apprenticeship progression to he: pathway or cul-de-sac action on access conference regent s college, london 4 november

1. Apprenticeship progression to HE: Pathway or cul-de-sac? Alison Fuller Email: a.fuller@soton.ac.uk Acknowledge drawing on work undertaken with Lorna Unwin, Jill Turbin and Kate Stephens Recognise that apprenticeship is not all or about or even mostly about gaining entrance to HE. Elsewhere have argued that it is problematic turning apprenticeship into a lever of gov policy as it undermines its use as a model of learning. But apprenticeship should be about providing a platform for educational and career progression, at its best it�s a ladder of opportunity and about opening not closing doors not finding them closed to you.Acknowledge drawing on work undertaken with Lorna Unwin, Jill Turbin and Kate Stephens Recognise that apprenticeship is not all or about or even mostly about gaining entrance to HE. Elsewhere have argued that it is problematic turning apprenticeship into a lever of gov policy as it undermines its use as a model of learning. But apprenticeship should be about providing a platform for educational and career progression, at its best it�s a ladder of opportunity and about opening not closing doors not finding them closed to you.

2. 2 Outline Policy Aspirations Background Apprenticeships and HE Conclusions: Apprenticeship and equity Policy Aspirations � The Apprenticeship Bill, the Select Committee�s scrutiny report; Conservatives, DCSF � concerns over youth unemployment Apprenticeship � what they consist of current patterns of participation by sector and level; the complex world of VQs; currency issues Research evidence � HEFCE, connor, Hayward (1) and then our evidence Implications for WP in HE � social class, currency Policy Aspirations � The Apprenticeship Bill, the Select Committee�s scrutiny report; Conservatives, DCSF � concerns over youth unemployment Apprenticeship � what they consist of current patterns of participation by sector and level; the complex world of VQs; currency issues Research evidence � HEFCE, connor, Hayward (1) and then our evidence Implications for WP in HE � social class, currency

3. 3 I am going to spending a lot of my talk raising some of the problems associated with apprenticeship progression to HE but want to start with an acknowledgement that we are lucky to have some fine examples of apprenticeship provision in this country that provide a fantastic vocational education, skill formation and platform for educational and career progression � these egs are often to be found in sectors such as engineering which have a long tradition of apprenticeship and where there are recognised qualification ladders in place linked to levels of technical knowledge and skill occupational and professional job roles. This example was taken from a young man who had recently completed an engineering apprenticeship at automotive manufacturer.I am going to spending a lot of my talk raising some of the problems associated with apprenticeship progression to HE but want to start with an acknowledgement that we are lucky to have some fine examples of apprenticeship provision in this country that provide a fantastic vocational education, skill formation and platform for educational and career progression � these egs are often to be found in sectors such as engineering which have a long tradition of apprenticeship and where there are recognised qualification ladders in place linked to levels of technical knowledge and skill occupational and professional job roles. This example was taken from a young man who had recently completed an engineering apprenticeship at automotive manufacturer.

4. 4 Policy Aspirations Progression to HE is shared aspiration: �We are committed to Apprenticeships being a route to Higher Education where desired. We will ask the LSC to extend its work with UCAS (to evaluate Apprenticeship frameworks in terms of UCAS points) to include all frameworks� (DIUS, World Class Apprenticeships 2008)

5. 5 Cont. ��all advanced apprenticeships should carry sufficient UCAS points for entry to higher education and that this will provide the leverage necessary to facilitate and encourage progression to higher education� (IUSS Select Committee, Feb 2009) �To ensure progression all Advanced Apprenticeships frameworks should contain qualifications recognised by UCAS� (Conservative Skills Paper, 2008) �We believe that it is essential that all advanced apprenticeships should carry sufficient UCAS points for entry to higher education and that this will provide the leverage necessary to facilitate and encourage progression to higher education� (IUSS Select Committee, Feb 2009) Cross Party Scrutiny of Apprenticeship Bill �To ensure progression all Advanced Apprenticeships frameworks should contain qualifications recognised by UCAS� (Conservative Skills Paper, 2008) Plus David Willetts call for �skills scholarships� for apprentices to study at university The key point I want to make here is a) the aspiration that HE should be available as a progresion route for apprentices and b) that in order to make this a reality the qualifications that are contained within apprenticeship frameworks need to currency for entry to HE � hence refs to UCAS tariff �We believe that it is essential that all advanced apprenticeships should carry sufficient UCAS points for entry to higher education and that this will provide the leverage necessary to facilitate and encourage progression to higher education� (IUSS Select Committee, Feb 2009) Cross Party Scrutiny of Apprenticeship Bill �To ensure progression all Advanced Apprenticeships frameworks should contain qualifications recognised by UCAS� (Conservative Skills Paper, 2008) Plus David Willetts call for �skills scholarships� for apprentices to study at university The key point I want to make here is a) the aspiration that HE should be available as a progresion route for apprentices and b) that in order to make this a reality the qualifications that are contained within apprenticeship frameworks need to currency for entry to HE � hence refs to UCAS tariff

6. 6 VQs and HE Approx. 50% of L3 VQ holders enter HE but only 8% of �young applicants� applied with VQs only (Connor & Little, 2007) Applicants with mix of VQ and A levels growing (Hayward et al. 2009) 41% of those with BTEC qualifications progressed to HE (Gittoes, 2007) Complex world of VQs BACKGROUND Approx. 50% of L3 VQ holders enter HE but only 8% of �young applicants� applied with VQs only (Connor & Little, 2007) Applicants with mix of VQ and A levels growing (Hayward et al. 2009) 41% of those with BTEC qualifications progressed to HE (Gittoes, 2007) � tracking study of those starting BTECs in 02-03 (17% to other U/G and 24% to degree) BACKGROUND Approx. 50% of L3 VQ holders enter HE but only 8% of �young applicants� applied with VQs only (Connor & Little, 2007) Applicants with mix of VQ and A levels growing (Hayward et al. 2009) 41% of those with BTEC qualifications progressed to HE (Gittoes, 2007) � tracking study of those starting BTECs in 02-03 (17% to other U/G and 24% to degree)

7. 7 Advanced Apprenticeships Wrapper for NVQ3, Foundation Skills and usually Technical Certificate NVQ3, �equivalent to 2 A level passes� but not in UCAS tariff (one exception) Key Skills not in tariff Technical Certificates �. Wrapper for NVQ3, Key Skills and usually Technical Certificate NVQ3, �equivalent to 2 A level passes� but not in UCAS tariff (one exception) which we�ll here about later Key Skills not in tariff Technical Certificates �. Wrapper for NVQ3, Key Skills and usually Technical Certificate NVQ3, �equivalent to 2 A level passes� but not in UCAS tariff (one exception) which we�ll here about later Key Skills not in tariff Technical Certificates �.

8. 8 The complex world of Technical Certificates Approx. 250 available characterised in terms of guided learning hours (GLH) Values range from 30 to 1080 GLH About a third require less than 250 GLH, only 10% more than 750 VQs are divided into NVQs, BTECs/OCR diplomas and other VQs Approx. 250 available characterised in terms of guided learning hours (GLH) Values range from to 1080 GLH About a third require less than 250 GLH, only 10% more than 750 VQs are divided into NVQs, BTECs/OCR diplomas and other VQs Approx. 250 available characterised in terms of guided learning hours (GLH) Values range from to 1080 GLH About a third require less than 250 GLH, only 10% more than 750

9. 9 Technical Certificates and UCAS tariff Apart from BTEC Nationals very few other kinds of TCs in tariff BTEC Certificate (720 GLH) equivalent to 2 A levels (DD = 240 points; PP = 80 points) Accountancy (AAT) NVQ3 the exception � Pass attracts 160 points, equivalent to two Cs at A level or MM in BTEC grading system Apart from BTEC Nationals very few other kinds of TCs in tariff BTEC Certificate (720 GLH) equivalent to 2 A levels (DD = 240 points; PP = 80 points) Accountancy (AAT) NVQ3 the exception � Pass attracts 160 points, equivalent to two Cs at A level or MM in BTEC grading system But generally NVQs are considered to be �different� � as they are acquired in the workplace rather than in the setting of an educational institution Apart from BTEC Nationals very few other kinds of TCs in tariff BTEC Certificate (720 GLH) equivalent to 2 A levels (DD = 240 points; PP = 80 points) Accountancy (AAT) NVQ3 the exception � Pass attracts 160 points, equivalent to two Cs at A level or MM in BTEC grading system But generally NVQs are considered to be �different� � as they are acquired in the workplace rather than in the setting of an educational institution

10. 10 Apprentices and HE In recent HEFCE study, Gittoes (2009) tracked 37,400 apprenticeship completers 6% of L3 and 4% of L2 progressed to HE within 4 years of completing Females, �non-white backgrounds� and with declared disability more likely to progress Rate of progression differed by sector and geographical location Gittoes tracked 37,400 apprenticeship completers 6% of L3 and 4% of L2 progressed to HE within 4 years of completing Females, �non-white backgrounds� and with declared disability more likely to progress Rate of progression differed by sector and geographical location � t hose in locations with higher overall HE participation rate also higher apprenticeship completion Top sector for progression was Accountancy � has established transparent qualifications ladder to prof status via both HE and work-based routes. So there does appear to be a problem of weak progression from voc routes and apprenticeship to HE � focusing on apprenticeship why is that � let�s look at the qualifications gained in relation to their currency for access to HE.Gittoes tracked 37,400 apprenticeship completers 6% of L3 and 4% of L2 progressed to HE within 4 years of completing Females, �non-white backgrounds� and with declared disability more likely to progress Rate of progression differed by sector and geographical location � t hose in locations with higher overall HE participation rate also higher apprenticeship completion Top sector for progression was Accountancy � has established transparent qualifications ladder to prof status via both HE and work-based routes. So there does appear to be a problem of weak progression from voc routes and apprenticeship to HE � focusing on apprenticeship why is that � let�s look at the qualifications gained in relation to their currency for access to HE.

11. 11 Evidence from Accountancy AA AAT NVQ3 � 160 UCAS points Of 65 universities, 47 gave no information on acceptability of NVQ3 1 said NVQ not acceptable, 6 acceptable in combination with A levels, 5 contact the university 46 did not mention Apprenticeship as entry route 3 said AA good on its own or in combination, 8 in combination, 4 said contact university, 3 said not acceptable 1 said NVQ3 was acceptable but not AA on its own! Evidence from 1 sectors � we used desk research to explore four sectors (childcare and EY, e ngineering, Business Admin, and accountancy, using UCAS and university websites) and can provide more detail on this in a paper we presented at BERA � please email me if you would like a copy Going to use accountancy because the evidence suggests that it is the most successful sector for sending its completers on to HE and the TC, in the shape of the NVQ3 is included in the UCAS tariff as I�ve already mentioned - but despite this: Re NVQ3 AAT NVQ3 � 160 UCAS points Of 65 universities, 47 gave no information on acceptability of NVQ3 1 said NVQ not acceptable, 6 acceptable in combination with A levels, 5 contact the university Re AA 46 did not mention Apprenticeship as entry route 3 said AA good on its own or in combination, 8 in combination, 4 said contact university, 3 said not acceptable 1 said NVQ3 was acceptable but not AA on its own! Evidence from 1 sectors � we used desk research to explore four sectors (childcare and EY, e ngineering, Business Admin, and accountancy, using UCAS and university websites) and can provide more detail on this in a paper we presented at BERA � please email me if you would like a copy Going to use accountancy because the evidence suggests that it is the most successful sector for sending its completers on to HE and the TC, in the shape of the NVQ3 is included in the UCAS tariff as I�ve already mentioned - but despite this: Re NVQ3 AAT NVQ3 � 160 UCAS points Of 65 universities, 47 gave no information on acceptability of NVQ3 1 said NVQ not acceptable, 6 acceptable in combination with A levels, 5 contact the university Re AA 46 did not mention Apprenticeship as entry route 3 said AA good on its own or in combination, 8 in combination, 4 said contact university, 3 said not acceptable 1 said NVQ3 was acceptable but not AA on its own!

12. 12 Customer Service Now the most popular sector for Apprenticeship starts AA framework consists of NVQ3, Functional Skills at L2, and Technical Certificate 6 TCs at L3 available none in UCAS tariff TCs range from 80 to 180 GLH (360 GLH equiv. 1 A level) Now the most popular sector for Apprenticeship starts AA framework consists of NVQ3, Functional Skills at L2, and Technical Certificate 6 TCs at L3 available none in UCAS tariff TCs range from 80 to 180 GLH (360 GLH equiv. 1 A level) Now the most popular sector for Apprenticeship starts AA framework consists of NVQ3, Functional Skills at L2, and Technical Certificate 6 TCs at L3 available none in UCAS tariff TCs range from 80 to 180 GLH (360 GLH equiv. 1 A level)

13. 13 Messages �When you�ve finished [an apprenticeship] you can carry on working, may be get promoted or go on to higher education in a college or university� (www.apprenticeship.org.uk)) �If you take a qualification at Level 3, you can earn points on the UCAS tariff for entry to higher education� (Directgov website)

14. 14 So, Given the qualification options available in many Advanced Apprenticeship frameworks, their currency for entry to HE is weak, despite it being positioned as a Level 3 programme and policy messages On the basis of qualifications, the value of most Advanced Apprenticeship is weak compared to the value of even low grade A levels

15. 15 Conclusions: Apprenticeship progression and equity Those with weaker educational attainment steered towards Apprenticeship as third route after A levels and Diplomas and AA progression to HE is weak Implications for equity and widening participation to HE Educational attainment still associated with social class background, gender and ethnicity The attainment gap widens as young people go through the education system Those with weaker educational attainment steered towards Apprenticeship as third route after A levels and Diplomas and AA progression to HE is weak Implications for equity and widening participation to HE Educational attainment still associated with social class background, gender and ethnicity The attainment gap widens as young people go through the education system Those with weaker educational attainment steered towards Apprenticeship as third route after A levels and Diplomas and AA progression to HE is weak Implications for equity and widening participation to HE Educational attainment still associated with social class background, gender and ethnicity The attainment gap widens as young people go through the education system

16. 16 Socio-economic gap in HE participation Those from lower social class backgrounds less likely to do well in secondary school and hence progress to, and attain A levels (Vignoles et al. 2009) - and are more likely to pursue vocational qualifications (Unwin et al. 2004) From social justice and equity perspectives - then quality and currency of the apprenticeship routes is key if it is to provide a genuine progression pathway for the individual, chance to increase social mobility and wider benefits associated with increased attainment Socio-economic gap in HE participation Those from lower social class backgrounds less likely to do well in secondary school and hence progress to, and attain A levels (Vignoles et al. 2009) - and are more likely to pursue vocational qualifications (Unwin et al. 2004) From social justice and equity perspectives - then quality and currency of the apprenticeship routes is key if it is to provide a genuine progression pathway for the individual, chance to increase social mobility and wider benefits associated with increased attainment Socio-economic gap in HE participation Those from lower social class backgrounds less likely to do well in secondary school and hence progress to, and attain A levels (Vignoles et al. 2009) - and are more likely to pursue vocational qualifications (Unwin et al. 2004) From social justice and equity perspectives - then quality and currency of the apprenticeship routes is key if it is to provide a genuine progression pathway for the individual, chance to increase social mobility and wider benefits associated with increased attainment

17. 17 Finally Failing to ensure that L3 apprenticeship frameworks provide equivalent opportunities to other L3 routes is surely missing an opportunity to address social inequalities, improve social mobility and attainment across the population Addressing this issue requires more serious treatment (e.g regarding currency of TCs in frameworks) if policy makers are serious about having these goals. Failing to ensure that L3 apprenticeship frameworks provide equivalent opportunities to other L3 routes is surely missing an opportunity to address social inequalities, improve social mobility and attainment across the population Addressing this issue requires more serious treatment (e.g regarding currency of TCs in frameworks) if policy makers are serious about having these goals.Failing to ensure that L3 apprenticeship frameworks provide equivalent opportunities to other L3 routes is surely missing an opportunity to address social inequalities, improve social mobility and attainment across the population Addressing this issue requires more serious treatment (e.g regarding currency of TCs in frameworks) if policy makers are serious about having these goals.