Progression from
Apprenticeships to HE
progression
Susan Hayday
Director of workplace learning strategy, fdf
Madeleine King
MEG
“During my Craft Apprenticeship I was involved in
manufacturing aircraft parts and now in computer-based
design. Once I have completed my Higher Apprenticeship, I
will have achieved Professional Engineer status and will
have the choice of working in manufacturing, quality or
design.
The Higher Apprenticeship for me is very different to
the Craft Apprenticeship in that it has more academic
content, but because it is so closely linked with the
practical aspects of my work I am coping well with
studying for the Foundation degree…. I aim to progress to
a master’s degree while working for Airbus.”
Paul Brotherton
"In the past we have taken on graduates straight
from university into operational roles, but have
sometimes found that they lack the background
knowledge, or experience, to effectively lead a
team. The ICT Foundation degree graduates will
be different - their existing knowledge of our
work can be applied in new ways to collective
benefit”
Mark Biffin, Apprenticeship Strategy Leader, BT Open
Reach
“Foundation degrees have proved a positive
experience for National Grid, with employees on
the National Grid Foundation degree
programme generally progressing faster than
graduate recruits.”
Steve Holliday, CEO National Grid
Secrets of success
• Large employer, committed to workforce
development
• Apprentice aspiration
• Higher level skills
• Well understood progression pathway –
professional status
fdf / MEG action research
• Action research with MEG colleges – Apprentices to HE
• Drawing on UVAC research for fdf
http://www.fdf.ac.uk/downloads/123/20090812154836App
renticeshipProgression.pdf
• 8 colleges –sectors in common - Health and Social Care /
Engineering and Construction / Creative and Cultural
• Journal article reference:
http://www.fdf.ac.uk/downloads/320/20101116144152Kin
g&Hayday_issue22.pdf
Aim of research
Review what features identified in
(http://www.fdf.ac.uk/files/ApprenticeshipP
rogression.pdf) might feasibly be developed
across all the identified programmes and
agree an action plan and timescale including
where processes / documentation can be
developed collaboratively
Areas of focus
• Views of Apprentices and their employers
• Embedding guidance and HE preparation in
Apps delivery
• Strengthening progression pathways /
progression information
Views of Apps and their
employers
• Sector differences
– engineering , business, health and social care
most interested
– hair and beauty / carpentry and joinery /
painting and decorating least interested – citing
cost and need for time out of work – did not
associate higher level quals with their career
ambitions
• Interest in work-based models – didn’t want
to interfere with earning
Embedding guidance and HE preparation
in Apps delivery
• New focus for Apps delivery staff,
previously only completion, therefore steep
learning – work-based HE, HE skills,
available HE, linking with HE Depts
• Involved staff training – including workplace assessors
• Shared resources – Aimhigher / Step-in
module
Key messages
• Need for training of Apprenticeship
delivery staff in HE / HE progression
• Need for well understood and disseminated
sector progression pathways from Apps
linked to both specific and generic career
progression
• Distributed apprentices therefore challenge
of appropriate delivery / cohort size
Activity
Where Apprenticeship cohorts are drawn
from a range of small / medium sized
employers
1. What interventions are possible to inform
Apprentices and employers about HE
progression potential?
2. What are the challenges in delivering
work-based HE to such cohorts?
susan.hayday@fdf.ac.uk
madeleine.king1@btinternet.com
www.fdf.ac.uk