Abysmal
completion rates for Modern Apprenticeships have sparked calls for a rethink in
the implementation of work-based training. By Patrick McCurry
The
most recent statistics from the DfEE revealed that just 32 per cent of people
leaving the Modern Apprenticeship scheme achieved an NVQ Level 3 qualification
or higher.
The
figures also show major discrepancies between sectors. The motor industry and
engineering manufacturing performed better than average, with 44 per cent and
36 per cent completion rates respectively, but the hospitality and retailing
sectors only achieved 15 per cent and 11 per cent.
John
Brennan, director of further education development at the Association of
Colleges, says: “I’m disappointed that one of the major government programmes
for young people has such a low success rate.”
He
adds that while the Government has been keen to challenge colleges on the
success of further education programmes it has been less vocal about the much
lower completion rates for modern apprenticeships. “The question is, what does
the Government intend to do and is it committed to raising standards in this
area of work-based programmes?”
One
of the main reasons for the low success rate appears to be the attitude of
employers. A DfEE study last September on work-based training generally,
Tackling Early Leaving from Youth Programmes, said some training providers had
suggested “that a number of employers pressurise young people to leave training
early or to take up permanent employment with or without training”.
Another
problem, according to the DfEE, was poor initial assessment by training
providers of young people entering programmes such as Modern Apprenticeships.
It found assessment can range from an interview to establish exam results to a
much more rigorous assessment of basic and key skills. Proper initial
assessment helps with retention, the study said.
Adrian
Anderson, director of policy at the NTO National Council, says: “It’s clear a lot
needs to be done on Modern Apprenticeships and that’s something both we and the
DfEE recognise.”
NTOs
have developed the training frameworks delivered through Tecs, says Anderson,
but he argues that NTOs could play a wider role in evaluating and monitoring
Modern Apprenticeships, which could help improve completion rates.
“We
have sent proposals to the secretary of state outlining a new role for national
training organisations in evaluation, marketing and review of work-based
training,” he says, adding that this would be an appropriate task for NTOs
because they enjoy strong employer backing.
Another
area the Government is expected to examine is whether NVQ Level 3 is an
appropriate completion point for all modern apprenticeships.
The
much lower success rates in sectors such as retailing suggest employers in
those areas do not necessarily feel trainees need to achieve such a high
standard.
“In
retail, there is no tradition of NVQ Level 3 and employers often see Level 2 as
an acceptable standard,” says Brennan.
Iain
Murray, policy officer at the TUC, accepts this may be an issue and points to
proposals by the NTO National Council for two modern apprenticeship tracks.
“One would take young people to NVQ Level 2 and the other to Level 3.”
Murray,
while accepting there are a variety of reasons for the low success rate,
stresses employers need to be aware of their responsibilities under the
programme: “The modern apprenticeship debate is part of a much wider
examination of work-based training and we’re not just blaming employers for
problems.
“But
it’s clear employers need to be aware of their roles and responsibilities in
ensuring young people receive the training they are supposed to.”
It
is clear the DfEE will have to do a lot of thinking, says John Brennan, on how
work-based training will be delivered in the future, but he is sceptical about
whether changes will occur in the short term.
“At
the moment the Government is funding a Level 3 programme but only getting a
Level 2 output, so perhaps the funding regime needs to be rethought,” he says.
“But I haven’t seen any indication that the Government is considering action.”
The
abolition of Tecs, however, may provide an opportunity to reshape the system,
he believes: “In the long term the abolition of Tecs and creation of learning
and skills councils may provide a chance to look at this funding issue.”
Case
study: Matra Marconi Space
Success
or failure the employer’s choice, says space company
Commitment
by the employer is one of the key elements in a successful modern
apprenticeship programme, according to Glyn Berrington, UK training and
development manager at satellite manufacturer Matra Marconi Space.
“We
have a 100 per cent completion record for our modern apprentices and that is
because we have high expectations from the word go and push our young people
hard in employment and at college,” he says.
The
company has around 40 young people doing modern apprenticeships in mechanical
and electrical engineering.
The
company takes seriously its relationship with colleges, says Berrington, and
has a “preferred supplier” list of favoured training providers. It also ensures
commitment from young people by insisting all candidates for the scheme attend
a one-day selection process to assess personal skills and motivation.
The
key to the success of the programme is not relying on others, such as colleges,
but for the employer to take a proactive role in monitoring Modern
Apprenticeships, he says. “We rely on the colleges for the academic part, but
it’s up to us to ensure the programme is working overall and to monitor
people’s progress.”
In
practice, this means informing line managers of their responsibility and having
a dedicated member of the training staff whose job is to manage in-work
training programmes for young people.
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“We
have seen Tecs come and go in the same way as the old Engineering
Training
Board but, when it comes to how successful schemes like modern apprenticeships
are, the buck stops with the employer,” says Berrington.
