In a regulatory environment where the quality of higher education is measured by student progression outcomes, higher and degree apprenticeships that are specifically designed to result in professional jobs can lead the way in showing how progression can be most effectively achieved.
While institutions have been busily preparing their Teaching Excellence Framework (TEF) submissions, they will have made claims about the extent to which they enable students to progress to managerial and professional employment or further study as a measure of the quality of their provision.
The Office for Students (OfS) has said that:
Low rates of progression into managerial or professional employment and higher-level study destinations commensurate with the qualification they have completed may suggest that a course has not equipped students with knowledge and skills appropriate to their intended learning aims, or that students were not effectively supported to transition into the workplace.
