Edge publish a new research report today, "Degree Apprenticeships in England: What can we learn from the experiences of apprentices, employers and education and training providers?" Launched in 2015, Degree Apprenticeships (DAs) 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.
DAs have grown in prominence within education and policy, fostering collaborations between employers and education providers. However, critics suggest that expensive DAs, often taken by existing employees, can undermine other apprenticeships aimed at the entrant workforce. Employers also question whether the levy adequately supports their training needs. Given the potential benefits and opportunities DAs offer, Edge decided to investigate the policy claims made. Our research captures the experiences and perspectives of stakeholders and the opportunities and challenges they face in a changing political climate.
The research team, led by Edge Foundation in collaboration with the universities of Bath, Oxford, and Huddersfield, conducted nearly 100 interviews with employers, SMEs, education and training providers, apprentices and policymakers and captured stakeholder insights highlighting DAs’ contributions and challenges. Our report recommends government should help employers to fully engage with DAs, simplify their design and regulation through Skills England and adopt flexibility in apprenticeship standards. Key recommendations include simplifying regulation and introducing flexibility in their development, fostering collaboration between providers, and reforming the Apprenticeship levy to better support SMEs and workforce diversity.
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.
This important research evaluates DAs within broader apprenticeship and education policies and explores challenges in design, recruitment, and delivery. Its findings provide a clearer understanding of DA's role in economic growth, skills development and social mobility across employment sectors.
Report written by
Andrea Laczik, Josh Patel, Kat Emms, Dana Dabbous, Olly Newton, Aunam Quyoum, Jim Hordern, University of Bath, Kevin Orr, Jane Wormald, University of Huddersfield, Susan James Relly, Liz Polding, University of Oxford.