Perceptions, prejudices and possibilities: young people narrating apprenticeship experiences

Abstract

There is growing international interest in young people's postcompulsory education pathways. In contexts of 'widening participation' as university is increasingly 'normalised' , how do young people choose alternative routes into training and employment? While in Britain apprenticeships are a key aspect of government strategy, there are many challenges still associated with these schemes including low pay and inconsistent training. Drawing on longitudinal data from our qualitative research with young people on apprenticeship schemes in London, we use narrative analysis, informed by Goffman's theory of stigma, to explore how young people narrate and navigate the tensions between apprenticeships as opportunities to 'learn while they earn' and university degrees as the prevailing 'gold standard' of achievement and future success. Our findings show that while these young people were aware of the challenges associated with apprenticeships, they used specific rhetorical devices to reclaim the normalcy of their training pathways as 'sensible' and 'mature' choices.

De-individualising the ‘NEET problem’: An ecological systems analysis

“…Statistics show that underprivileged young people and those with lower prior achievement are more likely to follow vocational studies (Hupkau et al, 2017). However, while the academic route to university through A-level studies is well established and simple to navigate, often undertaken in the same educational institution, vocational choices are ‘not as well-known, which partly has to do with the complexity of the vocational education system and the difficulty of deciphering available data’ (Hupkau et al, 2017: 42; Ryan and Lőrinc, 2018). For instance, in 2016, 16- to 18-year-old learners in England could choose from 9,835 qualifications at Level 2 (equivalent to 5 A*–C GCSEs) and 3,729 qualifications at Level 3 (equivalent to A-levels), depending on local availability (Hupkau et al, 2017).…”

Factors affecting Modern Apprenticeship completion in Scotland

“…The image of apprenticeships has been under threat over this time and the pool of potential apprentices has diminished as more young people enter higher education both in the UK (Hogarth et al, 2012) and Australia; in both countries, the likelihood of undertaking an apprenticeship has been affected by the increased propensity to go to university, and most of the growth in apprenticeships has been from people who are less academically inclined and from a lower socioeconomic status (Karmel et al, 2014). However, despite societal stigma around apprenticeships (Hogarth et al, 2012), apprenticeships are seen by some young people, including some who could go to university, as the right choice given particular personal circumstances and labour market conditions (Ryan & Lőrinc, 2018). This has led to qualification inflation in the labour market; as the majority of well-qualified school leavers now enter higher education directly, many employers are using graduate traineeships to recruit where they would previously have recruited school leavers for the same job (Hasluck et al, 2008).…”

“…This has led to qualification inflation in the labour market; as the majority of well-qualified school leavers now enter higher education directly, many employers are using graduate traineeships to recruit where they would previously have recruited school leavers for the same job (Hasluck et al, 2008). However, despite societal stigma around apprenticeships (Hogarth et al, 2012), apprenticeships are seen by some young people, including some who could go to university, as the right choice given particular personal circumstances and labour market conditions (Ryan & Lőrinc, 2018). It is not the case, therefore, that all the growth in apprenticeship numbers in recent years has been in those of a lower ability, but it does appear to be a challenge.…”

Trailblazers: Stakeholder motivations for developing degree apprenticeships for the radiography profession

“…9 Many employers feel uncomfortable leading curriculum design when working with individuals they class as experienced academics 10 and they raise concerns related to the vocational nature of apprenticeships creating a 'less rigorous' route than traditional academic study. 11 Managing stakeholder expectations effectively is therefore key to the success of degree apprenticeships. This research begins this process by exploring the expectations, motivations and perceptions of those most closely engaged with the three radiography related (diagnostic, therapeutic and sonography) trailblazer groups.…”