talkofremovingdegreesfromapprenticeshipstandardshasbeenasignificantsourceofconcernforemployerswhoarecurrentlyinvolvedinthedevelopmentofapprenticeshipstandards.Manyemployersalsoraisedconcernsthat,insomeinstances,theIfATEseemstoactivelydiscouragetheinclusionofmandatoryqualifications.

Asaresultoftheseexperiences,employersmayreconsidertheinclusionofthedegree,therebycompromisingontheapprenticeshipthattheywantsimplytohelptheirstandardgetthroughtheapprovalprocess.AnindependentreviewandananonymoussurveyoftrailblazerscouldhelptohighlightthisimpactandreassureemployersthattheIfATEwishestosupportthemtodevelopthestandardstheywantandneed.

Inrecognitionofthevarietyofreasonsastowhymanyemployerswanttoincludeamandatorydegree,wealsosupporttherecommendationofUVAC:thattheIfATErevisesitsapproachtomandatoryqualifications,andallowsemployers,throughthetrailblazerprocess,tospecifyamandatorydegreeinanapprenticeshipwheretheycandemonstratethatitsinclusionwillboostsocialmobilityandisintheinterestsofemployersinthesector.Forexample,adegreemightbeincludedifemployerscanprovethatit‘professionalises’anoccupation,helpsattractnewtalent,raisesperformancestandardsfortheoccupation,andisbasedonaclearsectorviewoftheskillsthattheyneed.Thisisacrucialtestfortheapprenticeshipsystemtobetrulyseenasemployerled.

OUR RECOMMENDATION:

• TheIfATEshouldallowemployers,throughthetrailblazerprocess,tospecifyamandatorydegreeinanapprenticeshipwheretheycandemonstratethatitsinclusionisintheinterestsofemployersandapprenticesinthesector.ThissupportsarecommendationbyUVAC.

We initially hoped to include an MSc in the level 7 standard … We were actively discouraged to do so by the IfATE.TRAILBLAZER LEAD, ELECTRONICS ENGINEERING SECTOR

Employers wanted a mandatory degree. The IfATE advised us it was not their preferred option… The wishes of employers were overruled – we had to compromise time and time again.TRAILBLAZER LEAD, RETAIL SECTOR


QualityExisting employer relationships and a well-established reputation

Universitieshaveawell-establishedreputationamongemployersforprovidinghigh-qualityteachingandsupporttostudents,andproducinggraduateswithvaluableknowledge,skillsandattitudes.IntherecentCBI/Pearsoneducationsurvey(2018),universitiesscoredhighlyinsatisfactionratesforthequalityoftheirtrainers(+75%),andtherelevanceofthecontenttoskillandtrainingneeds(+69%),exceedingthescoresoffurthereducationcolleges.InthemostrecentEmployerPerspectivesSurvey(2016),80%ofthe18,000employerssurveyedratedEnglishgraduatesaseither‘well’or‘verywell’preparedforwork,higherthanforfurthereducationandschoolleavers.TheUKuniversitysystemhasaverygoodreputationinternationally,andtheUKdegreeprovidesgraduateswithinternationalrecognitionandmobility.

Inpart,universitieshavebuiltthisreputationthroughtheirextensiveandlong-standingprovisionofvocationalandprofessionaleducation,inpartnershipwithprofessionalbodies.Universitieshaveeducatedengineers,lawyers,nursesanddoctors,socialworkersandteachers,allofwhichinvolvethedevelopmentandassessmentofcompetencyforspecificoccupationsandprofessionalbodyrequirements.In2011–beforetheestablishmentofdegreeapprenticeships–theimportanceofuniversitiesandlevel6andlevel7apprenticeshipstothedevelopmentoffutureroutesintotheprofessionswashighlightedbytheProfessionalAssociationsResearchnetwork.Theinvolvementofprofessionalbodiesinhighereducationandapprenticeshipstakesinadditional,employer-focusedqualityassurancerequirements.

The OfS: a robust and risk-based approach to quality assessment

Thereputationofuniversitiesandtheirwell-establishedqualityprocedureshasbeenrecognisedbythegovernmentintheestablishmentoftheindependentregulatortheOfficeforStudents(OfS).TheOfShasadoptedarisk-basedapproachtotheassessmentofqualityandstandardstoreducebureaucracyandunnecessaryregulatoryburden.TheOfShasstatutoryresponsibilityforassessingormakingarrangementstoassessqualityandstandardsforprovidersseekingregistrationwiththem,includingfortheirapprenticeshipprovision.TheQualityAssuranceAgency(QAA)isthedesignatedbodyfromwhichtheOfScanseekandconsideradvice.

TheOfSRegisterlistsalltheEnglishhighereducationprovidersofficiallyregisteredbytheOfS.Itisasingle,authoritativereferenceaboutaprovider’sregulatorystatus.Providersmustmeetconditionsofregistrationinordertobe/stayregistered,anddemonstratethattheyareabletoofferhighqualityhighereducationtostudents.WhentheOfSconsidersaprovider’sapplicationtheylookatalloftheeducationandtrainingthattheyprovideatlevel4andabove,includingtheirapprenticeshipprovision.IftheOfShaveanyconcernsaboutthequalityofapprenticeshipprovisiontheycanrefuseanapplication,imposespecificconditionsrelatingtothattypeofprovision,requireaprovidertoundergomorefrequentorintensivemonitoring.

TheOfSapproachtomonitoringisdesignedtoidentifywherefurtherinvestigationisnecessarytodeterminewhetherriskhasincreasedinanyparticularareaforanindividualprovider.TheOfShasdevelopedanapprenticeshipdashboardwhichwillenableittouseproviderleveldatatomonitorapprenticeshipprovisionatlevels4–7inregisteredproviders.Inadditiontomonitoringthroughleadindicators,theOfSwillalsooperateaprocesstoreassessproviders’compliancewiththeirongoingconditionsofregistrationandwilldothisforarandomsampleofproviders(5%oftheprovidersontheregister)eachyear.Therandomsamplingprocesswillconfirmwhetheraprovidercontinuestosatisfyitsongoingconditionsofregistration,andifaproviderisdeliveringapprenticeshipsthenitwillneedtoprovideevidencethatthesecontinuetomeetthebaselinerequirementsforqualityandstandards.


TheOfSisalsoproposingtoundertakeathematicreviewofthisarea,usingtargetedengagementwithapprenticeshipprovidersandadditionalresearchandreviewactivitiestoinformtheOfS’ssectorwideactivitiesinthisarea,particularlyinrelationtohowtheyengagewithemployersandmeettheinterestsofapprentices.

TheremitoftheOfSextendstoprovidersthatareonitsregisterandofferhighereducationqualifications,includingdegreeapprenticeships.Whenadegreeisamandatoryqualificationinanapprenticeship,itmeansthatallofthequalityassurancemechanismsembeddedinandoperatedbyuniversitiesareappliedtothedevelopmentanddeliveryoftheapprenticeship,aswellastheoversightoperatedbytheOfS.Thisprovidesreassurancetoemployers,apprentices,potentialapprenticesandtheirparents.Forthoselevel6andlevel7apprenticeshipswithoutdegrees,thereisaconcerningqualitygapthatisnowbeingaddressedbytheOfS.

InadditiontotheregulatoryroleoftheOfS,theQualityAssuranceAgencyprovidesadviceandhasoutlinedthewiderangeofqualityassuranceprocessesthatsupportthedesignanddeliveryofapprenticeshipsinuniversities,including:programmevalidationandapproval;assessmentprocesses;apprenticesupport;andregularmonitoringandreview.

Thequalityassuranceofapprenticeshipsisalreadyembeddedinthework-basedlearningexpectationsoftheUKQualityCode,andacharacteristicsstatementonhighereducationinapprenticeshipsiscurrentlybeingconsultedon.Thestatementoutlinesalltheexpectationsthatrelatetothedeliveryofapprenticeshipsthatincludeahighereducationqualification,andwillbecomeaformalpartoftheUKQualityCodeandpartoffuturereviewsofuniversities.

TherecentAugarReview(DfE,2019a)suggestedthatOfstedshouldbecomethebodythatisresponsibleforqualityassuranceofallapprenticeships,includingdegreeapprenticeships.NotwithstandingthefactthatthiswouldcutacrossexistingregulationandthelegalroleoftheOfS,establishedbythecurrentgovernment,theAugarreportfailstomakeaclearcaseastowhythiswouldbenecessary.Thereviewhasnotidentifiedwheretheextensiveexistinguniversityprocesses,orindeedtheworkoftheOfS,leavesany‘gap’inqualityassurancethatOfstedwouldfill.Itiscrucialthatanyqualityassurancebodyhasappropriateandrelevantknowledgeandexpertiseaboutthoseitinspects.Providersneedtobereassuredthattheorganisationandprocesswillbefair,transparentandprofessional.

Wehavealreadyhighlightedthesignificantcostsinvolvedinapprenticeshipprovision,andthelackofanyhigh-levelcommitmenttoreducingunnecessarybureaucracyandcostintheapprenticeshipsystem.Ofstedcouldinformanddevelopitsownrisk-basedapproachbyconsideringthegovernment-approved,risk-basedapproachoftheOfS.Morethanthis,webelievethatagreatstepforwardinsimplificationwouldbeforallprovidersregisteredwiththeOfStohavealltheirapprenticeshipprovisionregulatedbyOfS.Atastrokethiswouldsimplifyandclarifyarrangementsandremoveanyunnecessaryduplicationofprocess.

OUR RECOMMENDATION:

• AllprovidersregisteredwiththeOfShavealltheirapprenticeshipprovisionregulatedbytheOfSratherthanOfsted


Engaging with SMEs and non-levy paying employersEngagingwithSMEsisimportantformanyreasons:theyareakeysectorintermsofthenumbersofpeopletheyemploy;theyarekeyemployersinmanyregionswheretherearelimitednumbersoflargeemployers;theydrivegrowthinsomekeysectorssuchastechnologyandthecreativesector;andoftentheycansubstantiallybenefitfromanincreaseinhigherlevelskills.

UniversitieshavemanylinkswithSMEsintheirregions,andmanySMEshaveastronglocalfocus.EngagingwithSMEshelpsuniversitiestoincreasetheirlocaleconomicimpact,enhancingopportunitiesavailabletopeopleinalocality.

ChallengesaroundemployerawarenessandengagementthatuniversitieshaveexperiencedaremagnifiedwithSMEs,becausetheyoftenhaveneitherthespecialiststaffnorthetimetoengagewithapprenticeshipprocessesandrequirementsontheirown.Oneuniversitynotedthatitwasasignificantchallengetoengagewithsmalleremployers,asSMEs’knowledgeofthenewapprenticeshipruleswas‘shockinglypoor’.

UniversitieshaveinvestedtimeandenergyinengagingwithSMEstoenhancetheirunderstandingandtodeveloptheirparticipation,oftenwithSMEsthattheyalreadyknowwelloraresupportinginotherways.Over80%ofuniversitieswereworkingwithSMEsin2017,withafurther15%planningtodosooverthefollowingthreeyears.ItwasextremelydisappointingthattheoriginalESFAnon-levyprocurementdecisionexcludeduniversitiesanddegreeapprenticeshipsthroughproposingtofavourexistingproviders;thiswasineffecta‘botched’process.Thankfully,thiswasreviewed,andanimprovedandfairerprocessadopted.However,thisstillleftmanyuniversitieswithoutfundingfornon-levyemployers,andcreatedalargenumberof‘coldspots’whereSMEscouldnottakeadvantageofthedegreeapprenticeshipsofferedbytheirlocaluniversity.Thiscouldgosomewaytowardsexplainingthelackofopportunitiesfordegreeapprenticeshipsinsomepartsofthecountry,highlightedintherecentHigherEducationCommissionreport(HigherEducationCommission,2019).

TheresultsoftheESFAprocurementprocessraiseissuesaboutanapparentlackofconcernaboutthepatchygeographicalspreadofprovisionofdegreeapprenticeships.ThisincreasesthedisconnectbetweenapprenticeshippolicyandtheIndustrialStrategy,especiallywhentheregionalclustersofSMEsarefactoredin.

Thereisarealriskthattheconvolutedandcontentiousprocurementprocess,combinedwithlackofconcernforthegeographicalspreadofdegreeapprenticeshipprovision,willnegativelyaffectSMEs’engagement.TherearemanyuniversitiesthathavebeenengagingwithsomeSMEsinrelationtotheapprenticeshipsagendasince2016,andstillhavenoaccesstofunding,despitegoingthroughtwoprocurementprocesses.EvenwhenuniversitieshavesoughttousetheirownresourcestosupporttheseSMEsthroughtransferringtheirownlevyfunds,thishasbeendeniedbythefundingrules.SomeuniversitieshavereportedthatSMEshaveblamedthemfortheoutcomesofnon-levyprocurement,therebyunderminingtheinvestmentinSMEengagement.


Case study University of Hertfordshire

UNIVERSITY OF HERTFORDSHIRETheUniversityofHertfordshirehaslong-standingpartnershipswithSMEsacrossthecounty,collaboratingonarangeofenterprise,innovationandskillsinitiatives.TheuniversityisalsoakeydegreeapprenticeshipproviderintheEastofEngland,withincreasingnumbersofemployersrecognisingtheopportunitiesthatapprenticeshipsofferinsupportingthedevelopmentoftheirworkforce.However,forthepastacademicyear,theuniversityhasnotbeenabletoofferdegreeapprenticeshipstolocalSMEs,classedasnon-levypaying,whichhassignificantlyaffectedengagementandthenumberofapprenticeshipstartsintheregion.

FollowingthelaunchoftheDADF,theuniversitycreated13degreeapprenticeshipprogrammesandestablishedprogressionrouteswithlocalfurthereducationcollegesviatheHertfordshireHigherEducationConsortium.WhilereferralstocollegeshavebeenappropriateforsomeSMEsseekingapprenticeshipsfromlevels2to5,theuniversityhasunfortunatelynotbeenabletoworkwithnumerousSMEswhowantapprenticeshipsatdegreelevelandabove.Thishasprovenparticularlychallengingintheregion,where98%ofthe50,000Hertfordshirebusinessesareclassedasnon-levypayingmicro-andsmallbusiness.Thishasresultedintheuniversityhavingtoturnawayorreferelsewherethemajorityofdegreeapprenticeshipenquirersduetothelackoffunding,someofwhichhadalreadycommittedtodegreeapprenticeshipswiththeuniversityin2018.

TheuniversityisworkinginpartnershipwiththeHertfordshireLEPonthecounty’sskillsstrategy,andhopesthattheambitionsfornon-levypayerstoaccessfundingviatheApprenticeshipservicecomestofruitionin2020tolessenthe‘coldspot’thatexistsinHertfordshire.

OUR RECOMMENDATION:

• TheDfEandESFAsupportuniversitiestoworkmorecloselywithnon-levypayingSMEsthrough:

–raisingawarenessaboutdegreeapprenticeshipsamongSMEs

–allowingallapprovedhighereducationinstitutionstodeliverapprenticeshipstoSMEs,aspertheHECommission’srecentrecommendation

–enablinghighereducationinstitutionstotransfertheirlevyfundstoSMEstoundertakeapprenticeshipsatthetransferringinstitution


ANNEXE 1: METHODOLOGYThisreporthasemergedfromdesk-basedresearch,aswellasextensiveresearchandengagementwithawiderangeofstakeholders,including:

• 13trailblazerleads

• 49employers

• Over60universities

• 11schools

• 747students

• 93parents

Thebreakdownofthesegroupsisshownbelow.

Trailblazer leads Employer-ledtrailblazergroupsplayanimportantpartintheapprenticeshipstrategy,sinceitistheirroletodevelopnewapprenticeshipstandards.Thetrailblazerprocesscomprisesmultiplestages,includingdevelopingandwritinganoccupationalstandard;developinganend-pointassessmentplan;andsecuringafundingbanddecision.AccordingtoguidanceissuedbytheIfATE,trailblazergroupsshould:

• haveawiderangeofemployerswhoarecommittedtoworkingactivelyonthedevelopmentofanewapprenticeshipstandardandintendtousetheapprenticeshipstandardonceithasbeenapprovedfordelivery

• haveatleast10differentemployersasmembers(inadditiontoanyprofessionalbodies,tradeassociations)whowanttobeinvolved

• reflecttherangeofcompaniesthatemploypeopleinthisoccupation,includingsize,geographicalspreadandsector;anytrailblazergroupshouldnormallyincludeatleasttwoemployerswithfewerthan50employees(IfATE,2019).

Weissuedasurveytoalltrailblazerleadscurrentlyinvolvedindevelopingapprenticeshipstandardsatlevel6andlevel7,includingthosethatdonotincludeadegreequalification.Wereceived13responsestothissurveyandgatheredfurtherevidencethroughsemi-structuredinterviewswithfourtrailblazerleads.

Employers Wereceived49responsestothetwosurveysofemployersthatwerantogathertheirviewsaboutdegreeapprenticeships.Onesurveywasaimedatemployerswhoarecurrentlyinvolvedintrailblazergroups,andthisreceived13responses.Anothersurveywasaimedatemployersthatarecurrentlyofferingdegreeapprenticeships,andthisreceived36responses,ofwhichfivecamefromdifferentsectionsofthesamelargemulti-nationalcorporation.

Acrossbothsurveys,alargemajorityofemployerrespondents(95%)werelevy-payingemployers,while72%ofsurveyrespondentsreportedhavingmorethan5,000employees.

Theemployersthatrespondedtothesurveyrepresentedarangeofdifferentsectorsandprincipleactivityareas(see figure 5).Thelargestproportion(37%)representedthedigital,telecomsandtechnologysector,while25%representedengineeringandmanufacturing,and12%representedlegal,financeandaccountingindustries.


FIGURE 5: WHAT IS YOUR ORGANISATION’S PRINCIPLE ACTIVITY AREA?

UniversitiesandmembersofourexpertSoundingBoard(see Annexe 2)alsosharedevidenceandinsightsthattheyhadgatheredthroughengagementwithemployers.

Universities Weusedamixedmethodologyapproachtoengagewithover60universitiesacrossEngland.

Ourengagementstrategyincludedsitevisitstouniversities,qualitativeinterviewswithhighereducationinstitutionapprenticeshipmanagersandtheirteams,andaroundtableeventco-hostedwithYorkshireUniversities,whichwasattendedbyapprenticeshipmanagersfrom10universitiesacrossYorkshire,aswellasrepresentativesfromLEPs.Wealsoreceived23responsesfromuniversitiestoasurveyaboutdegreeapprenticeships.

Students and their parentsWecommissionedNEONtoengagewithYear10andYear12studentsacrossEngland,throughresponsestoasurveyand15focusgroups.Atotalof11secondaryschoolssupportedtheevidence-gathering.

NEONalsoengagedwithparentsthroughaseparatesurvey,andthreefocusgroups.Wehad80parentsparticipatingintheonlinesurvey,and13parentstookpartinthreefocusgroups.

ENGINEERING AND MANUFACTURING

25%

DIGITAL, TELECOMMS AND TECHNOLOGY

37%

BETTING AND GAMING

2%

LEGAL, FINANCE AND ACCOUNTING

12%

CONSTRUCTION

4%TRANSPORT AND LOGISTICS

4%

MULTI-SECTOR CONSULTANCIES

4%

EDUCATION AND CHILDCARE

2%

HEALTH AND SCIENCE

2%

SALES, MARKETING AND PROCESS

2%

RETAIL

4%DEFENCE AND SECURITY

2%

64ANNEXE 1: METHODOLOGY

FIGURE 6: GEOGRAPHIC DISTRIBUTION OF YEAR 10 AND YEAR 12 SURVEY RESPONDENTS (N=538)

YORKSHIRE AND HUMBER

43%

NORTH WEST

2%

SOUTH WEST

24%

SOUTH EAST

24%

NORTH EAST

7%

FIGURE 7: GEOGRAPHIC DISTRIBUTION OF YEAR 10 AND YEAR 12 FOCUS GROUP PARTICIPANTS (N=207)

YORKSHIRE AND HUMBER

24%

SOUTH WEST

24%SOUTH EAST

40%

NORTH EAST

9%

NORTH WEST

2%

WEST MIDLANDS

1%

Students Wereceived538studentresponsestoasurveyaboutdegreeapprenticeshipsandotherpost-18educationoptions.Around77%and22%ofstudentsreportedbeinginYear12andYear10respectively.Ofthese,54%werefemale;43%weremale;0.2%didnotanswerthequestion;2%providedunclearresponsesand0.2%identifiedas‘trans-male’,and0.2%‘preferrednottosay’.

Justover50%ofstudentswhorespondedtothesurveyidentifiedaswhite,andbetween0%and2%ofstudentseachreportedbeingfromamixedwhiteandBlackAfricanbackground;amixedwhiteandBlackCaribbeanbackground,ormixed(other)background.Over40%ofstudentsdidnotreporttheirethnicity.

Overall,207studentstookpartin15focusgroups(eightwithYear12studentsandsevenwithYear10students)acrossnineschools.WiththeexceptionofstudentsintheWestMidlands(allofwhomwereofSouthAsianbackground),samplesofstudentsacrossthecountrywerepredominantlywhite.Figure 6 and Figure 7 displaythegeographicdistributionofYear10andYear12surveyrespondentsandfocusgroupparticipants.


Parents Around80parentsparticipatedintheonlinesurvey,ofwhom64%wereparentstostudentsinYear12.TheremainderwereparentstostudentsinYear10.Around84%ofparentsidentifiedaswhite,3%asmixedethnicity,2%asAsianBritishand8%asAsianIndian,while3%‘preferrednottosay’.

Over50%ofparentsinthesamplehadobtainedadegreeorpostgraduatedegree.

NEONengagedwith13parentsacrossthreefocusgroupsintheSouthWestandSouthEast.

Expert Sounding Board Thisreportalsodrawsonexpertguidancefromasoundingboardofexperts,chairedbyavice-chancellor,withuniversities,employers,professionalbodiesandpartnerorganisationsrepresented.TheseincludeUVAC,OfS,NCUB,ConfederationofBritishIndustry,InstituteofStudentEmployers,FederationofSmallBusinesses,andtheTechPartnershipCompany.ThemembershipoftheexpertSoundingBoard,chairedbyProfessorQuintinMcKellar,Vice-ChancelloroftheUniversityofHertfordshire,isshowninAnnexe 2.

TheSoundingBoardwasanadvisorygrouptotheproject.ThereportisaUUKreportandrepresentstheevidence,analysisandrecommendationsofUUK.

66ANNEXE 1: METHODOLOGY

ANNEXE 2: MEMBERSHIP OF THE SOUNDING BOARDTerms of referenceTosupportUUKindevelopingapositivevisionofthefutureofdegreeapprenticeshipsby:

• consideringtheevidencegathered,keyconclusionsandanygaps

• providingstrategicadvice,afuturefocusandchallengewherenecessary

• supportingthegatheringofanyadditionalevidenceandcasestudies

• linkingwithfutureeventsandreports

• advisingonrecommendations

• promotingthefinalreportandrecommendations

ADRIAN ANDERSON,ChiefExecutive,UVAC

HARRY ANDERSON,SeniorPolicyAdviser,CBI

PROFESSOR MARY BISHOP,HigherEducationCommission

PROFESSOR TIM BLACKMAN,Vice-Chancellor,MiddlesexUniversity

BOB CLIFT,DirectorofEmployerRelationships,TechPartnershipCompany

ADELE DAWSON,SeniorImpactandPartnershipDevelopmentManager,UniversityofExeter

NICOLA DRURY,UKApprenticeshipManager,Amazon

PROFESSOR JOSIE FRASER,DeputyVice-Chancellor,TheOpenUniversity

AIDAN FRIEND,AssociatePro-Vice-Chancellor,CoventryUniversity

PROFESSOR SIR CHRIS HUSBANDS,Vice-Chancellor,SheffieldHallamUniversity

STEPHEN ISHERWOOD,ChiefExecutive,InstituteofStudentEmployers

HARRIET JONES,SeniorPoliticalAffairsOfficer,UUK

JOE MARSHALL,ChiefExecutive,NCUB

PROFESSOR QUINTIN MCKELLAR,Vice-Chancellor,UniversityofHertfordshire(chair)

ANN POTTERTON,HeadofApprenticeships–RelationshipManagement&Design,BTGroup

MARK PRICE,PostgraduateandProfessionalOperations,UniversityofWolverhamptonBusinessSchool

CHINARA RUSTAMOVA,PolicyAdviser,FederationofSmallBusinesses

LEONIE SHANKS,PolicyResearcher,UUK

GREG WADE,PolicyManager,UUK

ROB WALL,HeadofPolicy,CMI

ANNEXE 2: MEMBERSHIP OF THE SOUNDING BOARD 67

ANNEXE 3: ORGANISATIONAL GLOSSARYTHE DEPARTMENT FOR EDUCATION (DFE): accountablefortheapprenticeshipprogrammeinEngland,includingsecuringvalueformoney.

THE EDUCATION AND SKILLS FUNDING AGENCY (ESFA):responsibleforapprenticeshipspolicyandfunding,andforoverseeingdeliveryoftheprogramme.Itformallyregulatesandfundsapprenticeships,operatestheregisterofapprenticeshiptrainingproviders,anddesignatestheprocurementprocessesthroughwhichtheseprovidersengagewithsmalleremployers.

THE INSTITUTE FOR APPRENTICES AND TECHNICAL EDUCATION (IfATE):responsibleforensuringthequality,consistencyandcredibilityofapprenticeships.Itisresponsibleforhelpingemployerstodevelopapprenticeshipstandards,approvesnewstandardsandmakesrecommendationstothegovernmentconcerningfundingbands.

THE OFFICE FOR STUDENTS (OFS):supportsthedevelopmentanddeliveryofdegreeapprenticeshipsandassessestheirquality.

THE OFFICE FOR STANDARDS IN EDUCATION, CHILDREN’S SERVICES AND SKILLS (OFSTED):assessesthequalityofapprenticeshipsatlevels2to5.

QUALITY ASSURANCE AGENCY (QAA):responsibleforQualityandStandardsReview(QSR)whichisthemonitoringandinterventionprocessthatprovidesevidencetotheOfSaboutwhetherproviders(bothregisteredandthoseapplyingforregistration)meetthecorepracticesoftheUKQualityCodeforHigherEducation(theQualityCode).

UNIVERSITIES AND COLLEGES ADMISSIONS SERVICE (UCAS):anindependentcharityprovidinginformation,advice,andadmissionsservicestoinspireandfacilitateeducationalprogression.Itscorebusinessisadmissionstofull-timeundergraduateeducationbutitrecognisesthattherearemanypathwaystohighereducationandseekstoembracethewiderperspectiveofthestudentjourneywhichincludesapprenticeshipsandemployment.

UNIVERSITIES UK:thecollectivevoiceof136universitiesinEngland,Scotland,WalesandNorthernIreland.ItsmissionistocreatetheconditionsforUKuniversitiestobethebestintheworld;maximisingtheirpositiveimpactlocally,nationallyandglobally.UUKactsonbehalfofuniversities,representedbytheirheadsofinstitution.

UNIVERSITIES VOCATIONAL AWARDS COUNCIL:anot-for-profitorganisationsetupin1999bythehigherandfurthereducationsector.Theyprovideanindependentvoiceformembersonmattersrelatingtotechnicalandprofessionalhigherlevellearningincludinghigheranddegreeapprenticeships.Theirmissionistochampionhigherlevelvocationallearning.

68ANNEXE 3: ORGANISATIONAL GLOSSARY

BIBLIOGRAPHYCBI/PEARSON(2018)Education and Skills Survey: Educating for the Modern World

CBI/TATA CONSULTANCY SERVICES(2019)Delivering Skills for the New Economy

WARRINGTON, J(2019)‘DigitaltechsectornowaccountsforafifthofallUKjobvacancies’City A.M12June.At:https://www.cityam.com/digital-tech-sector-now-accounts-for-a-fifth-of-all-uk-job-vacancies/

DFE/IFF RESEARCH(2017)Employer Perspectives Survey 2016: Research Report

DBEIS(2016)The UK Industrial Strategy.London:DepartmentforBusiness,Energy&IndustrialStrategy

DBIS(2012)The Richard Review of Apprenticeships.London:DepartmentforBusiness,InnovationandSkills

DFE(2017)Apprenticeship Reform Programme Benefits Realisation Strategy.London:DepartmentforEducation

DFE(2019a)Review of Post-18 Education and Funding (the Augar Review).London:TheStationeryOffice

DFE(2019b)Apprenticeship and Levy Statistics

EDUCATION SELECT COMMITTEE(2018)Nursing Degree Apprenticeships: In Poor Health?

HIGHER EDUCATION COMMISSION(2019)Degree apprenticeships: Up to Standard?

HOUSE OF COMMONS(2019)Briefing Paper: Apprenticeship Statistics

HOUSE OF COMMONS HEALTH AND SOCIAL CARE COMMITTEE(2018)The Nursing Workforce

IfATEForming a New Trailblazer Group: Guidance issued by Institute for Apprenticeships and Technical Education.Atwww.instituteforapprenticeships.org/developing-new-apprenticeships/forming-a-trailblazer-group

IfATE(2019),SirGerryBerraganpresentationdeliveredat‘Degreeapprenticeshipsin2019’,UniversitiesUKseminar

OFS(2019)Degree Apprenticeships: A Viable Alternative?

PUBLIC ACCOUNTS COMMITTEE(2019)The apprenticeships programme: progress review, House of Commons

QAA(2018)Quality Assuring Higher Education in Apprenticeships, Current Approaches

SOCIAL MOBILITY AND CHILD POVERTY COMMISSION(2016)Apprenticeships, young people and social mobility

UUK(2016)The Future Growth of Degree Apprenticeships.London:UniversitiesUK

UUK(2017)Degree Apprenticeships: Realising Opportunities.London:UniversitiesUK

UUK(2018a)Solving Future Skills Challenges.London:UniversitiesUK

UUK(2018b)Routes to High-Level Skills

UUK(2019)Position Statement: Review of the Digital and Technology Solutions (Professional) Degree Apprenticeship.Athttps://uvac.ac.uk/uvac-position-statement-review-of-the-digital-technology-solutions-professional-degree-apprenticeship/

WECD(2019)Evaluation of the Degree Apprenticeship Development Fund: Report for the Office for Students

WILLIAMS C, HANSON W(2011)Higher Apprenticeships and Professional Bodies,PARN,Bristol

BIBLIOGRAPHY 69

https://www.cityam.com/digital-tech-sector-now-accounts-for-a-fifth-of-all-uk-job-vacancies/

www.instituteforapprenticeships.org/developing-new-apprenticeships/forming-a-trailblazer-group

https://uvac.ac.uk/uvac-position-statement-review-of-the-digital-technology-solutions-professional-degree-apprenticeship/

WoburnHouse20TavistockSquareLondonWC1H9HQ

+44(0)[email protected]

@UniversitiesUK

July2019

ISBN978-1-84036-426-2

UniversitiesUKisthecollectivevoiceof136universitiesinEngland,Scotland,WalesandNorthernIreland.OurmissionistocreatetheconditionsforUKuniversitiestobethebestintheworld;maximisingtheirpositiveimpactlocally,nationallyandglobally.UniversitiesUKactsonbehalfofuniversities,representedbytheirheadsofinstitution.

universitiesuk.ac.uk

Documents

THE FUTURE OF DEGREE APPRENTICESHIPS - Universities UK · 2019-07-15 · the need to address the UK productivity gap, the increasing demand for higher level skills, the need to support