Creating conditions for sustainable degree apprenticeships in England

Abstract

<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>The purpose of this paper is to report on a study funded by the Edge Foundation, an independent educational charity, to investigate what is needed in order for English higher education to operate degree apprenticeships (DAs) on a sustainable basis.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>The study, conducted in 2019–2020, took the form of a literature review, semi-structured interviews with employers, institutional staff members and apprentices in three fields, and an open online survey.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>This study illustrates a high level of support for DAs amongst those who are involved in them, whether as educators, employers or apprentices. Degree Apprenticeships aid public-sector recruitment, support progression routes and social mobility within the existing workforce, and contribute to recruitment and productivity in public services and economically critical industries. Practices in the organisation and delivery of apprenticeships are variable, but a clear need is illustrated for strong institution–employer partnerships, integration between on- and off-the-job learning, expansive workplace learning environments, and co-ordination of assessment and quality assurance. There is also a need for external bodies to provide a consistent policy and funding environment.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Practical implications</jats:title><jats:p>The findings illustrate the need for strong partnerships, for programmes that are designed from the ground up as apprenticeships, and for effective integration of apprentices into the organisation's working environment.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>This study updates and adds to the literature on DAs and work-integrated higher education. It emphasises three aspects that have hitherto been given little attention: the value of DAs for public-sector recruitment and for creating social mobility within the existing workforce, and the importance of ensuring apprenticeships are aligned with organisational objectives.</jats:p></jats:sec>

The best practice in work-integrated pedagogy for degree apprenticeships in a post-viral future

“…This requirement can be problematic for public sector apprenticeships. For example, nursing apprentices are required to be supernumerary until fully qualified and the off-the-job entitlement can be perceived by employers as an additional staffing cost requirement in the context of stretched resources (Lester and Bravenboer, 2020). However, this does not necessarily mean that "off-the-job" learning takes place away from the workplace nor does it mean that providers only support "off-the-job" learning.…”

“…The conception of WIL deployed also reflects different models of entry to the professions (Lester, 2008(Lester, , 2009(Lester, , 2014Lester et al, 2016;Lester and Bravenboer, 2020). "Sequential" models involve the theory being imparted first, typically via a degree, professional course or Degree apprenticeships both, followed by learning in the workplacefirst learn the theory, then put this into practice, "knowledge" precedes "competence".…”

“…The published outcomes and recommendations of the DADF project report stand as a resource in the newly established centre for degree apprenticeships (CDA), which is a selffunded research and think-tank network, convened and managed by the University Vocational Awards Council (UVAC). Building on the work of the DADF and Edge Foundation-funded published research (Lillis, 2018;Lester and Bravenboer, 2020), the CDA supports and advocates the implementation of significant changes in higher education practice in response to the challenging context of DA provision, including WIL.…”

“…The COVID-19 crisis has accelerated the pace of some institutional changes argued for in cited texts and recommended in the DADF (Lillis, 2018) and Edge-funded reports (Lester and Bravenboer, 2020), changes needed to underpin sustainable DAs. Closed campuses have changed conventional DA delivery models, which employers say can limit scope for the customisation of DAs (Lester and Bravenboer, 2020, p. 41) and jump-started more effective use of e-learning and digital tools (Lillis, 2018, p. 14, Lester andBravenboer, 2020, p. 61).…”

Guest editorial

“…Perhaps particularly in the public sector, apprenticeship has played an important role in the development of the skills required to meet these challenges based on the effective collaborative partnerships between employers and providers. This has been identified as a key aspect of a sustainable apprenticeship system (Lester and Bravenboer, 2020) and this has been fully stress tested throughout the pandemic. There is also emerging evidence (Leek, 2020) that providers of public sector higher and degree apprenticeships have been forced to ensure delivery can be conducted in an online only context, and employers and apprentices are recognising the value and benefit of a more work-integrated approach (Lillis and Bravenboer, 2020).…”