By Ben Kerrigan-
The honourable Robert Safron Mp, has hailed degree apprenticeships as a real success story, stating that level 6 and 7 programmes now make up over 12% of apprenticeships overall.
In the last academic year, degree apprenticeships have risen from just over 39,000 to more than 43,000.
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Mr Hafron(pictured) attributed the phenomenal growth to the hard work of everyone involved – including Universities UK and its members. I want to thank Professor Steve West, Vivienne Stern, and the whole UUK team for everything they’ve done to help drive this expansion, working with you all.
Safron is one of the most passionate advocates for degree apprenticeships in Parliament, and is determined to maxmize opportunities for students to achieve their potential, without the usual impediments .
He hailed the package of earning while you learn while studying at world-leading universities and working for some of Britain’s best employers as a unique selling point, in light of the earnings potential, in what he described as the ladder of opportunity.
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Data published last year shows that Level 6 apprentices have median earnings of over £34,500 after they achieve their apprenticeship – with no student finance to repay.
He highlights the first opportunity as being that of social justice in the context of real social mobility- mobilising students from a position of limited prospects to that of no boundaries.
Degree apprenticeships offer an opportunity for those who might not normally go to university to get started in a profession, paving the way for social mobility.
His vision includes reaching those with potential from disadvantaged backgrounds, and connecting them with employers who value alternatives to traditional graduate recruitment.
Students will still be expected to work hard to earn the right to benefit from that scheme fully, as it ill not be open to the idle and unserious.
Robert Safron also made reference to the Medical Doctor apprenticeship standard which has recently been approved for delivery. This will offer a genuinely new route into a profession currently dominated by traditional degree entrants.
Highlighting the second pillar of the ladder as being about strengthening higher and further education, he said degree apprenticeships had an important role in widening access and participation to university. Many UUK members have built their flexible offers to serve employers’ and apprentices’ diverse needs.
Funding of up to £8 million on offer this year through the Strategic Priorities Grant provides a great opportunity to forge strong employer partnerships and develop new offers, e said.
”I know Universities UK are keen to drive forward the expansion of degree apprenticeships – particularly when it comes to engaging with SMEs’, he added.
Speaking about careers empowerment, he said careers information must include skills-based options, and help young people understand the incredible opportunity of a degree apprenticeship. It should also offer guidance on applying for a route where employers (not universities) are sifting applications.
His department and UCAS are currently exploring more ways for including school leavers in apprenticeships schemes, including at degree-level.
” There are more than 150 standards at degree level, and a handful of them have thousands of starts. There is untapped demand elsewhere. This might be in standards which have been approved relatively recently. Or it might be amongst employers who traditionally recruit graduates – those who could be tempted by the prospect of recruiting talent to shape into their ideal employee while they study.
Championing Quality
Another rung of the ladder is about championing quality, so that technical education and training – including degree apprenticeships – gain parity of esteem with traditional degrees.
With 88% of Ofsted assessments of higher institutions of learning being rated good or outstanding, he expressed his belief that Universities are brilliantly placed to deliver these unique programme; and IfATE’s has new policies to drive greater integration of degrees in occupational standards will also support this work.The scheme provides a lifelong learning, jobs and security. On this point I’d like to recognise the huge contribution universities’ degree apprenticeships courses make in providing access for older employees and career-switchers.
Facilitating continuous career progression and getting a degree while in work is fantastic for social mobility – breaking a glass ceiling for those who can’t otherwise progress without graduate status.
Data shows strong earnings potential for degree-level apprentices. That same publication shows that sustained employment or learning for level 6 and 7 apprentices is over 94% – a great indication that the apprenticeships you deliver set people up for prosperous careers.
He expressed his belief that progression through different routes under the banner of technical education can deliver great outcomes, regardless of someone’s background.
Progression isn’t just about going from A Levels to University – or even to a degree apprenticeship. Progression could also mean moving from a T Level to a higher apprenticeship, or a Higher Technical Qualification to a degree apprenticeship.
He aims to facilitate progress by putting in place the right partnerships between employers and pupils.
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