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Apprenticeships and Technical Education
“Apprenticeships are designed by employers leaders in their industries who know precisely what skills they need.”
“There has never been a more exciting time to work in the digital tech industry.”
Jennifer Coupland, Chief Executive, Institute of Apprenticeships & Technical Education
Kelly Nicholls, CEO, TechSkills
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More reforms are needed to fill huge skills gaps We have an unprecedented situation in this country with job vacancies now outnumbering the number of unemployed people for the first time since records began.
F WRITTEN BY Jennifer Coupland Chief Executive, Institute for Apprenticeships & Technical Education (IfATE)
illing skills gaps has never been more important amid post-Brexit adjustment, recovery from COVID-19, the drive towards net zero and the desire to level up across the nation. History shows that necessity will force technological advances, allowing industry to operate more efficiently, to fill some of these. But our workers, and potential workers, will have to upskill in a major way too.
Variety within apprenticeships Apprenticeships still cover all the traditional trades, like plumbing and hairdressing, but now they also train people to become nurses, laboratory technicians, aerospace engineers, countryside rangers, digital designers and much more. Apprentices can start at entry level two and progress right up to degree level.
Overwhelming choice available Increasing skills-based training The rollout of new T Levels, which are a classroom version Apprenticeships are a big part of the of an apprenticeship with lots of work solution, but we will have to ensure all experience (approximately 45 days), is other skills training works just as well for the first step. But looking across the wider employers and learners. system, there were over 14,000 different History shows that necessity qualifications offering all different types Before the employer-led reforms, too many apprenticeships were focused around will force technological of skills training in this country last year. a small number of low-skilled jobs, offering Many of these are good but the choice is advances, allowing industry limited opportunities to progress up the overwhelming for students and businesses to operate more efficiently. careers ladder. This meant they were trying to work out what courses will suit useless to lots of businesses with higher their training needs best, and it needs level skills needs and risked locking already disadvantaged rationalising. people into low-pay, no-progress futures. The guiding principle for that rationalisation, which These days all apprenticeships are designed by employers will inform a new process being developed by IfATE, will - leaders in their industries who know precisely what skills be whether they match up to the same employer-defined they need. standards that guide apprenticeships and T Levels. This has driven up quality, ensuring they meet the There is a big prize here – government, employer and economy’s full spectrum of training needs and apprentices learner investment coming together to support a high-quality will learn relevant skills that will set them up for long and and joined-up skills training system, that people understand successful careers. and trust to develop the skilled workers every sector needs.
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Supporting Construction Apprentices Want a career that reaches great heights as a steeplejack, crane operative or scaffolder? Or maybe a stable grounded profession in highway maintenance? The National Construction College offers apprenticeship courses in a wide range of building trades. Apprentices earn while they learn, gaining hands-on experience and an academic qualification so they are fully ready for work at the end of their training. Apprentices will gain either an Intermediate level 2 - the equivalent of 5 GCSE passes at grade 9-4 (A*-C) or Advanced level 3 - the equivalent of 2 A-level passes, a Level 3 Diploma or International Baccalaureate. Apply for an Apprenticeship with us and start a lifetime career in construction. To find out more call 0344 994 4433 or email ncc.accountmanager@citb.co.uk www.citb.co.uk/national-construction-college
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company is also investigating ways to get involved with the Government’s new prisoner apprenticeship initiative. Because companies can take part in developing Apprenticeship Standards, today’s courses can be truly reflective of employers’ needs, notes Anne. They also formalise the structure of an organisation’s learning and development activities and help with workforce planning and staff retention issues. “When you’ve trained someone to that standard, you want to hang onto them,” says Anne. “We’re certainly seeing apprentices being promoted quickly within our business.”
Why employers should tap into the power of apprenticeships Apprenticeships offer employees first-class on the job training, while giving employers access to a diverse and skilled talent pool which exactly reflects their needs.
INTERVIEW WITH Anne Ashworth Head of Employee Apprenticeships, Pearson
INTERVIEW WITH Zaki Rizvi ICT Level 3 Apprentice, Pearson
WRITTEN BY Tony Greenway
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fter finishing his A Levels, Zaki Rizvi opted out of going to university and took a job as an estate agent. “I was trying to figure out what I wanted to do,” he says. “Because, honestly, at that age I had no clue.” But, in October 2021, Zaki was the given the opportunity to enroll on an ICT Level 3 Apprenticeship at digital learning specialist Pearson, and now provides first line IT support for users of audio-visual equipment and technology at the company’s Head Office. It was a big career switch, he admits, but one that offered him the chance to acquire new skills and knowledge — and an attractive salary. “I could continue earning while I was learning and get a qualification,” he says. Apart from the intensive hands-on training he receives at Pearson with his coaches and mentors, Zaki, now 23, attends technical education workshops on block release. Yet what’s really remarkable is that Zaki had limited ICT experience
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before becoming an apprentice. “I’ve learned so much in a short timescale,” he says. “And the responsibility I’ve been given is massive.” Luckily, he’s always curious to learn new things and thrives on challenge. The value of apprenticeships for employers Zaki is a great example of the power of apprenticeships, says Anne Ashworth, Head of Employee Apprenticeships at Pearson. And because these courses offer individuals a chance to reskill, upskill, or change skill, it means they’re a big boon for employers, too. “We’ve been involved in apprenticeship delivery for our own staff for around 20 years,” says Anne. “That’s because we know they’re a fantastic development tool for people of all educational backgrounds. “An apprenticeship is also a fantastic entry point for people who are returning to work, or wanting to progress at work, or who are seeking a career change, so we have a very diverse pool of apprentices.” The
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An apprenticeship is also a fantastic entry point for people who are returning to work, or wanting to progress at work, or who are seeking a career change, so we have a very diverse pool of apprentices. Ensuring companies offer high quality apprenticeships Employers should carry out due diligence to ensure that any external apprenticeship provider is on the Education and Skills Funding Agency’s approved register and able to deliver courses of the highest quality. “We operate a solid procurement process,” says Anne. “Once chosen, our providers undergo a robust performance review process.” Good collaboration is all about constant communication, she insists. Zaki’s apprenticeship has helped him view education and development in a new light. At school, he never understood the real-world relevance of many subjects he was taught. “But, as an apprentice, I get the chance to put what I’ve learned immediately into practice,” he says. “As result, I can clearly see my skills growing.” When Zaki finishes his apprenticeship next year, he’ll assess his career progression options. So far, though, it’s been a revelation. “I have to admit that an apprenticeship was never something I considered until it fell into my lap,” he says. “But if you’re uncertain of the best career path to take — for whatever reason — it’s the perfect answer to the question: ‘What do I do next?’”
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The future is bright for digital apprenticeships As we continue to face an ever-growing digital skills gap, we have to question which solutions are readily available: are degree apprenticeships the answer?
T WRITTEN BY Kelly Nicholls CEO, TechSkills
here has never been a more exciting time to work in the digital tech industry. Technology crosses every sector and pretty much every job. However, there’s a ‘but’. The pandemic has exacerbated the development of tech innovation and the need for digital skills is growing exponentially – and now, there are not enough people to do the jobs our economy needs to keep up with demand. techUK estimate over 100,000 tech jobs are advertised monthly in the UK and 70% of businesses believe they have a digital skills gap. The industry needs a strategy and fast Urgent action is needed to address this challenge if we wish to keep growing our economy and keep innovating, but the question is: how? This is where digital apprenticeships come in. Education and training sit at the heart of the skills development of younger generations – from schools to sixth form and further education. Digital apprenticeships can be the answer to a challenge that is affecting everyone, from businesses to parents and students. While employers commit to train and nurture their apprentices for the length of the course, apprentices can benefit from a learn while they earn model, gaining access to technical and professional skills whilst building up their knowledge and avoiding university fees.
People of all ages on degree apprenticeships have a high chance of being made permanent and are job-ready to take on new opportunities outside of their original placement, filling the digital skills gap the economy is experiencing. Apprenticeships also support the Government’s Levelling Up agenda with 40% on a degree apprenticeship being the first in their families to go to university. Students with a degree apprenticeship background also earn on average £39,000 a year 18 months after graduating, a £2,000 increase from the average UK computing graduate from the top five computing courses in the UK.1 Increasing visibility of apprenticeships However, there is currently a lack of degree apprenticeships available to people of all ages. UCAS predicts 65,000 under 19s will be in a degree apprenticeship by 2027. This digital skills gap will only be met by bringing Government, industry and education together collaboratively. Only if we change the mentality around degree apprenticeships to meet the demand and increase their visibility will we be able to close the digital skills gap and keep innovating to build a better future for society, its people, the economy and the planet. References 1. Manchester Met University 2022
want to ensure that everyone can be themselves and achieve their career ambitions, no matter what their background.
Case study: working to improve access to accountancy
S WRITTEN BY Sarah Hillary Partner, Digital and Risk Advisory Services, BDO UK LLP
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We know that the UK has low social mobility and this needs to change. It shouldn’t be the case that your start in life determines where you end up.
Accounting is a career that has a number of routes to inclusion. One accountant shares her experiences of working in the industry and the importance of diversity and inclusion. arah Hillary is a partner at accountancy firm BDO, sits on the firm’s culture board and is on a mission to improve socio-economic diversity in the professional and financial services sectors through her role on the City of London Socio-Economic Diversity Taskforce. Sarah was raised outside of the UK and after being inspired by a teacher at the age of 14, realised she wanted to explore a career in accountancy. Despite it not being offered as a subject in her school at the time, a new teacher held extra lessons for a small group of students. After completing her A levels Sarah moved to the UK, discovering she could do a one-year foundation course instead of a university degree.
TechSkills is an employer-led organisation responsible for Tech Industry Gold, the industry accreditation for education and training relevant to digital and tech careers, TechSkills is a techUK company.
Sarah joined an accountancy firm in a cohort of 25 trainees and undertook at four-year apprenticeship to qualify as an accountant. Within her cohort Sarah was the youngest by two years and the only person not to have a university degree. Passion for inclusivity Reflecting on her own career journey, both in accountancy firms and spending time running her own business has led to a real passion for improving social mobility and equality, diversity and inclusion within accountancy and wider business. She says: “We know that the UK has low social mobility and this needs to change. It shouldn’t be the case that your start in life determines where you end up. As a profession, we
Alternatives to university “Accountancy is just one of many industries where you can have an incredibly successful career without having to go to university, which for many isn’t financially viable. We employ over 700 trainees every year and each individual brings something unique to the company. “An apprenticeship here offers the chance to ‘earn while you learn’ and we have 17 office locations throughout the UK as well as an agile-working policy, so a career with us doesn’t necessarily mean having to re-locate.”
As part of a commitment to improving social mobility, BDO has developed ‘Explore BDO’, a programme designed to help young people get a head start and find out more about the world of accounting.
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The Explore BDO Virtual Insight Week is for students in Years 10-13 who attend a state school and whose parental occupation places them within our social mobility criteria.
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Apprenticeships are bringing diversity into the world of science The traditional way to kickstart a science career is via university study. However, apprenticeships offer degree and master’s level education alongside workplace experience.
F INTERVIEW WITH Kim Hardman Director UK Apprenticeships, AstraZeneca WRITTEN BY Tony Greenway
rom Kim Hardman’s perspective, apprenticeships are an increasingly popular career pathway. And she should know. As Director UK Apprenticeships at global biopharmaceutical company AstraZeneca, she sees apprenticeship applications from school-leavers, graduates and even existing members of staff. AstraZeneca offers in excess of 35 different apprenticeships at all levels and in a range of roles across the business, including early-stage science and discovery, technology and engineering. “That variety creates massive opportunity,” says Hardman. “A lot of people still equate apprenticeships with certain jobs. They look agog when I tell them about the array of training options currently available.” Predominantly, the company’s apprentices come straight from sixth form or college and work while studying for qualifications which (depending on the level) may include a degree. Then there are graduates on Level 7 apprenticeships, which are master’s degree equivalent programmes. Meanwhile, some company employees take apprenticeships as a way of upskilling and advancing their careers.
often make just as outstanding employees as those choosing a more traditional route into science. “They have a diversity of thought,” says Hardman. “They’re not hierarchical and they’re not afraid to say to their line managers: ‘Why are you doing things that way? Here’s how you can do it better.’ Typically, they have more of a digital mindset. So, as an employer, we get as much from our apprentices as they get from us.” Working in a team while completing degree-level study Of course, postgraduate students may possess strong scientific expertise that apprentices have yet to acquire. However, those with a university education won’t necessarily be equipped with workplace experience. “For example, students at university don’t work in laboratories all the time,” says Hardman. “So when they join us as graduates, we have to teach them lab skills. Yet some of our apprentices who join us after their A Levels go into our labs from day one to work on lifesaving medicines. They’re involved in real-life projects at the same time as working towards their degree. It’s a boost for them.” It’s also a boost for the business, notes Hardman. “Apprentices could be working with award-winning scientists and using the latest technology. Plus, they’re often given science projects that we have not yet been able to develop because our long-established workforce has other priorities. That’s a really exciting opportunity for the apprentices — and for us, as a business.” The biggest mistake that anyone can make is thinking that an apprenticeship is an easy option, warns Hardman. It’s anything but. “We say to those coming for an apprenticeship interview: ‘You’re not choosing a simple route, here. You’ll be typically working four days a week in a team, and we’ll expect you to deliver in that role. At the same time, you’ll also be studying one day a week for a qualification.’ Yet we know that apprenticeships are so rewarding — and a way for people to thrive in their careers.”
We know that apprenticeships are so rewarding — and a way for people to thrive in their careers.
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How apprenticeships increase workforce diversity Traditionally, if you wanted to work in a scientific field, you might go to university, get a degree and maybe go on to study for a master’s or PhD. Apprenticeships are a challenge to that stereotype — while, for good measure, increasing workforce diversity and enabling social mobility. “Not everyone wants to go to university after sixth form,” says Hardman. “Plus, for some students, there’s a financial consideration to bear in mind. “In that case, they may decide that an apprenticeship — the chance to earn and learn — is a better option,” she notes. That’s good for a company such as AstraZeneca, because the fact is that school or college-leavers
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Upskilling can improve outcomes for all
Manufacturing is a modern and innovative sector open to all sections of the community.
Businesses are in need of high skilled talent, today there are a large variety of opportunities for people to achieve those skills, making education more accessible to all.
WRITTEN BY Jamie Cater Senior Policy Manager (Employment), Make UK
Digital and green skills are vital for manufacturing sector
Apprenticeships and other work-based training options can provide a valuable path into a high-paid, high-skilled role in manufacturing as the sector grapples with the challenges of digitalisation and net zero.
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he manufacturing sector is home to outstanding training opportunities, and employers are helping to develop the next generation of talent to ensure that the manufacturing workforce is fit for the future. New initiatives such as T-levels sit alongside established schemes like apprenticeships, providing opportunities for young people to explore a career in manufacturing and engineering. They also offer companies the chance to invest early in young talent and address the emerging skills gaps in their workforces. Employers, training providers and policymakers are already working together to make sure that the technical and vocational education landscape is equipping companies and their employees with the skills they need for the future. There is more to be done to support the development of the workforce over the coming years. Meeting big industrial and societal challenges The twin challenges of digitalisation and net zero are transforming the way in which manufacturing businesses operate. Having the right skills in the workforce – whether through recruiting new, young talent or upskilling existing employees – is crucial to enabling manufacturers to continue to invest in new technology, improve productivity and reduce emissions.
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As many as two-thirds of manufacturers are re-assessing their workforce plans to reflect this, and a majority see apprenticeships as the best way to access the right technical skills to produce their goods in a more efficient and sustainable way. Digital and green skills are critical to the future of industry and introducing new policies such as a Green Skills Tax Credit would enable the Government and employers to prioritise this to a greater extent. A modern and innovative workplace Manufacturing embodies the Government’s aim of a high-skill, high-pay economy. Employers in the sector typically pay 12% above the average salary and are pioneering new methods of working which place the sector at the forefront of technological innovation, leaving behind outdated images of factory working. Manufacturing is a modern and innovative sector open to all sections of the community. Employers are not only seeking new talent, but increasingly looking to upskill and retrain employees to retain and improve the skills already at their disposal. Apprenticeships can help with this and it is vital that industry works with the Government and training providers to understand how more flexible, modular training across skill levels can be delivered for the current workforce.
WRITTEN BY Nadhim Zahawi, Education Secretary, Department for Education
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lthough I have now been a Member of Parliament for over a decade, my experience in business still helps to shape my work in government today. Having founded YouGov 22 years ago and built it into the company we recognise it as today, I know just how much a lack of human potential can wreak havoc on a business’ well laid plans. We would not have become so successful had it not been for the very talented people we managed to employ. Demand for high skilled talent Businesses are now crying out for something to change, because they know as it stands, they will struggle to compete in the future without a pipeline of highly skilled employees. And they are willing to pay well for this talent. Our economic strength will turn on our ability to nurture and utilise it. So too will our efforts to level up opportunity, because upskilling people gives them chances to create a better life and regenerate their regions.
Imagine that we have a system that responds to the skills needs of employers, and one where students can learn on the job as much as they can learn from books and online. Accessible training for all Imagine that we have a system that responds to the skills needs of employers, and one where students can learn on the job as much as they can learn from books and online. Imagine this learning is open to everyone, no matter where in the country they are born or what stage of their career they are in. Imagine that you do not have to pay for access to this learning, but instead you get paid. Fortunately, we do not have to imagine. We already have a name for this kind of learning – and have done for hundreds of years: apprenticeships. A skills system revolution Since 2010 there have been well over five million apprenticeship starts. They are our proud flagship policy. So successful have they been that they are now at the forefront of our wider revolution to the skills system. T Levels – the gold standard in technical education and soon to be as famous as A levels – are following in their footsteps, giving young people access to qualifications that have been developed with employers, colleges, schools and universities, and include at least nine weeks gaining experience in industry. These are just two of the multitude of changes we are making to become the high-skill, high-wage economy we need. I am asking businesses to join me on this journey and unleash the unlimited potential of this country.
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Are apprenticeships an untapped area of opportunity for your business? the apprenticeship levy remained unspent,” he points out. “That’s money that could go towards training new employees, upskilling existing ones and encouraging staff engagement — and retention.” Staff retention is a major issue, after all. The UK is currently in the middle of a phenomenon known as The Great Resignation, in which historic numbers of people have been voluntarily resigning from their jobs. Hafidi believes that businesses can use apprenticeships to offset this mass employment exodus because, from a retention perspective, evidence shows that apprentices are more loyal to organisations than graduate students – something that has borne in Grant Thornton’s experience of apprenticeship programmes. “Our clients are looking at creative ways to address the retention issue by making apprenticeships a key pillar of their employee engagement strategies,” he says. “It’s a way to boost employee satisfaction with a breadth of academic qualifications — including bachelor and master’s degrees — and industry-recognised qualifications and development opportunities.
Apprenticeships are the ideal way for businesses to train new employees, upskill existing ones, encourage staff engagement and retention — and increase productivity.
M INTERVIEW WITH Adil Hafidi Associate Director, People Advisory, Grant Thornton UK LLP WRITTEN BY Tony Greenway
ore companies need to stand up and shout about the positive impact of apprenticeships, insists Adil Hafidi, Associate Director, People Advisory, at professional services network, Grant Thornton UK LLP. It’s certainly what Grant Thornton has been doing. “Currently, over 20% of our UK workforce — at all levels — are engaged with apprenticeships at any one time,” notes Hafidi. “It’s an approach that has attracted new talent to our ranks, but it’s also helped us upskill in new areas such as leadership capability and data literacy. “Plus, we have been supporting and advising thousands of our own clients by sharing insights from our own apprenticeship programme journey. In fact, one of the best parts of my job is talking to clients about apprenticeships and watching them have a lightbulb moment when they realise that it’s an untapped opportunity for their businesses. “We have partnered with a select
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group of training providers to co-design and co-deliver development programmes that support individuals to develop some of the most soughtafter skills including leadership and management, accountancy, coaching and digital skills. We support our clients to retain their brightest talent and deliver against diversity, social mobility and sustainability objectives.” A cost-effective and versatile recruitment tool Delivered properly, apprenticeships are a cost-effective and versatile recruitment tool, argues Hafidi — so more companies should take advantage of the apprenticeship levy. This is a tax paid by those employers with an annual pay bill of more than £3 million that creates a ‘use it or lose it’ pot of money for firms to spend on apprenticeship training. Grant Thornton always ensures that it taps into these funds, notes Hafidi; but plenty of other organisations do not. “In fact, between May 2020 and February 2021, £1.4 billion of
Turbo-charging career development Grant Thornton is on a mission to do things differently, and has used apprenticeships to boost the diversity and social mobility of its early career talent. “University is not everyone’s preferred route,” says Hafidi. “Some people are concerned by the debt this entails and want hands-on, learnwhile-you-earn experience. “Last year we recruited over 400 school-leavers and graduates from all walks of life and ethnic and socioeconomic backgrounds into structured apprenticeship programmes — from Level 3 up to Level 7 — with clear career progression pathways and a mix of hard and soft skills that turbocharge their development.” Yet apprenticeships aren’t just for school-leavers, stresses Hafidi. Up to 92% of UK mid-market businesses will need skills that don’t currently exist in their workforce, and apprenticeships are the part of the solution. For instance, they can support the retraining of existing employees and those returning to the workforce after an employment break, and aid succession planning. “We have individuals on apprenticeship programmes who are above the age of 60,” says Hafidi. “The thing that all apprentices have in common — whatever their age — is a can-do attitude and a thirst for learning.”
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Students should be given a greater number of higher education options Presenting apprenticeship opportunities side-by-side with traditional routes means that students can make better, more informed choices about their career pathways.
INTERVIEW WITH Clare Marchant CEO, UCAS
INTERVIEW WITH Lindsay Conroy Apprenticeship Programme Lead, UCAS
INTERVIEW WITH Jason Holt CEO, Holts Group of Companies and Co-Founder, Association of Apprentices WRITTEN BY Tony Greenway
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imes and demographics are changing, something UCAS understands more than most and is fully embracing. The Universities and Colleges Admissions Service is actually now highly active and relevant in the apprenticeship space too. Every year, the organisation manages applications from around 700,000 people, for full-time undergraduate courses at over 350 universities and colleges across the UK. “Yet we expect that number to grow to one million applicants by 2026,” explains Clare Marchant, CEO, UCAS. “That means we have to provide a greater number of higher education options. We also have one and a half million pre-applicants — students who come to us at an early age to explore opportunities and look for information, advice and guidance about the choices available to them. We need to serve them better, too, rather than only offering them a route to a traditional, three-year undergraduate degree.” Plus, Marchant points out, apprenticeships are a dynamic way to learn new skills and gain academic qualifications. Many universities recognise this and work extensively with employers to deliver apprenticeship courses at higher and degree level. So it’s right that apprenticeship programmes should be seen as a future pathway that is every bit as valid as university. To that end, the organisation is offering a range
of services to help organisations showcase their industry and employer brand, while matching apprenticeship opportunities to students among their audience. Changing perceptions of apprenticeships Of course, it’s not just students that benefit from apprenticeships. Employers do too with many using this approach to meet their diversity targets. “A company like Capgemini, in the graduate recruitment space, wanted 50% of its tech recruits to be women,” says Lindsay Conroy, Apprenticeship Programme Lead, UCAS. “Utilising our data they successfully achieved this target, and also cut their cost of recruitment. We’re now looking to develop a suite of products for apprenticeship recruitment that will help employers access harder-to-reach groups and hit their ED&I targets.” Even so, there is still work to be done to change perceptions of apprenticeships especially among SMEs, admits Jason Holt, CEO of Holts Group of Companies and Co-founder of Association of Apprentices. “The irony is that employers with effective apprenticeship programmes have better productivity and growth than those that don’t,” he says. “Yet many employers are yet to engage with apprenticeships.” That’s curious, he says, because apprenticeships improve social mobility and increase workforce diversity. Also, because they inspire feelings of loyalty among apprentices, they aid staff retention.
DOING FOR APPRENTICESHIPS WHAT WE’VE DONE FOR HIGHER EDUCATION OVER THE LAST 30 YEARS 08
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However, in the past, even for interested SMEs, it hasn’t always been easy to navigate the (sometimes complex) apprenticeship landscape. Hopefully, says Holt, because UCAS aspires to be “a one-stop shop” for apprenticeships, this will be easier going forward. Offering routes to a wide variety of a careers Yet it’s not just businesses that need to think differently about apprenticeships, says Conroy. She believes more must be done to promote their true value to parents and carers. “We did some research recently and found that over 40% of parents and carers saw apprenticeships as a choice for less academic people. Over a quarter thought that it would be the job of apprentices to make cups of tea.” What’s more, students often don’t get advice and guidance about apprenticeships from family members and schools. “Which is why 87% of the students we surveyed felt that a university degree would lead to a good job, while only 57% of them felt that an apprenticeship would do the same,” says Conroy. “We have to shift the needle on these kinds of myths.” “The fact is that all career paths can be achieved through an apprenticeship,” says Conroy. “The options available are wider than they have ever been, from architects and engineers to social workers, solicitors and nurses. By providing engaging advice and guidance to students we want to help them understand the benefits and expectations of an apprenticeship.”
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