Apprenticeship and progression in the healthcare sector: can labour market theory illuminate barriers and opportunities in contrasting occupations?

Abstract

There is growing research and policy interest in the extent to which government-supported Apprenticeship in England provides a platform for educational and career progression in different occupational sectors. This paper makes a contribution to this debate by presenting research on the healthcare sector undertaken in a regional health authority in England, and by suggesting that ideas associated with labour market theory can shed light on some of the key differences in Apprenticeship frameworks and the progression opportunities available in different kinds of healthcare occupations. The research included policy and documentary review as well as qualitative interviews with employers in NHS Trusts. More specifically, our analysis applies key characteristics of occupational and internal labour markets to show how Apprenticeship frameworks fit and reinforce variations in employment, training and career opportunities in two contrasting Advanced Apprenticeship frameworks, Clinical Healthcare Support, and Pharmacy Services. We conclude that the labour market lens is useful in focusing attention on the structures and key stakeholder relationships which determine the development of vocational training and the barriers or opportunities for educational or career progression in diverse sectoral contexts and occupations across the economy.

Potential implications of degree apprenticeships for healthcare education

“…Turbin et al (2014) describe through their case study approach the use of advanced apprenticeships in healthcare in the UK in 2010–2011. This paper reports part of a larger scale study, but focusses specifically on how apprenticeships are being used in the NHS, progression from advanced apprenticeships to Higher Education and employers’ perceptions of apprenticeships.…”

“…Advanced apprenticeships for pharmacy technicians in the study by Turbin et al, (2014) had far more structured content when compared with those of generic support workers. This element of formal, occupational recognised learning had positive implications for both the apprentices throughout their learning and their subsequent progression within their field.…”

“…Education providers will perhaps continue to apply equivalent entry criteria regardless of mode of study through to registration in order to assure learner success. This suggests that degree apprenticeships simply offer an alternative funding source for employers as identified with the pharmacy technicians in the study by Turbin et al, (2014). There has been a significant level of interest across all health and social care professions in the development of pre-registraiton degree apprenticeships and it remains to be seen whether their promise will be fulfilled.…”

“…Billett (2003) notes that deeper learning is required in order to underpin the complexities of an occupation in order to be flexible and adaptable in different workplace situations, apprentices need more than a set of competences associated with a role. Turbin et al, (2014) describe through their case study approach the use of advanced apprenticeships in healthcare in the United Kingdom in 2010 -11. This article reports part of a larger scale study, but focuses specifically on how apprenticeships are being used in the NHS, progression from advanced apprenticeships to Higher Education and employers' perceptions of apprenticeships.…”

“…Hogarth & Gambin, (2012) also reflect the competing nature of apprenticeships, as a politically driven initiative versus industry and employer needs. This is borne out in the study by Turbin et al, (2014), where employers switched easily into an apprenticeship model of delivery for their pharmacy technicians as this offered an alternative funding stream for existing education programmes. Turbin et al, (2014) further suggest that an area of conflict exists in the NHS, and that economic drivers play a significant part in shaping the workforce, perhaps implying that apprenticeships are used for convenience rather than as a tool for educational and career development.…”