Good Quality Apprenticeships

Transcription

1 Good Quality Apprenticeships Summary This paper is an ATL position statement on Good Quality Apprenticeships. This is necessary due to the Government s far-reaching reforms in this area, and increasing pressure for teachers to recommend apprenticeships to students considering career options. The position contextualises the need to identify good quality apprenticeships and sets out the hallmarks of such programmes. It is designed to support teachers with their provision of careers education, information advice and guidance, and also members working in FE who are involved in designing and delivering apprenticeships. It is recommended that the position statement is reviewed annually, as the Government s timetable for apprenticeship reform is fast-moving and constantly evolving until Introduction Achieving the ambitious and much-publicised target of three million apprenticeship starts by 2020 is a key priority for the current Government. This has driven much of the extensive reform of apprenticeship policy currently underway. Stimulating an increase in supply of apprenticeships through greater employer engagement is the main focus of Government policy. This has resulted in the following reforms: Employer-designed trailblazer apprenticeship standards, ie the skills, knowledge and behaviours required at the end of the programme, as well as the methods of assessing these standards at the end of the apprenticeship. The Government s timetable requires the maximum possible apprenticeship starts under these news standards from the start of the academic year Apprenticeship levy to be introduced for all large employers from Public sector employers will report against apprenticeship targets from 2017.

2 The Ofsted Annual Report for stated that only six per cent of year-olds were on apprenticeship programmes. The Government understands, therefore, that it must stimulate the demand for apprenticeships from young people as well as the supply from employers in order to achieve the target of three million new starts by The following policies aim to encourage greater numbers of young people on to apprenticeship programmes: Youth obligation: year-olds receiving universal credit will be expected to apply for an apprenticeship or traineeship, gain work-based skills, or go on a mandatory work placement, required from Job Centre Plus advisers to work with schools to advise young people on local opportunities, including apprenticeships, from spring Government will include year-old apprenticeship results in schools performance tables from ATL s concerns ATL acknowledges the need for apprenticeship reform. We are however concerned that the Government s programme focuses on quantity over quality of apprenticeships. There remains a limited supply of good quality apprenticeships. Ofsted s Annual Report stated that nearly half of apprenticeships inspected were judged inadequate or requiring improvement. High-quality apprenticeships were typically found by inspectors in industries that have a long-established reliance on employing apprentices to develop their future workforce. These include the motor vehicle, construction and engineering industries. The Report notes however, that, since 2010, the surge to more than two million apprenticeships has been mainly in sectors such as customer service, retail, administration and care. Teachers have found themselves under increasing criticism from employers and Government ministers for failing to advise young people about apprenticeship opportunities. However, careers education, information, advice and guidance (CEIAG) for young people in schools has inevitably suffered since the Coalition Government s

3 abolition of Connexions, and in a climate of school funding pressures and teachers excessive workloads. Furthermore, significant regional variation exists in the availability of apprenticeships in different sectors. Without additional funding, it is unreasonable to expect schools to have the detailed knowledge of a complex and constantly evolving local labour market required to advise young people comprehensively on opportunities available. Good quality apprenticeships Teachers and lecturers must be aware of the key features of a good quality apprenticeship when developing apprenticeship programmes or advising young people about post-16 options. The Government defines apprenticeships as a skilled occupation requiring substantial and sustained training lasting a minimum of 12 months which leads to competency and capability in an occupation. Government reforms include some attempt to ensure good quality apprenticeships as follows: Term apprenticeship protected from misuse in law from summer Top 100 apprenticeship employers (as rated by apprentices) to be published from summer The Skills Funding Agency (SFA) publishes a Register of Training Organisations and a Register of Apprenticeship Assessment Organisations for employers to use. ATL believes that apprenticeships should be a high quality path to a successful career. In addition to the Government s requirements, ATL recommends that teachers and lecturers be aware when advising young people or developing programmes, that good quality apprenticeships should: Pay a fair rate The current minimum wage rate for an apprentice is 3.30 per hour. This applies to apprentices aged 16 to 18 and those aged 19 or over who are in their first year. Some apprenticeships are, however, paid substantially more than the minimum and include additional benefits for example, travel cards.

4 Apprenticeship programmes should be financially viable for apprentices, taking into consideration costs such as travel, subsistence and appropriate clothes for work. Are jobs with a productive purpose and progression Apprentices should have parity of terms and conditions with all other employees. Good quality apprenticeships will have progression opportunities to genuine, secure and long-term employment at the end of the training. Include high quality learning and qualified vocational educators in the areas of teaching, training and assessing An apprentice should have a dual status as a learner, as well as an employee, and feel valued within and by the education system. Apprentices must be given sufficient paid time off the job to study in college or in a dedicated workplace training centre. Training must be relevant to the job and recognisable in the sector. Good quality apprenticeship programmes should include a technical knowledge qualification (such as a BTEC) and a competencies qualification (such as an NVQ), which will ensure progression and mobility between employers, occupations and sectors on completion. In the best possible apprenticeships, general education (comprising citizenship topics) supports personal and professional development, as well as occupational readiness. Ensure clear development of the apprentice s skills On-the-job training should be fundamental to the apprenticeship. There should be a clear system for supervision, support and mentoring, by appropriately trained work colleagues. Apprenticeships should develop skills relevant to, and an expertise in, the occupational field rather than focusing on meeting employers immediate skills needs. Professional registration should be achieved as part of the apprenticeship programme where it exists. Include a training plan A training plan should set out the apprenticeship standards; each element of the programme; and the rights and responsibilities of the apprentice, employer and training provider. The training plan should be agreed and signed off by each

5 stakeholder (including the apprentice s parent or carer if under the age of 18 years). Involve trade unions at all stages Trade unions should have a constructive role in the development and delivery of the apprenticeship programme. Unions will negotiate around aspects of the apprenticeship, support apprentices and work with the employer to ensure the quality and success of the programmes. The union rep should play an integral role in supporting, developing and advocating for apprentices. Union representatives, especially union learning reps, are ideally placed to act as mentors to apprentices. Are accessible to, and achievable by all A good apprenticeship programme will include strategies to ensure that apprenticeships are accessible to the widest possible demographic and diverse spread of people. Particular attention will be given to enabling people from disadvantaged groups to take up any opportunities offered and giving the support needed to complete those opportunities successfully thereby achieving the full benefit of apprenticeship. Review This position statement will be reviewed annually, with the next taking place in February 2017.