Brief No: 345
May 2002
ISBN 1 84185 741 6
STUDENT APPRENTICESHIP
EVALUATION
Andrew McCoshan and Jenny Williams
ECOTEC
Introduction
Student Apprenticeships (SAs) evolved through work undertaken by three TECs: Walsall; Bristol; and Birmingham and
Solihull. SAs were designed to provide students between the ages of 14- 19 with real experience of the workplace whilst
continuing their compulsory or further education… They have been piloted with students at Key Stage 4 in the Birmingham
area and Post 16 students undertaking intermediate and advanced courses in Walsall and Bristol.
The aim of the research was to evaluate the effectiveness and outcomes of SAs and to identify good practice to assist in a
possible national roll out of the initiative. A key aspect of this study was to identify the success of Student Apprenticeships
in appealing to employers; schools and colleges; students and training providers.
The Department for Education and Skills commissioned ECOTEC to conduct qualitative research. Stakeholder interviews
were undertaken with employers, training providers, schools and colleges. Focus groups and individual telephone interviews
were undertaken with participants. Quantitative data was also gained to benchmark participation. The research was carried
out during September and October 2001.
Key findings

Student Apprenticeship pilots have been implemented in a variety of ways, according to local need and priorities. This
has led to two broad implementation models: one catering for pre-16 and one for post-16 participants.

The pre-16 model made an important contribution to broadening the horizons of pupils, particularly the disaffected. SA
participation provided a range of taster courses and encouraged pupils to raise their aspirations whilst gaining initial
work-related skills.

The post-16 model enabled students from across the ability range to gain valuable work-related skills and experience,
and make a significant contribution to ‘live’ work.

Student Apprenticeships were employed in a broad range of sectors. There were distinct variations in the sector focus
of each of the pilot areas. Common sectors offered across all three areas included construction and engineering.

The Student Apprenticeship initiative demonstrated its versatility in being tailored to offer a progression route into
Foundation Modern Apprenticeships, Advanced Modern Apprenticeships, further and higher education and direct
employment.

Outcomes and progression routes from Student Apprenticeships demonstrated distinct regional variations:
-
In Walsall, the main outcome for Student Apprenticeships was Modern Apprenticeships with 27% Foundation MA
and 23% Advanced MA. A further 20% progressed onto further education and 10% to higher education.
In Bristol the majority of participants progressed into an Advanced Modern Apprenticeship, with a minority moving
into higher education or direct employment.
In Birmingham, over two thirds progressed onto Foundation Modern Apprenticeships and over twenty per cent left
early. The reasons for leaving early included personal problems, illness, wanting to concentrate on exams and a lack
of interest in the particular occupation.
Aims
The aim of the research was to establish:
 the
numbers
moving
onto
Modern
Apprenticeships and other routes/ outcomes on
progression from Student Apprenticeships, such
as moving into further or higher education or
employment;
 the merits of completing the Student
Apprenticeship prior to entering a Modern
Apprenticeship;
 the impact of Student Apprenticeship on
academic study, and outcomes in terms of
qualifications attained;
 the role of the Student Apprenticeship Coordinator in each local Learning and Skills
Council area, and to assess the impact of this
role on the national roll out of the initiative;
 assess the potential benefits and disadvantages
of Student Apprenticeship models for the preand post- 16 age groups;
 develop case studies to demonstrate best
practice in the implementation of the Student
Apprenticeship scheme to inform a national roll
out of the initiative.
Background
Student Apprenticeship pilots have been focused in
three areas to date: Walsall, Birmingham and
Bristol. The Student Apprenticeship model has
been tailored in each area to suit local conditions,
the needs of local employers, and interest
generated in the initiative amongst local schools,
colleges and training providers. The Walsall and
Bristol areas have focused on piloting the initiative
with the post-16 age group, whilst activity in
Birmingham has been tailored to working with the
pre-16 group.
Methodology
A triangulation approach was employed for this
study to combine evidence from primary and
secondary sources.
Initial desk research was undertaken to provide
background information for the study. Baseline
information regarding participation in Student and
Modern Apprenticeship programmes was collected
from the Learning and Skills Councils (previously the
TECs), and the DfES (previously the DfEE).
The vast majority of the evidence referred to in
this report is drawn from primary data, gained
through fieldwork. The fieldwork was undertaken
through two distinct stages.
Stage One consisted of face to face semistructured interviews with employers and training
providers.
Stage Two involved both individual and collective
interviewing, through semi –structured telephone
interviews with schools, colleges and young people;
and focus groups with young people (pre- and post16 groups).
FINDINGS
Promotion
Promotion of the Student Apprenticeship initiative
has been constrained by a lack of resources for the
development of promotional materials. The
Department for Education and Skills produced a
formal promotional booklet for the initiative during
2001, featuring case studies of how the scheme had
been implemented in two of the pilot regions;
Walsall and Bristol. Good practice examples of
promotional activity were also evident at a local
provider level.
Training providers had been involved in a number of
events to promote the initiative: as visiting speakers
in schools; holding discussion groups with relevant
year groups; attending careers events, parents
evenings and industry days. Student Apprenticeship
Co-ordinators from the LSC’s in several areas had
also promoted the initiative in schools. Previous
participants had also promoted the initiative, for
example, Foundation and Advanced Modern
Apprentices at Walsall Manor Hospital Trust who
had
recently
completed
their
Student
Apprenticeship promoted the scheme to Year 11
pupils and attended a parents’ evening for Year 6
pupils,
Promotional
challenges
for
the
Student
Apprenticeship initiative in the future include
increasing employer involvement and education
provider awareness, encouraging school liaison and
inter-agency collaboration, and increasing parental
involvement.
Selection and Recruitment
The selection and recruitment process for the
Student Apprenticeship initiative is driven by a
number of key players. Although the specific nature
of the process differed between the areas running
SAs, clear trends can be demonstrated.
Training providers in the Walsall and Birmingham
areas were instrumental in recruiting employers to
take part in the initiative, with many employers
having previously been involved in Modern
Apprenticeship delivery.
Training providers had a less direct role in the
recruitment process in the Bristol region, with the
Student Apprenticeship Co-ordinator undertaking
much of this work.
Employers highlighted specific requirements in
their recruitment of Student Apprentices. Interest
and a level of aptitude for the industry were often
viewed by employers as being more, or at least as
important, as the qualification being studied by the
young person or their previous attainment levels.
Employers commonly referred to the value they
placed upon candidates demonstrating a willingness
to learn and an appreciation of the company focus,
having the ‘right approach and right attitude’.
Most students were part way through their scheme
of study before they started their Student
Apprenticeship, and few were on the initiative for
the full duration of their study programme. The
average duration of a Student Apprenticeship was
between 6-9 months. Schools and colleges were
therefore cautious to directly attribute attainment
improvements to the pupil’s placement. However,
considerable anecdotal evidence was gained from
both teachers and pupils, which viewed the initiative
as having a decisive impact on improvements in
attainment levels.
It was widely held that Student Apprenticeship
placements did provide participants with the
opportunities, experience and skills development to
directly acquire Key Skills, particularly in
Communication, IT and Application of Number, and
contributed to gaining evidence for a range of
G/NVQs.
The impact of SAs on retention rates was difficult
to quantify within the post-16 group, owing to the
majority of participants being at low risk of
dropping out of their course. On the basis of the
views of interviewees, the direct contribution of
the initiative to improving retention rates was more
apparent in the pre-16 cohort.
Motivational issues
Schools had little influence over the actual
recruitment process, although they had significant
influence over the initial selection and screening
process, in terms of releasing pupils from classes to
undertake Student Apprenticeships.
The role of the Learning and Skills Council varied
significantly between the regions. In some areas,
such as Walsall, the role of the Student
Apprenticeship
Co-ordinator
was
largely
a
developmental role, designing materials and
standards for the initiative in addition to publicising
and bringing other TECs and LSCs on board. In
contrast, the Student Apprenticeship Co-ordinator
for the West of England was providing a
promotional and administrative function for the
student selection process.
Attainment and Retention
It is difficult to quantify the impact of the Student
Apprenticeship on attainment, in terms of
qualifications gained, for a number of reasons.
Student Apprentices viewed the initiative as having
a significant impact upon their educational
motivation. Key factors were:



Demonstrating the relevance of academic study
to employment
Increasing student awareness of occupational
entry requirements
Broadening horizons by providing a glimpse of
‘life after school’
Student Apprenticeships
Modern Apprenticeships
as
a
precursor
to
The initiative demonstrated a number of merits in
completing the Student Apprenticeship prior to
entering a Modern Apprenticeship. These include:
Skills Acquisition – enabling young people to acquire
practical workplace skills, making them more
attractive to employers wishing to recruit Modern
Apprentices. This type of skills acquisition was
particularly beneficial to the pre-16 group, with
participants viewing the SA initiative as providing a
means of acquiring the skills required by employers
- some Pre-16 participants placed a higher value on
work related skills than the school curriculum. The
majority of the pre-16 group were reported to have
developed important trade skills during their
placements, such as in joinery or carpentry, that
aided their progression onto Foundation Modern
Apprenticeships.

Developing areas of interest and realistic
aspirations – through the provision of taster
courses. This is important to help reduce high drop
out rates recorded by some Modern Apprenticeship
programmes. Participants from the post 16 cohort
frequently referred to the value of the Student
Apprenticeship in enabling them to explore their
work-related interests without the burden of
compiling paperwork for assessment purposes.

Employability skills and personal development The
acquisition of presentation skills, time keeping and
self-discipline were viewed as essential skills, by
employers, training providers and young people.
Personal development and interpersonal skills were
also viewed as essential skills to be gained through a
Student Apprenticeship in preparation for Modern
Apprenticeship training. The combination of
employability and interpersonal skills gained by
Student Apprentices helped them to develop an
orientation to, and be accepted in, the workplace.
This was a particularly important issue for SMEs,
which commonly viewed the Student Apprentice as a
member of the staff team.
Impact and Conclusions
The Student Apprenticeship initiative demonstrated
a significant impact on both the pre- and post- 16
cohorts. The initiative offers significant potential
to bridge a range of progression routes for
students within the 14 –19 curriculum.
Opportunities offered by the initiative include:




Contributing to developments in the vocational
curriculum
Providing evidence towards a range of key/core
skills and G/NVQs
Promoting equal opportunities in work-based
learning
Combining apprenticeship approaches with
further and higher education

Increasing partnership working with Sector
Skills Councils and Connexions Partnerships
Extending
and
diversifying
employer
involvement.
However, a number of constraints impact upon the
potential of the Student Apprenticeship initiative
to replicate this success in the wider context.
Constraints include:


Reconciliation with and inclusion in school
assessment frameworks
Funding issues, in particular the need to identify
and secure national funding for the initiative.
This would extend SA coverage, and provide a
broad framework for tailored local delivery.
Resourcing issues for training providers,
schools, colleges and National LSC. Structures
resulted in providers receiving less funding for
SAs than MAs, and schools/colleges felt
penalised for releasing students from A/AS
level courses to undertake SAs.
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can also be accessed at http://www.dfes.gov.uk/research/
Further information about this research can be
obtained from Carol Proctor, Young People's Policy
Division, E3a, DfES, Moorfoot, Sheffield S1 4PQ.
Email: carol.proctor@dfes.gsi.gov.uk