Can apprenticeships close the UK’s STEM skills gap?
A lack of workers with the correct STEM skills is reportedly costing the UK economy around £1.5 billion per annum. But could improving and developing STEM apprenticeships be the solution? Apprenticeships are becoming more popular than ever before, which is encouraging. But more still needs to be done to close the STEM skills gap. Perhaps due to their focus on offering hands-on and practical learning processes, apprenticeship programmes are ideally suited to the STEM — science, technology, engineering, and maths — sectors. But is there a way to boost the uptake where STEM apprenticeships are concerned? How big is the problem? To address the shortages, it’s important to understand the scale of it and what the future could hold if not dealt with efficiently. According to a response by the Royal Academy of Engineering, more than half of engineering companies say they have had problems recruiting the experienced engineers they need. Despite what many people may think, workforce ageing does play a significant role in the problem. As skilled and experienced engineers retire, it is increasing vacancies across thousands of engineering roles. Putting a more exact figure on this is EngineeringUK, which — through detailed analysis — has determined that there are annually 29,000 too few workers with level 3 skills and an even greater shortage of more qualified engineers — 40,000 of those with level 4 and above skills. Although we’ve passed the Brexit deadline and are still currently in the European Union, it continues to remain a problem for STEM businesses. As uncertainty remains, the UK’s exit from the European Union could create an even bigger headache for those in STEM sectors. To close the gap, more businesses are looking to become more inclusive. At present, under 10% of the engineering workforce is female, while those from minority ethnic backgrounds make up just 6% of the workforce. But, could apprenticeships be the solution? An insight to apprenticeships across the UK Traditionally, young people would leave school with a job waiting for them. Nowadays, students have a wealth of opportunities to choose from, whether it’s A-levels, BTECs or apprenticeships — and the latter is growing in popularity. Interestingly, over 491k young people started an apprenticeship in 2016-17. Each month, an average of 23,000 apprenticeship opportunities are listed on the government’s Find an Apprenticeship site, while organisations — such as WISE, which campaigns for gender balance in science, technology and engineering — are continually driving initiatives to help grow the number of apprentices in these sectors. However, between May and July 2017, parliamentary statistics show that only 43,600 people began an apprenticeship, which is a 61% reduction from the 113,000 that started in the same period in 2016. This has been largely accredited to an apprenticeship levy that was introduced in April 2017, which every employer with a pay bill of more than £3 million a year must adhere to if they want to employ apprentices. Has this had an impact on STEM-related businesses? Apparently not. In 2016/17, 112,000 people started a STEM apprenticeship — up from 95,000 in 2012/13. This growth is impressive and may be a sign that STEM employers are taking on board the warning that they must be creative with their recruitment processes. “The traditional recruitment pool is diminishing at the same time as work-based learning routes are facing increasing competition from alternative post-16-year-old provision. Employers wishing to attract quality applicants in sufficient numbers to meet their skills requirements have to look beyond their traditional sources” was one comment by Rod Kenyon, former director of the Apprenticeship Ambassadors Network. Should we be looking at the demographics of those who become apprentices to close in on the gap? Overall, women account for 50% of all apprentices in the UK. However, for STEM apprenticeships, they make up just 8% — encouraging this group of people could be the answer. It’s time to bring women into STEM positions. According to WISE, 5,080 women achieved a Core-STEM apprenticeship in 2016/2017, while 62,060 men accomplished the same in the same period. What makes this statistic even more concerning is that, according to an Apprenticeships in England report published by the House of Commons Library, 54% of overall apprenticeships starts were women in 2016/2017. Evidently, women are opting for apprenticeships in different fields, which means that STEM industries are missing out on thousands of potential workers if they don’t try to make their apprenticeship programmes as attractive to women apprentices as they clearly are to men. Reducing the gap By 2020, the government wants to place three million apprenticeships. Apprenticeships in STEM industries must be advocated and discussed in schools in order to instil a sense of enthusiasm from a younger age. Career advisors should make it clearer to kids that a university degree is not the only avenue to success and that the same level of fulfilment and opportunity is available with STEM apprenticeship programmes. Perhaps this means a stronger relationship between STEM firms and educational establishments, which can grant more opportunities for schoolchildren to get first-hand experience of how these companies work in practice prior to having to make an official decision. There are a lot of incentives for working in this industry too. The Institution of Engineering and Technology, otherwise known as IET, offers around £1 million in prizes, scholarships and awards. Hopefully, positive initiatives like the IET’s will help encourage participation in STEM apprentices and ease the pressure on these sectors’ skills gap – before it’s too late. This article was brought to you by Houghton International, industrial pump repairs specialists.
APPRENTICESHIPS: A QUESTION OF QUALITY
Louise Doyle, director at Mesma, on ensuring the quality of apprenticeships… The figures below are the results of Ofsted inspection activity in-year. It’s important to note these grades are for apprenticeship provision. This means they are not specific to any one type of provider. It’s surprising how often this is misunderstood. • 17/18 – Ofsted graded 58% of apprenticeship provision was at least good • 16/17 – 49% at least good • 15/16 – 63% at least good • 14/15 – 51% at least good What is perhaps more useful to highlight, is the reasons for the grade profile, have remained consistent during that time. I believe there is a high risk that the % won’t have improved by 2020. My rationale for considering this to be a risk is based on: Frameworks to standards challenge As the scaffolding of a well-understood, step-by-step framework is dismantled, trainers have looked to others to replace it. For example, they’ve looked to the awarding bodies, to the end-point assessment organisations. We often hear ‘how can I know what to teach if I don’t know how it will be tested’? But we have to ask why our training professionals look for guidance from elsewhere? Let me be absolutely clear; this is not a judgement of these individuals; it’s a recognition that much of apprenticeship provision (particularly at Level 2 and 3) has been built largely on assessment of NVQs. We’ve still much more to do to address this challenge. I was pleased to see Education and Training Foundation (ETF) look to gather opinion on the Professional Standards for Teaching and Training. I hope those delivering apprenticeships will actively engage with this. End-point assessments The introduction of end-point assessment is one of the biggest changes we’re experiencing because of the reforms. My guess is that we will see a lower level of first attempt achievement than we may have expected. Lower, because it is still very new. Lower because our trainers are still getting used to the differences between an on-programme portfolio and an end-point showcase. Lower because some of the assessment plans are more challenging than is necessary. Lower because we’re still getting to grips with what adequate preparation ought to be. I could go on. Whilst this is a concern and we need to act to improve it, I see it as teething problems. There is a much greater risk. As our collective knowledge of EPA grows, our thinking narrows – almost to the point where our curriculum becomes no more than a servant of the test. And if you think this can’t happen, then you only need to look at the concerns that arose around SATs and GCSE preparation. We must safeguard against a reductionist approach as best we can, by learning from elsewhere in the education system. This is an opportunity for policymakers, target setters and an inspection regime to move beyond data as far as is realistic. Employers: champion or thief? The champion or thief of quality apprenticeships are employers. A bold statement, so bear with me. The decision maker who signed the apprenticeship contract may not be the day-to-day mentor – so the mentor/ line manager is key to success. Any training provider will be able to share with you the difference it makes to the apprenticeship when an employer is actively involved. I have seen a clearer recognition of this as the reforms have unfolded. More caution over recruiting an apprentice where the employer may not deliver an appropriate level of off the job learning, doesn’t’ commit to reviewing progress; doesn’t provide an appropriate level of support. This recognition is good news for quality but perhaps not so good for hitting apprenticeship numbers or targets. Whilst higher education colleagues will struggle to recognise the point made earlier about programme design, I know many who are already coming up against the challenge of engaging line managers in the programme of learning. The business community has much to learn about how to support apprentices successfully, from the employers who really are the champions. A perfect storm in apprenticeships A perfect storm is brewing. While I like the proposed education inspection framework, I also understand there are those who harbour concerns. The overall direction of travel is good – the focus for inspection is towards education providers who will need to demonstrate delivery of an impactful, well-crafted curriculum, and the rationale behind it. If you look at this in the context of the risks I have outlined, I think we have a problem that needs to be rapidly addressed. Not, I hasten to add to deliver what Ofsted wants, more that what Ofsted will look at, are areas for development in apprenticeship provision, which will come into sharper focus. Apprenticeships can revolutionise an education system that has relied too long on a single track through A-level to university. Yet it can only do so if the quality on offer is in harmony with other parts of the education system. There is much for us to be positive about with the provision that is good. I look forward to the day an annual report tells us that 80% of in-year inspected apprenticeship provision is at least good. Read more on apprenticeships at www.mesma.co.uk
The Open University launches social worker degree apprenticeship
The Open University has launched its Social Worker Degree Apprenticeship, supporting more people into higher education and providing a new, flexible route into becoming a social worker. With 25 years experience of delivering work-based training in social work, The Open University recently completed a year-long study into improving retention and diversity in the sector – ‘Social Work for Everyone’ – funded by the Higher Education Funding Council for England (now Office for Students)[1]. The project highlighted the under-representation of men, disabled and BME workers, noting that the new degree apprenticeship qualification will provide an important sixth route to becoming a social worker. Not only can the new apprenticeship be used to develop existing support workers, increasing staff retention by offering clearly structured career progression, it can also be used to attract new people, who are currently underrepresented, into the workforce. The apprenticeship learners will be supported by qualified social workers throughout, and the flexibility of The Open University’s delivery also helps to meet the needs of diverse employees, allowing them to fit training around shift patterns and other commitments. To introduce the new apprenticeship and answer employers’ questions, The Open University will be hosting a free webinar on 19 March 2019 – An Introduction to the Social Worker Degree Apprenticeship. Dr Joanna Rawles, Head of Social Work (England) at The Open University, said: “The Open University has a long history of providing employment-based social work education, so we are experienced in designing programmes with the needs of work-based learners and their employers in mind through a flexible combination of online, offline and face-to-face learning. “The Social Worker Degree Apprenticeship gives us an excellent opportunity to work in partnership with employers to develop and retain their staff, providing much-needed additional social workers. The Open University’s flexible model also opens up opportunities to those from a diverse range of backgrounds, many of whom are under-represented in the sector, by allowing those juggling various family and work commitments to study at degree level and gain a professional qualification.” The level-6 apprenticeship launch comes shortly after the Institute for Apprenticeships signed off the new employer-led standard in late 2018, joining The Open University’s existing BA (Hons) Social Work and PGDip/MA in Social Work. It will enable councils and private providers to make use of their apprenticeship levy funding, securing return on investment while addressing training challenges and widening participation. At the end of the programme, which is expected to take an average of 36-40 months to complete, apprentices will receive an honours degree and be eligible to apply for registration as a social worker. The apprenticeship is designed to provide knowledge, skills and values required for effective social work practice to meet the diverse needs of children and adults. The Social Worker Degree Apprenticeship covers: · Professional values and ethics; · Service user, carer and community views and experiences; · Decision making and analysis; · Professional development; · Safe professional practice and safeguarding; · Communication; · Working with others; · Recording and reporting · Use of technology; and · The legal context of social work This week is National Apprenticeship Week 2019 – find out more about the degree apprenticeship at open.ac.uk
Ofsted Report Analysis Show Positive Impacts, Says Mesma
Analysis of Ofsted’s early monitoring visits to employers, independent training providers and universities by online quality assurance specialist Mesma has revealed some positive impacts. The news comes as Ofsted says that the levy has contributed to a huge increase in the number of providers delivering apprenticeships, doubling the numbers of independent learning providers and employer providers. However, while Ofsted also declares in its annual report ‘that some of the biggest providers continue to provide real cause for concern’, Mesma’s analysis of providers making progress has thrown up some common themes. Leaders can be seen as heading in the right direction, meeting the requirements of successful apprenticeships provision on the back of reports of a clear vision and well considered strategy. High standards of training and resources, sound governance, and strong analytical and self-critical self-assessment are also contributing to significant progress. Progress in ensuring that apprentices benefit from high quality training, which delivers positive outcomes was shown by staff having relevant industry knowledge, confirmation of early assessments and well-organised teaching. Reports that senior leaders are closely monitoring apprentices’ progress and that apprentices are clear about their career options, also indicate significant progress is being achieved. Advancement has also been achieved by leaders and managers in securing effective safeguarding arrangements on the back of reports about highly effective policies and procedures being in place that are understood by all. Clear reporting procedures, effective safe recruitment practices, comprehensive risk assessments and a generally feeling that apprentices feel safe, were all evidenced in Ofsted’s reports, according to Mesma. Mesma has extracted the key information from content sourced from the public reports published on the Ofsted website at www.reports.ofsted.gov.uk/, which covers more than 86 providers whose reports were published by inspectors between March – October2018. Carole Loader, Mesma director, said: “Early monitoring is a new strand of Ofsted activity, helping to confirm if the hundreds of new large and small apprenticeship providers are on track with delivery of their learning and training strategies. “We can see reasonable and significant progress being made from analysis of the reports, but the data includes those providers new to the register, who have previously been delivering under sub-contract arrangements. “It would be a clearer picture if Ofsted were able to segment this data so that we could see who is ‘new to the sector’ as opposed to new as a ‘direct contract holder’.” Mesma’s analysis of Ofsted’searly monitoring visits for apprenticeship providers can be heard at https://mesma.co.uk/download/key-findings-from-ofsted-early-monitoring-visits-of-apprenticeship-providers/
A Level Results Day: “School leavers think apprenticeships are for underachievers”
As school leavers across England and Wales collect their A level results, it seems misconceptions remain regarding one of the most dynamic post-school career options available – apprenticeships. New research from Arch Apprentices has suggested that negative perceptions about apprenticeships are still rife among Britain’s exam students. Specifically among females, the supposed lack of academic credibility is still a worry, despite apprenticeships allowing many avenues for adding to qualifications and credentials. Similarly, among both male and female leavers, there is a belief that apprenticeships are only for manual jobs, such as brick-layers, electricians and plumbers. However, apprenticeship schemes have come a long way since with careers in media disciplines, IT and management among a wealth of opportunities currently on offer. Perhaps most surprising is the idea that apprenticeships are only for those who cannot afford to go to university, suggesting a lack of progression in talking to younger people about anything other than university being available as their next career step post A levels. With an overwhelming 89% of school leavers also admitting they would have some reservations about choosing an apprenticeship over university, worries also included not having a colourful social life (21%), being unable to secure a top job (28%) and not making their parents proud of them (19%). Jason Moss, CEO Arch Apprentices said, “Over the past 10 years, the change that apprenticeships have gone under has been drastic and incredibly exciting. From being traditionally associated with certain trades to now being at the heart of some of the UK’s largest media, digital and technology businesses, apprenticeships are no longer the second option for school leavers. For some companies, it’s the exclusive path for schools leavers to access their entry-level positions. “At Arch, we like to think we’ve been at the forefront of the change, with our digital-first approach to delivering apprenticeships. Our learners aren’t stuck in a classroom, focusing on just the theory, they are in real jobs, with real pay and are putting into practice all of their learning via our multi-touch learning tools and techniques. They have proven to be an invaluable asset for the companies they work for.” Case study: Alim Jalloh, 22 Alim started an apprenticeship with Channel 4 through Arch after starting a degree course and finding it wasn’t quite for him. He says, “I applied for university during college because that’s what you do at college – write a personal statement, apply for uni and start a degree. I wasn’t too confident about going to uni and when I got there, it wasn’t what I expected. I felt it wasn’t actually what I wanted to do.” So Alim started looking for his next step and saw a friend who was on an apprenticeship, working in the city, getting paid and doing lots of exciting on-the-job training. Alim adds, I started looking at the Government’s apprenticeship website and then found an apprenticeship with Arch which was exactly what I wanted to do – social media and marketing for a company I loved anyway, Channel 4.” Alim is on a 14-month apprenticeship and, in the future, would like to stay on with Channel 4 – although he has had two job offers from other companies while on the apprenticeship. He says, “That just shows how incredible apprenticeships are. More opportunities can present themselves while you’re working. Apprenticeships are ideal for people who are creative and want to work in digital, media, finance etc while getting paid.” For more information on apprenticeships, see archapprentices.co.uk
Apprenticeships ‘on the menu’ as Mitchells & Butlers launch new video series at The Skills Show 2016
Mitchells & Butlers plc, the company behind leading pub and restaurant brands such as All Bar One, Harvester, Miller & Carter, Toby Carvery, Browns and Sizzling Pubs inspired school leavers at last week’s Skills Show, giving future school leavers an interactive experience and showcasing the opportunities that a career in hospitality can offer. During The Skills Show, the UK’s largest careers show which took place at Birmingham’s NEC on 17-19 November, the pub and restaurant operator also premiered its series of ‘Apprentice v Graduate’ and Ever wondered what the benefits of an Mitchells & Butlers Apprenticeship are? videos across social media, highlighting the benefits of an apprenticeship against the option of going to college or university. The two videos demonstrate why there may be practical and financial benefits to an apprenticeship for someone looking to begin a career in hospitality, and how it can be an alternative stepping stone by gaining valuable practical experience alongside a qualification. As the cost of university and further education continues to rise and earning power of graduates drop, Mitchells & Butlers is committed to opening the doors to 1,700 apprenticeships within the next year. The Skills Show is a great opportunity to not only premiere the series, but also get talking and help inspire the next generation of chefs and managers. Leading Teenologist Sarah Newton, also joined the team to capture imaginations with fun food, creative mocktails and a prize giveaway selfie competition. Sarah Newton, one of the UK’s leading youth experts specialising in the emergence of Generation Z comments; “Teaming up with Mitchells & Butlers at The Skills Show was a fantastic opportunity to talk to our next generation of talent and their parents. We all want the best for our children and their futures, but we need to make sure we’re not leading them down a path that might not be right for them. Jan Smallbone, Director of Learning & Talent Development, Mitchells & Butlers comments: “Starting as an apprentice gives young people a genuine alternative to academic study, and a real path to a long term career in hospitality. We are dedicated to working with our teams to nurture this raw talent and develop them into the future managers across our businesses – and The Skills Show is a fantastic platform for us to talk to these possible leaders and showcase what we have to offer. “Apprentices that join the Mitchells & Butlers team will work across our renowned portfolio of brands, learn from our experienced teams, gain a professional qualification and have a real opportunity to progress up the ladder. Your career really can start with us and help us harness a pipeline of future leaders.” There are currently four different apprenticeships open to all school leavers, the company’s Bar & Waiting Apprenticeship and Chef/Culinary Apprenticeships see young people gain a Level Two qualification within their chosen field within the first 12 months. Mitchells & Butlers Hospitality Management Development Apprenticeship is a three-year programme designed to FastTrack apprentices into supervisory and management roles. It is also one of the first schemes in the industry to offer a combined programme that ensures apprentices gain experience working in customer facing roles alongside learning in the kitchen. Apprentices can then decide which roles best suit them, whilst being provided with the opportunity to take on new challenges. Mitchells & Butlers was a Feature Exhibitor in the Hospitality and Lifestyle sector at the NEC Arena in Birmingham. For more information on the Mitchells & Butlers Apprentice Scheme, how to apply and variety of roles available visit www.mbapprenticeships.co.uk. For more information on the Skills Show visit www.worldskillsuk.org.