An analysis of the progression of Advanced Apprentices to higher education in England: an investigation into the purposes, intentions and opportunities facing Advanced Apprentices as perceived by learners, employers and providers of higher education

During 2004/2005 the [Learning and Skills Council] LSC commissioned [University Vocational Awards Council] UVAC to undertake a programme of work to develop opportunities for Advanced Apprentices to progress to and benefit from higher education. This report summarises the findings and emerging conclusions and recommendations from the investigation. There have been four main purposes of this investigation: (1) to collate statistical evidence on Apprenticeship and related vocational progression to higher education; (2) to assess what systems are in place to capture such data; (3) to obtain information on the experiences of Apprentices who have attempted to enter higher education, and particularly those who succeeded in doing so; and (4) to obtain evidence on barriers preventing progression by vocational learners, represented especially by Advanced Apprentices. Methods employed in this investigation included: an extensive literature search; surveys of institutions; surveys of related organisations; and meeting and conversations with related agencies. There is evidence that: Advanced Apprentices are, on the whole, not being advised properly and probably not prepared for the current range of higher education opportunities; there is a misunderstanding of what progression to higher education or, more accurately, higher level learning means. Foundation Degrees are seen by policy makers as the most appropriate progression route for Apprentices, but in reality progression through vocational honours degrees, [Higher National Diplomas] HNDs, [National Vocational Qualification] NVQ 4 and 5, professional and higher level trade qualifications may also be appropriate and indeed more likely. Employers, [Sector Skills Councils] SSCs and indeed careers advisors may also still perceive higher education as ‘a three year full-time course’ and therefore not particularly appropriate for Apprentices. The most obvious finding has been the shortage of data on Apprentices’ progression. There are significant structural findings, indicating lack of understanding among higher education institutions and raising queries over the Apprenticeship approval procedure. Conclusions and recommendations relate to roles and responsibilities, and to further research which is required.

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