R


eviving what skills minister John Hayes has called ‘the tradition of taking pride in knowledge and skills’ and passing them onto the next


generation is at the heart of the coalition’s commitment to building sustainable growth and stronger communities through the devel- opment of skills. The government’s strategy for skills, Skills for Sustainable Growth – published along with its parallel publication, Investing in Skills for Sustainable Growth, in November 2010 – confirmed an increase in adult apprenticeships. The government will spend up to £250 million creating an extra 75,000 apprenticeships for adults in the workplace by 2014-2015, and has committed to over 200,000 starts per year, with a ‘reshaping of the programme so that Level 3 becomes the level to aspire to’. This welcome expansion will be supported


by ‘clear routes into apprenticeships’, some- thing NIACE has urged the government to consider in our calls for a framework for pre- apprenticeships, for both adults and young people. We believe this would have a major positive impact in extending apprenticeship opportunities to people who would otherwise find it impossible to meet the entry require- ments for an apprenticeship, and who, in some cases, would find it difficult to stay the course. Addressing skills gaps and helping learners to develop helpful attitudes and behaviours through pre-apprenticeships will improve the completion rate of apprenticeships and reassure employers as to the readiness of new apprentices. That, in turn, might encourage employers new to apprenticeships to provide much-needed apprenticeship places. The White Paper also talks of funding ‘18


diversity pilots’ to test out ways of ensuring that those most under-represented have access to high-quality apprenticeships. This builds on the work of the National Apprenticeship Service diversity pilots, the guarantee to care leavers, and NIACE’s work support- ing employers and providers committed to offering support to care leavers seeking employment opportunities. We firmly believe that apprenticeships


provide specific technical competences, a broad range of vocational skills and enhanced employability skills. They develop a sense of pride in technical and vocational skills. They provide a firm foundation for a career and have been found to protect against the risk of unemployment, significantly increasing earnings over the course of a lifetime. Critically, they also imbue apprentices with enthusiasm for further learning. When well-planned and well-delivered, high- quality apprenticeships have woven through them basic skills, communication skills, employability skills and celebration, thereby developing a strong sense of being part of a ‘family’ of skilled artisans. However, there are a number of challenges


that need to be addressed, to ensure that all the adults who can benefit get access to


apprenticeships, and to turn the government’s aspirations into a robust system that all adults can access, and thrive within. We recognise that adult apprenticeships are not necessarily the answer for all adults, but they are a significant part of the mix of what is on offer to adults. Sadly, it is likely to be people who are


already disadvantaged who lose out in the competition to gain apprenticeship places. Two main challenges exist: first, to succeed in identifying effective mechanisms to support equality and diversity in apprenticeships; and, second, to convince employers to make the most of the mechanisms once identified. Support routes, of the sort that NIACE has provided through its published guidance for managers and mentors of apprentices leaving care settings, will be needed for many


available if they meet business needs, and competition is fierce. This is fine, if alternatives to apprenticeships remain, through which people can develop their skills of their own volition. However, there is a danger that if apprenticeships become the primary work- based learning route at the expense of all other types of skills provision there will be no access to work-based training provision for adults who may have different needs, are in small or medium-sized enterprises where apprenticeships may be difficult to develop, or simply working for employers who don’t want to develop apprenticeship schemes. And we must not forget the needs of


apprentices themselves. Because employers expect apprenticeships to serve business needs as well as learners’ needs there are often tensions around the purpose, content and


Apprenticeships


that work for adults Adult apprenticeships may not be the answer for all adults, but they are a significant part of the mix of what is on offer to adults. The challenge is to ensure that all the adults who can benefit do, writes CAROL TAYLOR


employers taking on learners. One immediate improvement to support the opening up of apprenticeships would be for providers to monitor individual learner records as part of their equality monitoring strategy, to ensure that we can monitor access and achievement of apprenticeships by under-represented groups. A sense of who participates and who’s missing – and an understanding of why – is crucial. One thing is clear: adult apprenticeships will have to be more flexible – and perhaps, for that reason, more costly – as adults tend to have messier lives than young people. While apprenticeships may be a good thing


for many adults, employers freely admit that decisions on whether to offer apprenticeships are driven by business needs. There is no commitment to providing an apprenticeship place for all suitably qualified people over 18 who wish to undertake one, as there is for young people aged between 16 and 18. Apprenticeships for adults are therefore only


funding of apprenticeships, and significant differences in the status of apprentices within organisations. In this context, it is important that apprentices are given the opportunity to voice their opinions and concerns. To this end, NIACE has supported the establishment of an apprentice panel in the Yorkshire and Humber region which has led to insights which could benefit everyone involved (see Jan Novitzky’s interview with Dave Thompson, who set up the panel, on page 18 of this issue). We would recommend the establishment of mechanisms to ensure that adult apprentices are heard, and that there is a chance for dialogue. Complementing this is the move to celebrate apprenticeship completion. The huge impact of the Adult Learners’ Week regional and national celebrations prove the importance of having success recognised, especially for those for who have rarely experienced it.


Carol Taylor is Director of Operations at NIACE JANUARY 2011 ADULTS LEARNING 13


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32