Apprenticeships
Apprenticeships combine paid on-the-job training with off-the-job training, in programmes that usually last for at least a year of full-time engagement.
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CloseThe research suggests that apprenticeships are likely to have a high positive impactThe impact rating indicates whether interventions of this kind, on average, make it more likely that y oung people will get a job afterwards. This rating is based on the level of impact that youth employment interventions can generally be expected to have. More information can be found in the Toolkit Technical Guide’. on youth employment outcomes. However, this finding is based on a very small number of robust comparison-group evaluations of apprenticeships as a targeted intervention to support youth employment.
An apprenticeship provides vocational training through:
Apprenticeships focus on the development of skills required for a specific occupation. They last for twelve months or more, and lead to a recognised qualification.
The definition of ‘apprenticeship’ used in the Youth Employment Toolkit applies to programmes that are broadly similar to current provision in the UK.
In the Toolkit, we separate apprenticeships from ‘on-the-job training’ because:
The above definition was applied to identify studies of apprenticeships in the meta-analysis for the Youth Employment Toolkit. The research for the Youth Employment Toolkit only considers apprenticeship programmes that are used as a targeted intervention to boost Youth Employment Toolkit rates. It does not include apprenticeship programmes that form part of a wider system of education and vocational training such as the German ‘dual system’.
In England, apprenticeships are offered at levels from 2 to 7. Level 2 is equivalent to five GCSE passes, and Level 7 is equivalent to postgraduate study. People of all ages can become apprentices, but in the Youth Employment Toolkit only data on young apprentices is included. In addition, the bulk of this section relates to apprenticeships at the lower levels.
In England, apprenticeships are funded by the ‘Apprenticeship Levy’, which is collected from large employers. They are overseen by Skills England, and delivered through partnerships between employers and education providers.
Young people may enter apprenticeships for different reasons; they may want an entry-level role in a particular job or sector, an opportunity to upskill in an existing job, or a study pathway when they have left compulsory education. Apprenticeships are designed to give learners the skills and training they need for their chosen industry, and demonstrate their learning with a recognised qualification.
Apprenticeship wages and funding systems vary between national and international contexts, as well as by sector, level and geographical location.
The cost rating for apprenticeships is high.
The research suggests that apprenticeships could have a high positive impactThe impact rating indicates whether interventions of this kind, on average, make it more likely that young people will get a job afterwards. This rating is based on the level of impact that youth employment interventions can generally be expected to have. More information can be found in the Toolkit Technical Guide.on youth employment outcomes. This finding is based on a small number of studies of apprenticeships as a targeted youth employment intervention.
The research suggests that, on average, for every 10 young people who can take part in an apprenticeship as a targeted youth employment intervention, one will get a job who wouldn’t have done so without the intervention.
However, the strength of the evidence for this finding is low, because only a very small number of studies were suitable for inclusion in the analysis.
You can find details of individual studies of evaluations of apprenticeships, as well as other systematic reviews of youth employment evaluations, in the Youth Employment Evidence and Gap Map.
The strength of the evidenceThe evidence strength rating reflects the number of studies that included the intervention and the design and approach to reporting of these studies. More information can be found in the Toolkit Technical Guide for the impact of apprenticeships on youth employment compared to ‘servicesThe terms ‘business as usual’ and ‘services as usual’ refer to the provisions that an individual would have received had they not been enrolled in that particular intervention. In experimental designs they are used to signify what happens in the absence of a studied intervention. is low.
The network meta-analysisNetwork meta-analysis is a statistical method used to compare the impact of multiple interventions at the same time. A component network meta-analysis allows researchers to identify the impact of individual components within a multi-component intervention on a particular outcome (in this case, whether young people got a job).’ for the Youth Employment Toolkit includes two evaluations of apprenticeship programmes that compare apprenticeships as a targeted youth employment intervention with ‘services as usual’ for young people, in high-income countries. Both of these studies evaluate programmes in the USA. Findings may not translate directly to the UK context.
An assessment using the Campbell Secretariat’s Critical Appraisal Tool suggests moderate confidence in the findings of these studies. However, the overall rating is low because of the small number of studies.
This research highlights the need for further evaluations of the impact of apprenticeships on youth employment outcomes for disadvantaged young people. Youth Futures is currently planning additional research in this area, including work on the take-up and completion of apprenticeships by young people from different ethnic backgrounds.
Very few studies evaluate apprenticeships as a targeted intervention to support marginalised young people into work. The research for the Youth Employment Toolkit only considers apprenticeship programmes that are used as a targeted intervention to boost youth employment rates. It does not include apprenticeship programmes that form part of a wider system of education and vocational training, such as the German ‘dual system’.
Different kinds of research provide some support for the view that apprenticeships may be effective in improving Youth Employment Toolkit outcomes. For example:
An apprenticeship combines job-specific skills through the on-the-job component with more general skills training.
So, when a business hires an apprentice, they can teach them exactly what they need to know to work in a particular sector and type of role. This means that when the apprentice finishes their training, they are ready to start work right away.
Because they have already worked at the company, they are more likely to get a job that is related to their apprenticeship. The employer similarly has a chance to assess the suitability of the young person.
The apprentice is also more likely to remain employed, and to keep learning and progressing in their career. This also benefits the businesses that hire apprentices, as it helps to create a skilled workforce.
The literature on how to implement apprenticeships is extensive. This summary presents some key themes.
Please note that for the most part these reflections are not grounded in the kind of rigorous evaluation approach which underpins the quantitative findings in the meta-analysis, but instead reflect qualitative findings and descriptions of practice.
Effective outreach and recruitment, with targeted initiatives for under-represented groups
Outreach and recruitment activities can provide prospective apprentices with a detailed, easily understood and realistic picture of what an apprenticeship involves, including the split between work activities and training, and likely outcomes after completion.
Encouraging young people to consider a range of different apprenticeship options may improve the ‘match’ between learners and opportunities. Young people who don’t get a place on their first choice of apprenticeship, or at their first application attempt, can be signposted towards alternatives or advised on how to improve their prospects.
Where an under-represented group has been identified, these young people may benefit from proactive and targeted outreach, including:
Preparatory learning and orientation activities
Preparatory or pre-apprenticeship pathways that identify and address gaps in skills or knowledge for young people can improve both recruitment and completion. A summary and review of evidence by the What Works Centre for Local Economic Growth suggests that pre-apprenticeship programmes help to increase apprenticeship starts.
Building realistic expectations through an orientation period can also be beneficial. This can help learners understand how they will use their time during their apprenticeship, as well as the challenges they may face and how to overcome these. The orientation period can also help to get rid of misconceptions about apprenticeships.
In the UK, the Learning and Work Institute has developed a comprehensive guidance resource for pre-apprenticeship providers. The SkillsBuilder Partnership offers a useful suite of tools for identifying and addressing skills issues.
Well-structured programmes and learner support
Apprenticeships involve a diverse range of activities at work and in education. Learners can benefit from programme design that helps them to maintain motivation, and understand their professional and personal development. For example:
The Learning and Work Institute also provides a guide for training providers to help them plan and appraise their support offer for apprentices.
A good balance between theoretical, technical and interpersonal skills
Apprenticeships need to support young people to develop a range of skills so that they can complete the programme, progress in their careers, and build long-term employability. For contemporary apprenticeships, this means provision for:
Specialist support for apprentices with additional needs
Young people who are at risk of marginalisation in the labour market may experience barriers to participation in apprenticeships, such as special educational needs, psychological health and wellbeing issues, financial hardship, and personal circumstances. Some or all of the following kinds of support may contribute to successful engagement and completion for young people who face additional barriers in the labour market:
Close collaboration and join-up at all stages between education providers and employers
A strong relationship between education providers and employers supports effective apprenticeship implementation. This includes:
A close match to local economic priorities
Apprenticeship provision should be closely matched to opportunities in the local labour market and the skills needs of employers. In the UK context, the Unit for Future Skills has been established to improve understanding of current skill mismatches and future demand across the UK, and the Local Skills Dashboard provides detailed information.
Partnerships between employers, policymakers, learning providers and community organisations can help to achieve a closer match. Key factors include:
Explore how employers can transform the lives of marginalised young people and futureproof their workforce through apprenticeships.
Relatively few studies evaluate the impact of apprenticeships as an intervention to improve youth employment outcomes. This is separate from the impact of apprenticeships as part of an education and training system, such as the ‘dual system’ in European countries such as Germany.
Findings from the two studies conducted in the USA that met the criteria for the component network meta-analysis suggest that apprenticeships could have a high impact on youth employment outcomes for disadvantaged young people.
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