Apprenticeships in England – Initial or Continuing VET?

Context:

Initial Vocational Education and Training (IVET) and Continuing Vocational Education and Training (CVET) are useful ways to categorise vocational education and training (VET) in many countries, helpful to identify the purpose and appropriateness of different programmes for different types of learners. This paper aims to consider whether the IVET and CVET distinctions are useful in England, both in terms of policy implementation and political rhetoric, and what lessons that might hold for a range of countries.

Approach:

The paper uses a triangulation approach, bringing together government data and reports on the design and implementation of the policy, political rhetoric from Education and Skills Ministers, and interviews with staff supporting the recruitment of degree apprentices in two universities. This approach allows for the mapping of apprenticeships in England to international IVET and CVET definitions, in terms of delivery and political rhetoric.

Findings:

We find that apprenticeships in England in general can be mapped to either IVET or CVET. The political rhetoric around apprenticeships has considered them to be IVET at their core. The interviews suggest that individuals recruiting and supporting apprentices focus their activities on young people, as though IVET was the main focus, but find that apprentices are a range of ages with different prior qualifications and levels of work experience.

Conclusion:

Although the delivery and implementation of apprenticeships in England is relevant to both IVET and CVET, the political rhetoric and societal perception of apprenticeships is that they are solely for young people and fit the definition of IVET. This creates a mismatch whereby some young people and adults could be missing on apprenticeships, while some apprentices may not be getting all the support they need, e.g. due to age. It highlights the importance of being clear on the purpose of apprenticeships for all countries.