Over the past five years, Edge has facilitated several debates on the philosophy and principles of vocational education. While these began as a way of driving academic thinking, the debate has become increasingly influential in policymaking and practice circles. The latest series, chaired in partnership with Professor Chris Winch (KCL) began with a debate on the definition of apprenticeships and how employers can best be supported to deliver them. Four excellent panellists offered a range of perspectives.
Alison Fuller (Professor of Vocational Education and Work, UCL Institute of Education) began by challenging our received wisdom about the nature of apprenticeships in England. In the public’s mind, she said, the term often conjures up images of young people with little to no tertiary education or employment experience.
However, statistics for 2021-22 show that only 22% of apprenticeship starts were under the age of 19, whereas nearly 50% were aged 25+. Alison also noted that the majority of starts have been employed for more than 3 months before starting their training, and cannot, therefore, be considered novices to employment. Growth in higher-level (including degree) apprenticeships also means apprentices typically already have strong prior formal education attainment (such as BTECs and A-levels). Finally, in areas like leadership and management, new apprentices are likely to be longstanding employees with existing skills.
