Navigating the Landscape of Apprenticeships
The annual apprenticeship conference, hosted at the International Convention Centre (ICC) in Birmingham this past February, once again drew a diverse crowd of professionals. From education providers to employer representatives, delivery staff, awarding organizations, and seasoned apprenticeship industry experts, the event buzzed with enthusiasm and shared insights.
The lineup of guest speakers was nothing short of impressive. Representatives from UCAS, IFATE, and government bodies took the stage alongside articulate apprentices themselves. The collective wisdom and passion in the room left us invigorated, reaffirming our commitment to the dynamic world of apprenticeships.
Yet, beneath the surface, familiar challenges persist. Among them is the ongoing debate surrounding functional skills. Sue Pittock, CEO of Remit Training, succinctly captured the essence: “Functional Skills – Providers struggle with teaching it, employers question its value, and apprentices feel the pressure to conquer it.”
For example with catering students, the disconnect is palpable. Mathematical concepts fail to align with practical realities—weights, measures, ratios, and time remain abstract, while English instruction lacks relevance in the culinary context. The syllabus, unfortunately, adheres to a one-size-fits-all model, leaving educators and learners alike yearning for specificity.
Consider the perplexing guidance that some standards merely require providers to “reference apprentices’ attempted level 2.” Such an approach falls short of rewarding genuine mastery and undermines the apprentices’ journey. After all, the End-Point Assessment (EPA) is more than a mere attempt; it demands competence and achievement.
During the conference, a guest speaker from the construction industry raised a critical point: the erosion of practical skills among apprentices. The classroom, they argued, cannot fully replace the workshop. Bricklaying, roofing, carpentry—the tactile crafts thrive in a hands-on environment. Yet, we find ourselves grappling with a misalignment between theory and practice.
The genesis of this misalignment lies in the very fabric of the Apprenticeship Standards. Crafted by employers for employers, these standards place the responsibility of skill development squarely on industry practitioners. However, time remains a scarce resource. Employers juggle their day-to-day responsibilities while nurturing the next generation of skilled workers.
Could an alternative delivery model hold the key? Imagine block-based learning—a concentrated burst of knowledge and skill development over 1-2 weeks. Apprentices absorb theory, hone their craft, and then return to their workplaces, fortified by newfound expertise. Four weeks later, another block release cycle begins, reinforcing the bridge between academia and industry.
As we depart the ICC, energized by dialogue and camaraderie, we carry with us a shared vision: apprenticeships that empower, skills that resonate, and a delivery model that bridges the gap. The journey continues, and the apprentices of today will shape the industries of tomorrow.
March 2024.