Why Pursue Apprenticeships??
Carla George Doctoral Researcher University Of Warwick April 2019
Carla George (University Of Warwick, April 2019)
Why Pursue Apprenticeships??
Abstract- The report is based on feedback from apprentices understanding why they’ve decided to pursue apprenticeships rather than alternative education.
Introduction The investigation into apprenticeships has open avenues of viewing the benefits of pursuing apprenticeships and why taking this direction. My research has allowed me to explore findings of apprentice’s perception and viewing the quality of apprenticeships. Apprenticeships has become a focal point towards progression achieving both academic and vocational elements. The main view is to address further challenges and training perspectives that will contribute towards improving current apprenticeship models.
Do Apprenticeships Work? Reviewing feedback from apprentices semi structured interviews have been undertaken apprenticeships to address the following questions.
• • • •
What makes apprenticeships unique? What defines a good apprenticeship? Why pursues an apprenticeship? Who can be an apprentice?
Apprenticeships are unique as apprentices are supported through their work mentors the uniqueness is defined how they shape their own learning strategies and adapt to working practices. CIPD 2017 report describes the components of an apprenticeship has be to be well balanced and comprise of on and off job training elements. Apprentices need direction and clear structure. Learning is continuous as described by Eraut 2010 explains that rather than using stages he offers a picture of the context in which one can learn. The learner needs the confidence towards their own learning as well as express their needs towards meeting new challenging and accessing feedback. There is a great deal of innovation as apprentices are updated with the latest work industry, technologies and news that will support their career. Feedback from apprentices: “Apprenticeship I get to use hands on experience, and I am learning everyday if I don’t get help from colleagues, I get to use initiative and it helps in the future if you are using ICT even if you are away at a small site or IT companies. Eg. If you are in a car going to a holiday destination and sat nav is broken down and if I don’t try to use my own initiative this apprenticeship has helped me to use initiative and being proactive and improving confidence and not relying on colleagues.”
Carla George (University Of Warwick, April 2019)
What defines a good apprenticeship? There are so many concepts on what defines a good apprenticeship so I decided to base this on feedback as a variety of research will define at as a good experience based on good training elements, good support, well organised, pay, lack of learning. Feedback from apprentices defines a good apprenticeship as: “The best part is probably the fact that you have the responsibility to choose when you do the work and this allows me to reduce pressure in certain areas. I am also able to do the work when I can and like to� Taken from CIPD Report 2017 is an example of where apprenticeships shouldn’t be but recently apprenticeship establishments have taken a huge hit due to lack of compliancy.
The above is very discouraging to apprentices and leads to non-achievement Ofsted has now taken a huge stance refer to FE News weekly. They are ensuring that apprenticeships are delivering to the best standards and that the quality is met. It is now essential that apprentices are benefiting from the apprenticeship programmes delivered and their learning requirements are met that they can carry this forward in their own working practice.
Carla George (University Of Warwick, April 2019)
Why Pursue An apprenticeship? Lucas, B. Spencer E. (2013) explain the main reasons that apprentices pursue apprenticeships: to improve skills and knowledge, find good salaried jobs, further training opportunities and career progression. (see feedback) “Preferred alternative to university that could combine both full time employment as well as a developing education through experience as well as qualifications. The career path as well is in my opinion a very key decision as the developing world is moving more and more to technology and digital focus so doing an apprenticeship in this filed is very useful and tremendously helpful for prospects”
Apprentices pursue apprenticeships they liked to be challenged and finding new changes, employers are willing to support them with their new ventures and guide them in the right direction. (see feedback) “I left school and finished GCSES and was investigate something that I want to do. I didn’t want to stay in sixth form didn’t like the school environment, wanted a change thought getting an apprenticeship will give me the experience and see what I wanted to do.”
Who can be An Apprentice? Apprentices identify themselves as persons that are undergoing a journey becoming confident and knowledgeable within their career paths. They are hoping to progress and have continuity towards becoming competent and are recognised for their hard-working efforts. (Lave and Wenger 1994) Overall anyone can be an apprentice the only limitation is that you need to be 16 and above to apply for an apprenticeship
Summary Learning from the feedback apprentices really value their apprenticeships gaining continuous knowledge and experience. Apprenticeships are currently undergoing reform to ensure the quality drives are met and apprentices are gaining the best standards that will support their journeys. Apprentices are motivated from structured and well organised training programmes if these standards are not met then this can affect their learning and they feel devalued. This research has been very useful and will be continued in future.
References Lucas, B. Spencer E. (2013). Remaking Apprenticeships Powerful Learning For Work and Life, London, UK: City and Guilds
CIPD Learning To Work 2017
Carla George (University Of Warwick, April 2019)