The Government has just relaunched the Modern Apprenticeship scheme, which it hopes will offer a combination of on-and off-the-job education and training to people aged 16 to 24 in some 80 sectors.
Apprenticeships usually last at least a year and apprentices work towards NVQ2, Key Skills and in most cases a technical certificate. Advanced Apprenticeships usually last at least two years and apprentices work towards an NVQ3, Key Skills and a technical certificate.
The original scheme, it was felt, offered an important source of skills but tended to reinforce gender segregation. Providers also tended to feel that it wasn't worth the effort getting approval and training someone who would simply leave as soon as they qualified.
For more information, visit www.dfes.gov.uk/youngpeople/
NVQs
Another option is to become approved to offer National Vocational Qualifications (NVQ) in Early Years Care and Education (EYCD). This is a route we took at Westminster Children's Society.
We employed trainees who had to complete their NVQ3 as part of their contract. We trained more experienced staff to become coaches and assessors, so providing candidates with work-based support. We also trained staff to teach twilight sessions to help candidates gain the necessary theoretical understanding of childcare and education.
Other providers, especially the bigger chains, also took this route as it seemed like a potential answer to both recruitment and retention. But as an approach it is not without its difficulties.
The DfES Childcare Survey 2001 found that providers' support for training to NVQ level varied and appeared to be fairly closely related to regulatory requirements. Some nurseries recruited staff at trainee rates with the aim of training them to NVQ levels to meet the proportion of qualified staff needed under the National Standards. Others tended to regard qualifications as optional, and varied in the extent to which they would fund such training and allow staff to do coursework in work time. Most providers had no clear staffing structure or pay increase if trainees obtained qualifications, and so providers and trainees generally saw an NVQ in relation to future job prospects.
Feedback provides interesting information on how best to support trainees in the workplace. Candidates reported that:
* They needed formal and on-the-job training, and the integration of learning in the workplace was vital. Coaching was seen as the most effective means of making the links.
* Induction was vital and it was best to introduce candidates to the learning assessment model.
* Assessment needed to be regular to be effective and foster confidence.
Candidates valued feedback.
* There was poor emphasis on holistic training and the NVQ standards were laden with jargon.
* Completion depended on a balance of employer support, a candidate's personal circumstances and a candidate's attitude. Also important was having clear targets, tutorial support, regular progress checks and a structured learning programme to ensure that candidates completed the course.
* Many candidates found planned NVQ training to be poorly organised and the teaching varying in quality.
* Students struggle to finance the courses and for some the NVQ choice has narrowed their career options.
DfES research into what encouraged or deterred candidates from taking up NVQs found that barriers resulted from:
* individuals' understanding of NVQs
* obstacles associated with completing the NVQ
* obstacles to progressing towards a higher NVQ.
The research concluded that most candidates were satisfied with the training they received, what they had learned and its relevance to their job. Nevertheless, take-up of NVQs remains low and candidates are fearful that the standards and quality of the award can vary and in some cases can be 'dumbed down'. Candidates made it clear they wanted a qualification valued by employers.
Further research by Brighton University Health and Social Policy Research Centre found more evidence of early years workers' scepticism about NVQs as qualifications because of disparities in standards. Consider this in the light of the 130,000 to 150,000 childcarers who will have to be trained to NVQ 2 and 3 between 2003 to 2006 just for the sector to keep afloat!
