Apprenticeships and Higher Level Skills The Role of the National Apprenticeship Service

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Apprenticeships and Higher Level SkillsThe Role
of the National Apprenticeship Service

• John Chudley

Apprentice gt HNC gt BSc(Hons) gt PhD gt CEng
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Apprenticeships Opening doors to a better future

• John Chudley

Apprentice gt HNC gt BSc(Hons) gt PhD gt CEng
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History

• Apprenticeships have a long tradition in the UK
• Dating back to around the 12th century and
  flourishing by the 14th century
• The parents or guardians of a minor would agree
  with a Guilds Master craftsman the conditions
  for an apprenticeship which would bind the minor
  for 5-9 years (e.g. from age 14 to 21)
• Present day 14-19 agenda
• Late 1800s approx 1 in 5 young people taking
  apprenticeships
• Present day aspiration 1 in 5 by 2020
• Decline in 1970s early 80s

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The Skills Challenge

• OECD UK Ranking on Skills 2006 2020 Ambition
• Low Level Skills 17 23 8
• Intermediate Skills 18 21 8
• High Level Skills 12 10 8
• The top 10 jobs that will exist in 2010 did not
  exist in 2004
• Todays learners will have more than 10 jobs by
  age 38
• Good quality IAG is critical to the success of
  Apprenticeships

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A Real Success Story
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Why are Apprenticeships Important?
Apprenticeships are the best business models for
encouraging learning, developing mentoring and
passing on specialist skills Sir Alan Sugar
Good for Business
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Business Case
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Role of NAS

• Drive forward the Apprenticeship agenda
• Build demand for Apprenticeships
• - Employers
• - Learners
• Awareness/perception
• Employer focus/business case
• Build opportunity for young people to experience
  work

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Vision Mission

• The National Apprenticeship Services vision is
  that every employer will choose Apprenticeships
  as the major route for giving them the skills
  needed by their business.
• Apprentices will be seen by young people and
  their families, by teachers and advisers as
  offering a great way to get the training needed
  for the world of work and to open up further
  learning and development.
• We want everyone to appreciate that
  Apprenticeships are very different today and
  cover all occupations.  Most are promoted and
  paid more soon after completing their training. 
  Many current leaders in their fields were once
  Apprentices.
• People who work for the National Apprenticeship
  Service are passionate about Apprenticeships and
  want to carry that message to all employers so
  that they will derive the business benefits that
  Apprentices quickly bring.  It is our
  responsibility to ensure that the training is
  relevant to business, flexible to meet business
  needs and of high quality.
• Finally, our mission is to recognise the immense
  talent that we see in Apprentices and ensure
  that, in the coming years, millions more
  successfully follow this trusted path.

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The Vision

• Over the past 10 years, the number of
  Apprentices has more than doubled
• 1998 75,000 Apprentices
• 2008 220,000 Apprentice starts
• 400,000 Apprentices in England by 2020
• Local targets/opportunities

BT estimated they gained a higher annual net
profit of over 1,300 per apprentice when
compared to non-apprentices.
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Apprenticeship vacancies

• Developed by NAS in response to calls for a UCAS
  style clearing house for Apprenticeships
• Online matching system to help users chose the
  best route for them
• Potential apprentices register and search for
  vacancies online
• The system tracks learners progress through the
  system and identifies where intervention is
  needed
• 16 to 18 age group highest level of activity
• 2274 candidates have successfully obtained an
  Apprenticeship through the system and rising

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Perception/awareness

• Teachers and parents are a main source of IAG
• Vocational courses, in particular
  Apprenticeships, are the route that young people
  are most misinformed about (LSC research)
• 80 of teachers have limited or very little/no
  knowledge of Apprenticeships (NfER research)
• 1 in 4 teachers are confident in giving advice on
  Apprenticeships to their pupils

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Route to a successful career

• A Level 3 Apprentice will earn on average over
  100,000 more throughout their lifetime. For
  Level 2 this is 73,000
• Over 9 out of 10 apprentices are in work or
  education on completing their Apprenticeship
• 50 of apprentices who complete an Advanced
  Apprenticeship show an interest in pursing a
  degree-level equivalent course
• Completion rates are at the highest ever, 64 and
  rising

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Higher Level Skills

• There is a continued need for accessible HE
  Information Advice and Guidance, particularly for
  employers, who are important gatekeepers
• Completing AAs generally expect to stay with
  employers who have supported their training,
  particularly where there are opportunities for
  promotion
• Whilst progression figures suggest low levels of
  progression from AA to HE a significant number
  aspire to higher level education and training -
  this does not mean full time degrees
• There remains a need for continued HE awareness
  and aspiration raising amongst such work-based
  learners and development of innovative/flexible
  provision (ie. Higher Level Apprenticeships
  beyond Level 4)

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Higher Level Skills

• There is a need for confidence building activity,
  positive role models and supported progression
  pathways for able learners who lack confidence
  but who could otherwise progress and achieve at
  HE level
• There is a need for greater awareness of
  Apprenticeship frameworks amongst HE Admissions
  staff and for their recognition within the UCAS
  tariff
• Current flexible local HE provision is greatly
  valued by learners there is a need to extend
  such flexibility to the top up Honours year

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Centrax

• We see the apprenticeship programme as the
  flagship of our training and development
  strategy. The fact that we employ apprentices is
  also viewed positively by customers and suppliers
  alike who can see that we are investing in the
  future.

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Pendennis

• This is a major investment on our part. While it
  would perhaps be easier to save time by bringing
  in subcontractors, Pendennis prefers to think
  long-term and invest in its skill-base. This is
  reflected in the turnover of our staff, which is
  among the lowest in the industry.
• Since 1998, Pendennis has benefited in a number
  of ways through its involvement with apprentices.
  Firstly, weve reduced the age of our workforce
  dramatically. Secondly, we now have a workforce
  with a skill set specific to our business.
  Thirdly, we are also developing our management of
  the future. Among our more recent apprentice
  graduates, we have an Engineering Leadhand, a
  Supervisor in the electrical department and a
  Project Manager in our refit section.

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Conclusions

• Apprenticeships are key to developing skills of
  young people
• Strong foundation for a young persons future
  career
• Need for better understanding of Apprenticeships
  by teachers/parents
• Destroying the myths
• Development of progression routes
• and ensure that learners are aware of these
  routes

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www.apprenticeships.org.uk

• 08000 150 600