Higher and degree apprenticeships: equality and diversity matter
It is my greatest pleasure to introduce the key messages of this Special Issue. At a time of challenge globally, it is important to reflect on those activities which are making a difference to the way in which the England skills system looks to increase national productivity and workforce development through outstanding teaching and learning.
In 2015, the UK Government apprenticeship taskforce launched the “English Apprenticeships: our 2020” to set a target of three million new apprenticeship starts by 2020. Within the report, government further outlines its commitment towards increasing the proportion of apprentices from Black, Asian and Minority Ethnic (BAME) backgrounds by 20%, as well as ensuring support is available for people with special educational needs and disabilities.
Government has devoted a lot of attention towards apprenticeships as a mean to boost the country's productivity and meet employers' workforce and talent needs. The country's Industrial Strategy recognises the importance of work-based programmes and apprenticeships to enhance the country's overall productivity and breach apparent skills gaps. Higher and degree apprenticeships have the potential to enhance provision of attainment of higher-level skills essential to future productivity and general economic growth. The higher and degree apprenticeships agenda, however, has recently endured an increased level of scrutiny regarding its positioning, political support, funding sustainability amongst other pragmatic debates surrounding its concept and delivery.
Since the onset of the latest apprenticeship reforms, it is clear that the introduction of higher and degree apprenticeship standards has represented a “disruptive innovation” for the country, as highlighted by Professor Jane Longmore, Vice Chancellor, University of Chichester and Chair of the University Vocational Awards Council (UVAC, this journal's primary sponsor) at UVAC's Annual Conference in November 2019. As with any disruptive concept, apprenticeship standards have resulted in many discussions since its principle delivery – dividing people's opinions during its initial settlement stages, as the policy continued to be revised, adapted and amended. Whilst this is expected in the introductory stages of any new reform, the dynamic and progressive nature of higher and degree apprenticeships has, in itself, created anxieties. In times of uncertainty it is easy to focus on the negative publicity instead of seeing the outstanding levels of opportunity higher and degree apprenticeships have created. In the spirit of capturing brilliance, whilst simultaneously recognising room for improvement, the authors in this Special Issue were single-handedly approached to share their views in their respective areas of expertise and provide insight from their given angles and subject-expertise areas.
The Issue is opened by a foreword from Dr Brooke Storer-Church on behalf of the Office for Students (OfS), the independent regulator of higher education (HE) in England, and outlines the belief bestowed upon this agenda from a social mobility and widening participation stance, which directly aligns with the OfS's Access and Participation Plan. The foreword, is followed by a holistic introductory piece by Reichwald, underpinning key equality and diversity aspects within higher and degree apprenticeships, including the work carried out nationally by members of the Apprenticeship Diversity and Equality Diversity Champions Network which champions apprenticeships and diversity amongst employers and encourages more people from underrepresented groups, including those with disabilities, women and members of the BAME communities, to consider apprenticeships. All subsequent papers have been meticulously chosen to shine a light on key commitment areas within the equality and diversity targets attributed within the apprenticeship reforms in England from a detailed analytical paper uncovering learning disabilities and additional needs support in apprenticeships by Catterall, to an enlightening piece by Mutlib on the benefits to and representation of apprenticeships by those who identify as from the BAME community.
This Special Issue moves onto a thought-provoking piece by Wright of UK Higher Education (HE) providers exercising their role as employers in the development of apprenticeship standards – exemplifying their workforce needs in science, technology, engineering and mathematics subjects and female representation in those occupational job roles and professions. The final pieces are focussed in proposing guidance and innovative approaches within the equality, diversity and inclusion agenda, starting with the piece by Saville, Birdi, Hayes, Higson and Eperjesi on “Using Strengths-Based Approaches to Fulfil Academic Potential in Degree Apprenticeships”, moving to the piece by Senior, Cleaver, King, Barnett and Queiros on the proposal of a framework to support apprenticeship development at doctoral level, and concluding with a wider viewpoint on apprenticeships and skills competitions by Bentley-Gockmann on the work trailblazed by WorldSkills UK.
In this editorial, the authors would like to thank all of the reviewers for this issue who so kindly give up their own time to make such a difference to what the authors finally publish. They have immeasurably enhanced and enriched the material the authors are able to ultimately share with the readers.
Finally, this Special Issue is dedicated to the memory of Professor Ruth Helyer – a truly inspiring advocate for work-based learning, an admired colleague and a respected mentor. In the words of Abraham Lincoln: “all that I am, or hope to be, I owe to my angel mother”. Thank you, Ruth – I hope this Special Issue makes you proud.
Gilmar Queiros, Head of Skills and Apprenticeships, University of Hertfordshire.
Foreword
Degree apprenticeships are a relatively new form of HE provision. They offer learners a chance to work in full-time employment while also earning a degree, the cost of which is covered by their employer. We have seen swift uptake of these new programmes since they were introduced in 2015; more than 100 HE providers now deliver degree apprenticeships, and nearly 11,000 Level 6 and 7 apprentices enrolled in 2017–2018.
Degree apprenticeships made up less than 3% of the total number of apprenticeships in 2017–2018, but they have received a lot of attention in policy circles, conferences and in the media. They are seen by some as an important means for developing and delivering higher-level skills, and as an affordable route through HE by others. At the OfS, we think they have real potential to help widen access and success through HE.
That potential is already being borne out in data. While numbers of degree apprentices are low compared to other apprenticeships, our analysis shows that they are improving representation of school leavers from disadvantaged backgrounds and mature learners already in the workforce. Likewise, women are better represented in degree apprenticeships than on traditional HE courses in similar subjects.
Since 2016, OfS has invested over £8m to support the development and delivery of degree apprenticeships. We work to ensure the quality of degree apprenticeships, and support their development as a route to widen access and deliver the skills that employers need. We will work with other regulators, universities and colleges to support progression pathways so that degree apprenticeships can act as an opportunity for a variety of learners: those intending to build on knowledge, skills and behaviours learnt in lower-level apprenticeships; those in work seeking to upskill or retrain and young learners who are considering their options beyond traditional university entry.
We will also continue to engage with government and other regulators to address barriers that the complex arrangements for funding, quality assurance and apprenticeship standards may create for employers and universities.
Because degree apprenticeships can help provide opportunities for disadvantaged learners to progress in HE, we now include degree apprentices when determining the funding we give to universities and colleges to support disadvantaged learners. We also include them in the targeted investments and activities we negotiate in access and participation plans.
We will do these things because there is still plenty of room for improvement. For example, there is an imperative to bring the proportions of disadvantaged learners closer to those found in apprenticeships at lower levels. There is further to go to involve minority ethnic and disabled learners in degree apprenticeships. There is also a need to improve the information, advice and guidance available to prospective learners about these options, and to increase the profile and esteem of degree apprenticeships amongst employers, teachers and parents.
Degree apprenticeships are a welcome addition to the range of HE pathways our sector currently offers and we will do everything we can to support their success and widen access to them. We want all learners to be able to consider degree apprenticeships amongst their options when thinking about HE, and every student to have a fulfilling experience of HE that enriches their lives and careers.
Dr Brooke Storer-Church, Skills and Employability Manager, Office for Students.
