Today Edge publish the final report in a series of three research studies examining the impact and effects of Degree Apprenticeships, (DAs) Degree Apprenticeships in England: What can we learn from the experiences of apprentices, employers and education and training providers? Launched in 2015, Degree Apprenticeships offer a debt-free, vocational route to higher education combining academic learning with on-the-job training. They are funded by employers through the Apprenticeship Levy and aim to boost economic growth, address skills shortages, and enhance investment in training.
Our first report in this series, What Makes an Effective Work Based Mentor in Allied Health Professions: Perceptions and Expectations looked at the role of work based mentors in Allied Health DAs and the benefits they brought for the apprentice, mentor and wider communities. Key skills and attributes identified as beneficial to the role included being open, honest, person-centred, nurturing, supportive, patient and being an advocate. The report recognised that earlier training may be needed to help mentors better understand their roles, but also that those roles may change over time, depending on the relationship and the learner’s needs. Importantly, learning from this project is transferable to wider apprenticeships.
The second report considered Widening Participation and Degree Apprenticeships. The research sought to understand the extent to which degree apprenticeships were part of existing university outreach plans and identify the barriers that might exist for including DAs in widening participation activities. We wanted to understand whether Degree Apprenticeships are really expanding opportunities for higher level study to those from disadvantaged and under-represented groups. We found there was a variation across institutions, which was mainly related to the DAs offered, and that the supply of DAs inevitably responds to employers’ priorities and skills needs. Needs which don’t necessarily respond to universities’ widening participation agenda.
Our final report, published today, is Degree Apprenticeships in England: What can we learn from the experiences of apprentices, employers and education and training providers? In it, our research team evaluate DAs within broader apprenticeship and education policies and explore the existing challenges in design, recruitment, and delivery. Its findings provide a clearer understanding of DAs' role in economic growth, skills development and social mobility across employment sectors. Our research captures the experiences and perspectives of stakeholders and the opportunities and challenges they face in a changing political climate. The report recommends government should help employers to fully engage with DAs, simplify their design and regulation through the new Skills England and adopt flexibility in apprenticeship standards.
Rose Stephenson, Director of Policy and Advocacy, Higher Education Policy InstituteThe degree apprenticeship programme is a popular policy and can be a powerful tool for addressing skills gaps and driving economic growth. This report highlights key opportunities and challenges, including the need for more transparent communications about degree apprenticeships, greater flexibility in apprenticeship standards and streamlined regulation. As the Government and Skills England look to transform the Levy, this report makes a timely contribution to the evidence base.
Taken together, these three Edge research reports constitute an important and comprehensive contribution to the examination of how and why DAs work, or don’t work, for apprentices, employers, universities, education and skills providers and recommend improved pathways for the future.