Case Study 14
WP Practitioner: Brian Duke, University Centre Yeovil
Case Study: Engineering Apprentices in South Somerset
Issue
Raising aspirations to apply for Higher Education (HE) among young people in the workforce is a national Aimhigher priority. It is also one which requires national initiatives to address fully.
However, successful local initiatives are being taken, such as the Summer School for Advanced Engineering Apprentices delivered through Aimhigher South West by its partners in South Somerset and Dorset. It is this initiative which this case study describes, demonstrating challenges to overcome and identifying important lessons to be learned.
Generally Apprenticeships attract young people who are practical rather than academic, so HE may not be seen as a natural progression route. There is no direct correlation between completion of an Apprenticeship and progression to a higher level of learning, as Apprenticeships are primarily based on a specific job role and the skills and knowledge required for that role.
Nationally there has been little research to date on the career and progression aspirations and destinations of Advanced Apprentices. Neither has there been much research into the views of employers on the value of progression beyond level 3.There is evidence of employer scepticism about the relevance of HE, perhaps borne out by the Summer School experience. There also tends to be a lack of effective integration of on and off-the-job training by training providers and employers. This case study suggests possible responses to this.
Even if Apprentice aspirations for HE can be raised and employers involved and engaged, there remain further issues to be addressed if Apprentice progression to HE is also to be achieved.
Higher Education providers may lack understanding of vocational programmes and Admissions Tutors often need guidance on procedures and systems to recognize non-traditional learners, such as those who have come through the Apprenticeship route. Adherence to traditional qualification requirements combined with little understanding of (knowledge based) Technical Certificates is not encouraging to prospective Apprentice candidates. More needs to be done to raise the status of work-based training, the value of NVQ’s and the potential progression routes open to learners.
Nevertheless, there is genuine Level 4 progression potential for Advanced Apprentices. National figures on Apprenticeship starts highlight sectors where Level 3 starts exceed Level 2 starts (contradicting the national trend of far greater L2 than L3 starts). It is arguable that, in these sectors, progression to Level 4 is a real possibility. Engineering is one such sector.
What did you do?
To encourage young people in work/work-based learning to consider the possibility of progressing to HE, a Summer School lasting five days aimed at Advanced Modern Engineering Apprentices was delivered in 2004. Identifying progression pathways and relevant HE opportunities were identified as key elements. This was the first such initiative of its kind nationally.
The main aim of the Summer School was to provide an exciting experience which would stimulate the Apprentices to think of HE as a viable and desirable part of their career aspirations. It offered the chance to strengthen links between local providers working with Advanced Apprentices. The further education colleges in Yeovil and Weymouth and two training providers, Paragon Training and Thompson Engineering Skills Centre formed an effective partnership with Bournemouth University.
Involving the employers was thought essential, to support the initiative and to encourage Apprentice participation. However, employer responses were largely negative. A number of concerns were raised, such as the fear of losing employees who raised their sights towards HE, the need to make use of the Apprentices to cover staff summer holidays and business workloads. As a result, the target of 30 recruits was not reached. However Paragon was very supportive and produced eight Apprentices to join in the scheme.
So, the Summer School went ahead and proved very successful. It was hosted by Thompson Engineering Skills Centre in Weymouth and was supported by its own staff and tutors from Yeovil and Weymouth Colleges. The staff were all from engineering backgrounds (electrical, mechanical, automotive). Two ‘Green-Power’ electric kit cars were designed, built, tested and successfully raced at Weymouth Speedway track. The programme included a visit to Bournemouth University. There was positive local media coverage and the cars will be used in future to help promote HE. Paragon, supportive throughout, were so delighted at the success that they are now committed to a further Summer School in 2005.
Most important of all were the responses from the Apprentices. Concerns are often expressed over in some way stigmatizing young people who are ‘targeted’ for Aimhigher activity. However, proposing that these Apprentices had the potential for HE was certainly positive and their responses mirrored this. “I felt it was a great opportunity”, “I felt very privileged”, “Excited to do the project” were characteristic comments. None of the young people involved had wanted to go to university before the experience and none of their parents had gone into HE either. By the end of the week, two were saying ‘yes’ to HE, while a further five were now ‘not sure’ – seven out of the eight had shifted their views on HE being for them. Their visit to Bournemouth University generated comments such as “It’s worth it” and “You get good qualifications”, as well as a healthy degree of caution – “It’s hard work”, “It’s expensive”. Their perceptions of university life and study changed positively after the visit and it is envisaged that they could be recruited as mentors for future Summer Schools.
What were the strengths of this approach?
As already suggested, Apprenticeships generally attract young people who are practical rather than academic, so basing the Summer School around a practical and achievable project was highly successful. It was an intensive experience and the competition element motivated everyone involved. Very importantly, it was fun and promoted valued skills such as problem-solving and team work. In future these ‘key skill’ achievements could be accredited as part of the apprenticeship, thus better integrating Summer School, work and training.
The partnership developed for the Summer School was also critical. It provided the necessary expertise to deliver the project professionally. Varied locations enabled a taste of FE college, university and practical application in the world outside, as well as enabling the Apprentices to understand progression routes to help them develop and to consider HE as a viable and desirable option for their career aspirations.
What were the drawbacks – and possible solutions?
As always, much can be learned from what did not turn out as hoped. The key problem for this initiative was the lack of employer engagement. Planning a Summer School needs to be started the previous autumn so that employers can be involved early. Indeed, a summer school, for employers might help them ‘buy in’ to the idea as well as offering something practical for the business. Timing could be different too, as July did not prove a good time of year for them.
The crucial issue of engaging employers with a relevant experience for the Apprentices might be tackled by exploring how the Summer School could be integrated with apprentice training, rather than being a ‘bolt on’ extra. The project could be used as part of the overall training package, delivering relevant practical, personal skills and knowledge, and lessening the impact on work duties.
As indicated already in this Case Study, promoting Apprentice progression to HE will require national action as well as local initiatives like the Summer School. In future, for example, Sector Skills Councils will play an increasingly important role as brokers between employers’ skills needs and education and training providers. Foundation Degrees are expanding and the University Vocational Awards Council and the QCA are promoting frameworks which would support progression to HE. A national credit framework would help progression opportunities for Apprentices.
Finally, ongoing contact and support for the Apprentices involved in this pilot Summer School will be needed if raised aspirations are indeed to translate into HE applications. Once in HE, there will need to be effective support so as to translate admission into achievement.
Sources
Aimhigher SW (LIFE Partnership) Evaluation Report ‘Summer School for Advanced Modern Apprentices’, Bournemouth University 2004.
West London Partnership for Progression ‘ Progression of Advanced Apprentices into Higher Education’, Hale Consulting 2004.
Contact details
Brian Duke, Manager: Aimhigher Engineering Programme,
University Centre Yeovil, 91 Preston Rd, Yeovil, Somerset BA20 2DN
Email: Brian.Duke@yeovil.ac.uk
Telephone: 01935 845 536
Web www.ucy.ac.uk
