Aligning the apprenticeship model to the needs of the Welsh economy

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Sophie Cox
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1 Aligning the apprenticeship model to the needs of the Welsh economy Consultation response form Jackie Cresswell- Griffith Higher Education Funding Council for Wales Linden Court, The Orchards Ilex Close Llanishen, Cardiff CF14 5DZ Responses should be returned by 24 April to: Post-16 Policy Branch Department for Education and Skills Welsh Government Tŷ r Afon Bedwas Road Bedwas Caerphilly CF83 8WT Or completed electronically and sent to: Post16policybranch@Wales.GSI.Gov.UK Question 1 How can apprenticeship progression be strengthened to provide clear routes into higher apprenticeships? To enable clear routes into higher apprenticeships the role that universities can play in a Welsh apprenticeship model needs to be articulated clearly. Universities are the 1

2 education providers that are best placed to deliver the learning elements of a higher apprenticeship at levels 6 & 7 and are well placed to deliver the learning elements of apprenticeships at levels 4 & 5. This is supported by the University Vocational Awards Council (UVAC) who, in their guidance to higher education institutions in England, has noted that apprenticeships should not be framed as an alternative to university as universities may be the appropriate learning provider for apprenticeships. UVAC have suggested that apprenticeships should instead be framed as an alternative to traditional full-time higher education provision. HEFCW agrees with that view and supports the use of this terminology as it makes it explicit that universities are part of the mechanism to deliver apprenticeships. Once universities are a more overt part of the mechanism to deliver apprenticeships then the progression routes to higher level qualifications should become clearer which will be a benefit in terms of upskilling and meeting the skills gaps within the Welsh economy which can affect its ability to compete within the UK and internationally. A simple apprenticeship system that is easy to understand for individuals and employers is essential for strengthening routes into higher apprenticeships. Central to such a system are strong university and college partnerships where progression pathways into higher level qualifications can be clearly articulated. An apprenticeship system must be supported by impartial advice and guidance detailing the range of education and training opportunities available to individuals, including entering apprenticeships at lower levels to progress to higher level apprenticeships and entering higher level apprenticeships directly. Individuals wishing to access higher level apprenticeships may not all be school leavers, so advice and guidance must be accessible to all. Salaries for higher level apprentices should reflect that the individuals are undertaking a qualification higher than level 3 and that a high level apprenticeship is a progression to degree level study. A consequence of new higher level apprentices not gaining a significant salary increase as they progress is that some individuals may not be able to afford to continue and could apply for a better paid job elsewhere at the expense of upskilling. It would also serve to make higher level apprenticeships less attractive generally. Question 2 What delivery models would support expansion of higher apprenticeships, particularly in technical occupations? Universities in Wales currently deliver opportunities for individuals to study and work. Network 75 at the University of South Wales is a model which provides an opportunity for individuals to achieve a higher level qualification as well as the necessary professional experience to meet industry needs. Given that overall there has been a fall in part-time provision in higher education in England and Wales, consideration will need to be given to delivery models which will be attractive to employers and learners, taking account of research into this area. 2

3 Question 3 Is the proposal to commence the completion of apprenticeship programmes at Level 3 the best way to achieve the objectives of: raising skill levels of the workforce; providing viable alternative education routes to university; and improving the economic benefit of investing government money in apprenticeships? Yes. Ensuring that all apprentices are qualified up to the level traditionally associated with accessing high level qualifications is an important step to supporting progression to higher level qualifications and will help support Welsh Government policy commitments to increase the number of individuals trained to level 4 or above. Moreover, the economy and employers will benefit from this higher base level in terms of skill and it shows a greater level of ambition for Wales. The proposed approach will help the government to make an investment of public money which is likely to provide a good return. Question 4 How could Level 2 provision be delivered outside of the apprenticeship model? Question 5 To help inform our assessment of the possible impact of these proposals can you foresee any particular impact on those with protected characteristics (within the meaning of the Equality Act 2010) and how they might be particularly affected by these proposals? Should there be an emphasis on the development of apprenticeships within STEM it would be important to take note of any issues around access to STEM for groups with protected characteristics, for example gender to ensure that these can be addressed Initiatives to encourage females to take up STEM apprenticeships and to ensure that they are in a position to take them up would be important. Question 6 What would be the impact of limiting government-funded apprenticeship places to employees in new job roles? In targeting employees in new roles Welsh Government is likely to maximise its investment. At the same time it must consider why there has been a reduction in the number of employees involved in part-time learning where employers have been required to make a contribution to that learning. It is important to the Welsh economy that workers continually develop their knowledge base and are upskilled. The impact of focusing on new job roles could be that the development of current employees skills could reduce, therefore other initiatives that could sit alongside apprenticeships for those in new job roles would be vital. The opportunities for apprentices to move to higher level apprenticeships in the context of funding being available to employees with new roles will need to be clearly 3

4 articulated. Question 7 What would be the impact on employers and apprentices of moving the apprenticeship programme offer towards occupationally specific apprenticeships? Welsh Government has identified the priority sectors it is supporting to help Welsh businesses grow in order to create the jobs for economic growth and has identified the anchor companies and regionally important companies that can support this growth. Offering occupationally specific apprenticeships will provide the priority sectors, anchor companies and regionally important companies with the skilled individuals to grow the Welsh economy. Question 8 What issues have you encountered in relation to the delivery of Essential Skills Wales qualifications when apprentices already have comparable or higher-level qualifications in similar subjects? Question 9 Do you think that proxies for Essential Skills Wales qualifications should be accepted within apprenticeship frameworks? Question 10 Which qualifications do you believe that it would be reasonable to accept as proxies for particular Essential Skills Wales qualifications? Question 11 How can Welsh Government encourage an increase in demand for Welsh-medium apprenticeship provision? Welsh Government should work with employers and education providers to assess the demand for Welsh-medium apprenticeship provision and consider how the expertise in 4

5 the Coleg Cymraeg Cenedlaethol can be used to assist with increasing this demand. Question 12 What does the Welsh Government need to consider regarding the compatibility and portability of apprenticeships between the English and Welsh systems? Compatibility and portability of apprenticeships between England and Wales are important to both employers and individuals and the systems adopted in Wales should allow for this. For those employers that operate across England and Wales, two distinct apprenticeship systems would increase the burden. It is important for individuals that have achieved a qualification, for that qualification to be recognised by employers wherever they seek employment. Two distinctive apprenticeship systems could make it harder for those individuals qualified in Wales that wish to seek employment in England to articulate how their qualifications are similar to those that are offered in England. There could be a similar picture for those individuals qualified in England wishing to seek employment in Wales. In general, we would support a level playing field between the arrangements in England and Wales. Question 13 Are there aspects of the English reformed system which would further enhance the apprenticeship system in Wales? The introduction of apprenticeships in England that will award degrees will provide an opportunity to develop new provision that will not then exist in Wales, which could in turn have negative consequences. The absence of these qualifications in Wales could present a barrier to progression to level 6 or level 7 apprenticeships, limiting the opportunities for individuals in Wales to upskill and further their careers. These additional choices for students in England could make universities in Wales a less attractive destination for learners.. We would recommend that appropriate qualifications that are offered by universities in Wales should also be included in apprenticeship frameworks in Wales. Small and micro enterprises do not always have the opportunities to hire new staff and provide training for them. It would appear to be beneficial to have a further incentive for those size enterprises to take on an apprentice in the same way that there is an incentive available in England. Question 14 What would be the benefit of establishing employer panels to have a role in advising on the design and content of apprenticeships and informing demand annually at a sectoral level? 5

6 HEFCW supports employer involvement in the design and content of courses particularly when there is a diverse representation of employers to ensure that courses deliver the needs of employers across the economy. Sector skills councils and professional, statutory and regulatory boards are valuable organisations to represent the needs of an entire sector and should also be considered in such a process. Clearly, the regional learning partnerships also have an interest. Question 15 How could Qualifications Wales support the Welsh Government s aim to be more responsive to employer need and ensure that the content of apprenticeships has a high degree of labour market relevance? Question 16 We have asked a number of specific questions. If you have any related issues which we have not specifically addressed, please use this space to report them. We note Welsh Government s focus on the delivery of higher level skills in the STEM sector. The National Centre for Universities and Business has highlighted the impact individuals with arts, humanities and design qualifications have on creative, digital and information technology firms. We think it is important to focus on a broader range of subjects, other than traditional STEM subjects, to meet the skills required to grow the STEM sector. STEM skills will be beneficial to the sectors identified in the Welsh Government s economic prioritisation framework, anchor companies and regionally important companies. However, those sectors and companies also benefit from individuals with a broader range of skills which are crucial to the growth of the Welsh economy. Responses to consultations are likely to be made public, on the internet or in a report. If you would prefer your response to remain anonymous, please tick here: 6

I set out below my response to the Report s individual recommendations.

I set out below my response to the Report s individual recommendations. Written Response to the Enterprise and Business Committee s Report on Science, Technology, Engineering and Maths (STEM) Skills by the Minister for Education and Skills November 2014 I would like to set