Urgent reforms are needed to the Government's apprenticeship programme to raise standards and ensure that training providers are not making excessive profits, according to a House of Commons report.
Following an 11-month investigation, MPs on the Business, Innovation and Skills Committee also called on the Government to adopt a formal definition of the term 'apprenticeship' which, they said, must state 'apprenticeships are for developing skills not simply for the validation or consolidation of existing skills'.
Last year, the Government invested £1.2bn in the apprenticeship programme, with 457,200 people starting training as an apprentice. But the report concludes there is scope for improvement and recommends a number of reforms, including closer monitoring of both the funding and effectiveness of schemes. The MPs complained that the Government had adopted 'a hands-off approach in respect of the profit levels and value for money of training providers'.
To ensure training is of the highest quality they advised that in future, quality training providers - those earning a grade 1 or 2 from Ofsted - 'must be first in line when it comes to allocation (and subsequent reallocation) of public money'.
BENEFITS FOR EMPLOYERS
While 80 per cent of apprentices are employed by small and medium-sized enterprises, the report found businesses still consider bureaucracy and the perception of 'red-tape' to be a major barrier to getting involved.
A report by jewellery entrepreneur Jason Holt, commissioned by the Government and published in the summer, found that some employers feel they have not got the time to devote to apprentices.
The take-up of apprentices is higher in childcare than in other parts of the SME sector, according to Crawford Knott, commercial director at Hawk Training, but he says work still needs to be done to 'get across the message of the tangible benefits from taking on apprentices - having people trained in your way of working'.
Hawk Training has just helped to recruit its seventh cohort of apprentices with kidsunlimited and has attained a progression rate of 86 per cent of kidsunlimited apprenticeship starters going on to become fully fledged members of staff.
There are financial benefits for employers, says Mr Knott. 'There is a wage subsidy grant for employers with fewer than 1,000 employees, along with training costs for apprentices. Employers get £1,500 grant per apprentice, with up to ten apprentices. The take-up has not been as high as expected. There is a huge amount of money still out there.'
Aside from this financial support, apprentice recruitment costs are virtually nil, says Sharon Alexander, managing director of Rosy Apple Childcare. 'CVs are available through the training providers and it is free for employers to advertise vacancies on the National Apprenticeship website.
'An apprenticeship is an excellent route in to childcare, and is my particular favourite as I know from personal experience just how valuable apprentices are for bringing fresh new talent into the organisation. Apprentices are eager and motivated, flexible and loyal to the company which has invested in them.'
Ms Alexander reports that Rosy Apple has retained over 95 per cent of its trainees with only three in total not completing their training. 'Virtually all of our trainees will complete NVQ 3 with several having already progressed through NVQ 4 to Foundation Degree and becoming graduates,' she says. 'It would seem pointless putting the effort into the apprenticeship training and then letting someone else have the benefit of that - it is important to select the right candidate at the beginning.'
However, Jane Middlebrook, managing director of Kaleidoscope Day Nurseries, chooses to miss out on many of the financial incentives to retain control over the recruitment process. Ms Middlebrook won Nursery World's Trainer of the Year Award 2012 and is aiming for her company to become a registered training provider.
She says, 'We interview and recruit young staff and then organise training rather than taking apprentices in placement from training providers. I insist they have English and maths at GCSE grade C as a minimum. They are such essential elements of the early years curriculum that we must have people who can help and support children develop their number and communication skills.
'I am old-school, and a stickler for good grammar, spelling and handwriting. We don't accept CVs. Applicants have to fill in our application forms. When they are working here they are making handwritten observations so their writing has to be legible.'
Ms Alexander adds, 'An apprenticeship programme gives the opportunity to train the apprentice in the manner that is required for the setting. However, this does need to be supported by the training provider through the delivery of theoretical knowledge. It is important for the childcare setting to establish links with the provider of their choice to ensure the training is tailor-made to the setting requirements. There are a lot of training providers out there so it is important to research them and ensure a quality trainer is selected.'
At Smart Training, managing director Kate Stock is keen to dispel the perception that apprenticeships are restricted by age. 'The oldest learner we ever had start training for an apprenticeship was 65,' she says. 'She had spent the previous 20 years working as a teaching assistant in a school and finally decided to get a qualification.
'The rules are changing next year. Apprentices aged 25 and over will be expected to take out a loan to cover their training fees.'
Her company has developed an expertise in supporting learners with GCSEs at below grade C to succeed and attain their qualifications. 'We have an integrated programme we have built up to support these learners,' she says. At the other end of the educational spectrum, in reflection of the current employment market for young people, Smart Training is seeing 'a lot more people coming into training for an NVQ in childcare who have degrees'.
CAREER OPPORTUNITIES
The House of Commons report said that more needed to be done to promote apprenticeships as career options in schools and colleges.
Caroline Young, Rosy Apple's business and finance manager, who recently won North West Higher Apprentice of the Year, says, 'I think it is important that employers realise these qualifications are the same as A levels. I joined the company aged 17 as a business and administration apprentice in September 2006 working as a clerical support worker. I have done several apprenticeships taking my Level 2 and Level 3 followed by an apprenticeship in accounting at Level 4.'
Ms Young is testimony to the fact that apprenticeships can expand career horizons. She says, 'I would like to go on and take a degree at some point. When I left school I had average GCSEs and I didn't think then I was going to be taking a degree.'
CASE STUDY: AMY WESTON, JANCETT GROUP STARTEL DAY NURSERY
Amy Weston, who has been an apprentice at the Jancett Group's Startel Day Nursery in Wallington, Surrey for three years, has just started the Level 4 Higher Professional Diploma.
'I started the apprenticeship just after I turned 16. Before then I had been coming here on day release. I am the oldest of six siblings so I have always looked after the younger ones. When I started coming here from school that confirmed to me that I wanted to work in childcare.'
Amy left school with the technical certificate for the Level 2 and since becoming a Jancett apprentice has completed the Level 2 qualification and the Level 3 Diploma.
'I want to complete the Level 4 and then see where to go. I want to progress further and would like to see about teaching. I didn't think when I left school I would be at this stage by the time I was only 19.
'I like this way of learning because it is very practical. As you learn more you gain more self-confidence and self-esteem. I have learned a great deal from the older staff members at Startel.
'Some Level 3 assessments were undertaken by way of professional discussions. My assessor would ask questions and my answers would be recorded. It was more of a practical conversation which I liked rather than having to sit down and write something technical.
'I have worked in all the rooms for my training but I have always been based in the Rainbow Room. I like working with the three-to-five-year-olds best because with this age group you can take the activities further. I would like to work in reception year.
'I have just been to my second workshop for the Level 4. There is a big unit on self-evaluation which I find quite hard. You learn more about yourself. I find myself at work thinking about what I have been learning and saying, "right I have got to do this that way".
'Doing an apprenticeship gets you ready for the job because you are working eight hours a day, five days a week.'
FURTHER INFORMATION
- The Government's information service has details of how apprenticeships work - www.gov.uk/apprenticeships-guide/overview
- National Apprenticeship Service - www.apprenticeships.org.uk
- House of Commons Business, Innovation and Skills Committee report on apprenticeships - www.publications.parliament.uk/pa/cm201213/cmselect/ cmbis/83/8302.htm
The Holt Review http://www.apprenticeships.org.uk/News-Media/ Latest-News/Article176.aspx
Childcare Apprenticeships Intermediate apprenticeship programme covers:
- Level 2 Diploma in Children and Young People's Workforce (CYPW), functional skills level 1 for English, and ICT, Employment Rights and Responsibilities, Personal Learning and Thinking Skills
Advanced apprenticeship programme covers:
- Level 3 CYPW Diploma, functional skills for English, Maths and ICT at Level 2. Employment Rights and Responsibilities, Personal Learning and Thinking Skills.
