Response to call by DEL for submissions on the review of apprenticeships. October 2013

Transcription

1 Response to call by DEL for submissions on the review of apprenticeships October 2013

2 Overview Colleges NI is the representative body for Northern Ireland s (NI) six regional Further Education (FE) Colleges. Belfast Metropolitan College Northern Regional College North West Regional College Southern Regional College South Eastern Regional College South West College The Colleges offer expertise in Tourism and Hospitality, Construction and Engineering, Renewable Energy Technologies, Health and Social Care, Business and Financial Services, ICT, Retail amongst many other subjects. Across the Colleges there are over 40 campuses and 400 community outreach venues. FE Colleges are the main providers of professional and technical education and training in NI, and the sector plays a central role in raising levels of literacy and numeracy, and in up-skilling and reskilling the population through a broad range of courses leading to qualifications, particularly at Levels 2 and 3. The nature of College provision is diverse and broad based ranging from A Levels and GCSEs to BTECs, HNCs, HNDs, Foundation Degrees, Degrees, apprenticeships and other specific training programmes. This submission represents the collective views of the FE sector in response to the consultation on the review of apprenticeships. It should be noted, that, in addition, some Colleges will also be submitting an individual response.

3 Question 1 Supporting the economy How can the apprenticeship model better match the needs of Northern Ireland businesses and the economy? Meeting supply and demand There is a need for a concerted and sustained marketing campaign amongst employers to inform them, about the benefits to their company of employing an apprentice, as opposed to the costs involved. Engaging with apprentices represents a real contribution to the local economy and helps foster social mobility to creating a diverse workforce which can contribute to increased innovation, motivation and different perspectives to business challenges. Additionally apprentices offer a significant return on investment. The Department needs to engage in a real debate amongst those sectors or employers not involved in apprenticeships to understand the underlying concerns. Part of the apprenticeship review is about how to engage more SMEs. NI is an SME and micro business focused region. In some cases employers are reluctant to recruit new apprentices due to the cost of increased insurance and concerns regarding the contribution which the young person will make to the organisation in the early stages of training. If there were some economic offerings in relation to covering some of the additional costs with taking on apprentices then this would be welcomed by employers and would increase the employer pool for Colleges to work with. The staged payment of employer bonuses could be re-visited to make apprenticeships more attractive to SMEs in particular. In addition, there are a range of government assisted employer incentives for the employment of young people e.g. the YES programme and the First Start initiative under Steps to Work. The level of funding available to employers through these has made apprenticeships a less attractive option. The review of apprenticeships needs to place them at the core of youth training and have a reward system which encourages employers to commit to long-term training. The widening of apprenticeships to the professional services sector is a step in the right direction. Good news stories from companies involved locally need to be shared to enable other sectors to bridge the gap in apprentice provision. The apprenticeships need to be matched to the demand within the regional economy and to do so means a wider range of apprenticeships outside of the traditional areas. Other training programmes must be used alongside apprenticeships to ensure that there are adequate progression routes onto apprenticeships. Apprenticeships need to meet the demands of the regional and sub regional economy in NI. Account must be taken of the fact that sub-regional labour market variations will impact on the ability of employers within various sectors to engage in apprenticeships. For example, due to the low economic base in construction and engineering services in the North West of the province there are limited opportunities. In contrast there are 40,000 staff in social work and social care in NI across the statutory, voluntary and independent sectors. A 2011 report 1 states that in domiciliary care 91% of the workforce are female, 9% are male and 42% of the workforce is aged 45 years and over. In residential and nursing homes 43% of the workforce is aged between years old. This workforce profile highlights the need to use the apprenticeship framework as a vehicle for upskilling and training for all ages within the workforce. The current funding model for Apprenticeship NI only 1 NI Social Care Council (2011) Skills for Care and Development - Sector Skills Assessment: Northern Ireland

4 supports Level 2 and Level 3 programmes and the training of apprentices over 25 years of age in priority skill areas. In terms of upskilling those already in work, employers may wish to upskill an entire section of the workforce which may well include staff over the age of 25. The albeit reduced funding available for over 25 s should be extended to all sectors and in addition, funding should be extended to Level 4 Apprenticeships. Given the gender make-up within in some sectors and in order to avoid indirect discrimination, the apprenticeship framework must be open to those older than 25 years (e.g. to support female returners to the labour market within the health and social care sectors). The Department s report 2 into Workforce 2020 identified that many of tomorrow s skilled workers will already be in work and will require upskilling. To engage the younger age groups there is a need for complimentary programmes to enable adequate progression routes onto apprenticeships and a need to explore best practice models in Europe. There is a need to identify the good practice within the circa 10,000 individuals engaged in apprenticeships locally and share this as mechanism to get more employers involved and to increase the expectations as to what is expected from engagement in apprenticeships. Some success stories from NI s participation in the Worldskills competition should be showcased amongst prospective employers, for example, the success stories from Leipzig There is a need to raise the bar across all employers involved and it would be good to see more non-traditional sectors participating over and above, for example, construction and manufacturing. In addition, there is a need to promote good news stories of female success in apprenticeships in NI in an effort to inform a better gender balance in participation in apprenticeships in NI. Flexibility of entry requirements Government must maintain an overseeing role in how apprenticeship frameworks are developed and funded. For example, each apprenticeship must have a standardised and flexible structure in terms of levels and hence the availability of opportunities to access the apprenticeship. However, this is currently not the case with the for example, the Electrotechnical Apprenticeship framework. On this Framework the point of entry is Level 3, how does this impact on a young person s prospects who doesn t meet the entry criteria? Apprenticeships need to create different entry routes that are attractive and accessible to a broader and more diverse talent pool, and enable employers to better develop a workforce with the skills they need for the future. More views on eligibility criteria are discussed under our response to Question 2. Qualifications Only by widening the pool from which people are recruited and developed (particularly underrepresented talent groups) will local companies meet their future needs and Higher Apprenticeships represent a powerful new way to do this. Colleges should lead on the development of higher level apprenticeships at Levels 4-6 in conjunction with relevant sector bodies and awarding bodies/universities. For example, one College is offering higher level apprenticeships in IT, working in conjunction with an IT multinational. For higher skills within Health & Social Care 2 Oxford Economics / FGS Consulting (2009) Forecasting Future Skill Needs in Northern Ireland

5 employers across all sectors have reported that new managers have struggled due to lack of management skills (NISCC 2012). Very few companies offer Higher Apprenticeships at levels 4 or above (equivalent to a degree), which could start to recruit talent to fill the skills gap in managerial roles. For example, leadership and management for the health and social care sector is a priority and this demand can be partly met through higher level apprenticeships. For example, there is a need for Level 5 Leadership in Health & Social Care to be offered with the Apprenticeship Framework in NI as is the case in England and Wales. In any case qualifications developed for higher level apprenticeships must be relevant to the needs of NI companies. The qualifications that make up apprenticeship frameworks need to be broader based to ensure that access and progression routes are available. For example, an apprenticeship that has a Level 3 diploma (specific) as the only recognised qualification prohibits access onto and progression from the apprenticeship to higher level frameworks. Likewise an individual with, for example, a Level 2 technical certificate is prohibited from undertaking a Level 2 apprenticeship. This is a barrier for students wishing to progress and for employers looking to meet a skills gap, for example, in the engineering field. Flexibility in the future is key, along with reduced bureaucracy. The current system is not always an effective use of funding and fails to make use of the flexibility of the QCF to enable career progression and digression as the needs and expectations of the industry and the apprentice change.

6 Question 2 Learner pathways How can we encourage individuals, particularly young people, to choose an apprenticeship, as a viable alternative pathway to learning and career progression? Marketing and promoting apprenticeships A credible alternative to university is needed to help young people get the skills the local economy needs. There also a need to change mindsets within the post primary schools to promote the role of apprenticeships. To do this would require changes in the career and guidance advice in ensuring that those pupils most suitable for a vocational career path are signposted in that direction as opposed to an academic route and likewise that those individuals doing well academically are adequately informed about the potential in apprenticeships. The Education and Employers Taskforce and the Times Educational Supplement (TES) in 2012 asked secondary school teachers how confident they were about advising young people on what an Apprenticeship is and how to go about getting one. Over 50% were not at all confident about advising young people on Apprenticeships. The social stigma in apprenticeships versus academic career paths need attention in NI and some early success stories from the higher apprenticeships pilots in NI should be shared locally. There is potential to create a model akin to that used in other leading European nations where apprenticeships and vocational education are held in high esteem alongside academic career paths. There is a default view that apprentices are stereotypically male, and are narrow in terms of the vocational or occupational choices available. Young people may have pre-conceived ideas that following an Apprenticeship will limit or risk their career prospects. Employers have a real role to play in closing this knowledge gap, and stand to gain the benefits of doing so. Employers are perfectly placed to work with schools and colleges, at minimal cost, to give young people access to relevant, reliable information about the workplace, to inspire and inform their career choices and improve awareness of alternatives to university, such as Apprenticeships. In return, employers can help to secure the flow of talent that will underpin their growth in the future. Eligibility criteria In addition to increased marketing of apprenticeships to young people and employers the Department needs to review rules on eligibility for apprenticeships. The current operational guidelines do not allow for a young person who has achieved a Level 2 qualification in school or under Further Education to enter a Level 3 Apprenticeship programme when they secure employment. This reduces access to apprenticeships and would have an even greater impact if Level 4 apprenticeships were introduced. Likewise as discussed under Question 1 the eligibility criteria needs addressed. As currently an individual with a Level 3 diploma is prohibited from progression to higher level frameworks. There are also issues with Level 2 criteria as mentioned earlier. Pathways The apprenticeship model should be developed as part of a wider technical and vocational education model where academic routes sit alongside vocational and apprenticeship pathways.

7 There is a need for broader based qualifications to enable access to and progression from the apprenticeship models. The content must also ensure that the apprenticeship is fully inclusive and promotes equality of opportunity to access for all. For example, some apprenticeships (Electrotechnical) have essential skills in Maths and English at Level 2 as a component, however, access to this apprenticeship through Apprenticeships NI is dependent upon the applicant having already achieved this level in Maths and English. Access to this apprenticeship and others with the same level of Maths and English on the framework should permit entry based on the ability to achieve the targeted Essential Skills. Again flexibility and less bureaucracy and stringent criteria is essential. The apprenticeship framework must also be mapped accurately to a range of other training programmes and FE programmes to ensure that: Opportunities to take account of prior learning and achievement are maximised; The flexibility of the QCF can be maximised in terms of enabling prospective apprentices to access a range of frameworks within a given sector; The effectiveness of government funding in terms of creating opportunities to progress to and within the world of work is maximized; and Marketing and promotion of apprenticeship opportunities is effective. Quality There is an opportunity to redefine all apprenticeship training programmes as being Level 3 programmes sending a clear signal to employers and potential trainees about the value and nature of apprenticeships. Other training programmes of a lower level or lesser duration should be given an alternative designation and distinct brand. Duration There is no minimum duration for an apprenticeship in NI, with the decision left largely to the individual employer. The average time it takes to complete an apprenticeship in NI and the UK is one to four years whereas in some European countries, for example, Germany, the average duration is three to four years. Whilst not in favour of stipulating more rules and regulations there should be consideration of minimum durations for the length of an apprenticeship, which should be say, a minimum three years for a Level 3 and up to three years for a Level 4.

8 Question 3 How can government best encourage and support businesses in order to create and maintain apprenticeship opportunities? Entry requirements There could be changes to the entry requirements such as: All age apprenticeships should be re-instated and funded across all sectors. Solely focusing on the pre-25 category will not provide enough skills to appeal to foreign direct investment, nor sustain competitive advantage to indigenous employers. The entry qualifications must be mapped to the framework. For example, it is not appropriate to have entry criteria equivalent to the Essential Skills level that is to be followed on the framework. Entry should also be linked to existing training programmes and courses to ensure maximum potential for accreditation of prior achievement and learning. Simplification The Apprenticeship Frameworks need to be simplified so that all stakeholders are able to fully comprehend the structure. Clear and concise information needs to be available for all stakeholders, including progression pathways. Existing overly complex Apprenticeship Frameworks should be removed and replaced with qualifications relevant to NI business and industry. General The potential for blended learning to be more widely used to facilitate both apprentices and employers should be explored. It would be useful to look at European models and explore best practice in countries such as Germany, Switzerland and Scandinavia / Finland. A strong marketing campaign Simplification of the apprenticeship framework so that all stakeholders can fully understand the structure

9 Additional Comments Please record any other factors which you feel could be considered to deliver a more responsive model. What other factors should be considered to deliver an effective apprenticeship model? Look at best practice elsewhere It should be recognised that we do not have all the answers, and hence the call for this review. Before looking too closely at what our economy needs, we should go in with open heart and look at some of the best practice in countries such as Switzerland, Germany and Scandinavia. For example, the Swiss model of Apprenticeship is often cited as world-class. If the things that make it so good is its strategic approach to initial Apprentice recruitment. Employers work closely with schools to make sure that young people have a real understanding of what their apprenticeships have to offer. Young people in Switzerland go into Apprenticeships with their eyes open, and employers get better recruits. Such effective recruitment strategies play a key role in explaining the high retention and success rates of Swiss Apprentices. Contracting There should be an alternative to the existing contracting arrangements in place to one that reflects the College s unique role in supporting economic development at a local and regional level. There should be an offering that properly defines the Colleges as the lead provider within a vocational education system. Apprenticeships should no longer be funded through competitive contracting arrangements but should be a core element of College activity funded through direct grant assistance from the Department. Technical-vocational education and training model The sector needs to establish a specific technical-vocational education and training model that sits alongside an appropriate academic model. Apprenticeships at Levels 2 & 3 should be delivered solely through the six regional Colleges as part of a wider Technical-Vocational model.