Science and TechnologyWritten evidence submitted by the National Apprenticeship Service

Summary

1. STEM makes up a significant share of the education landscape—for all ages, at all stages (from Key Stage 4 upwards)—including around 62,000 STEM apprenticeships each year at Intermediate and Advanced levels and an increasing number at Level 4 and above.

2. There are issues of under-representation in STEM Apprenticeships– notably in science and a dilution in engineering and construction—and Apprenticeships are at risk of becoming the norm for non-STEM Frameworks.

3. Young people and adults need nuanced STEM messages to encourage growth in STEM Apprenticeships at all levels.

4. The UK economy needs 1.5 million more STEM qualified people by 2020 and we need to understand how those numbers will be delivered from the different components including A-Levels, Vocational Related Qualifications, Advanced Apprenticeships, Higher Apprenticeships and first degrees.

5. We are supporting the growth in uptake of STEM related Apprenticeships by stimulating employer and individual demand for Advanced and Higher level Apprenticeship programmes alongside the development of a Higher Level Apprenticeship programme.

6. We recognise the need to raise the status of technical subjects and look to address the deficiencies in technician training by creating viable Apprenticeship route ways at the Advanced and Higher levels.

The National Apprenticeship Service

7. The National Apprenticeship Service (NAS) supports, funds and co-ordinates the delivery of Apprenticeships with end to end accountability for expanding the high quality Apprenticeship Programme throughout England.

8. NAS was created in April 2009 following the publication of World-Class Apprenticeships: Unlocking Talent, Building Skills for All which concluded that there was an urgent need for a dedicated service that would drive the expansion of Apprenticeship opportunities.

9. NAS is responsible for increasing the number of Apprenticeship opportunities and providing a dedicated, responsive service for both employers and learners.

10. NAS also manages WorldSkill UK, a portfolio of skills competitions and activities run in partnership with organisations from both industry and education and supports a highly influential national Apprenticeship Ambassadors Network, chaired by Sir Roy Gardner.

11 Since its creation, the National Apprenticeship Service has seen an increase in:

(a)Employers—50,000 new workplaces with apprentices in 2010, compared to the previous year.

(b)Apprentices—91% more Apprenticeships in the past two years including 50% more 16–24 year olds.

(c)Advanced and Higher Level Apprenticeships—with a faster growth at level 3 than level 2 and the establishment of Apprenticeship provision at level 4 and above.

(d)Success—with an overall success rate of 76% in 2011–12 compared to 71% in 2008–09.

(e)Success at international skills competitions—with Team UK finishing fifth place overall at World Skills London 2011.

(f)Apprenticeships in London—with growth of 103%.

(g)Opportunities on-line—with 100,000 website hits per week.

Growth in STEM Apprenticeships

Economic context

12. “STEM” groups together the subjects of science and technology with engineering and mathematics. It takes place, in varying degrees, in all sectors of education and training and in varying concentrations in all sectors of the economy.

13. NAS recognises that the Further Education (FE) and Skills Sector, including Apprenticeships, has an essential role to play in STEM education and training, improving progression through, not just in, STEM related subjects and servicing the needs of employers with a suitably qualified workforce. FE also plays an important role in raising STEM literacy, particularly though the provision of large numbers of numeracy qualifications.

14. Before the recession in 2008, employers predicted that future occupations will demand increasing STEM skills—55% of all new jobs will be STEM related. There will be significant growth in jobs but massive replacement demand. Economically valuable skills will matter most (Working Futures 2007–17, UKCES, 2009); namely technician level and higher STEM skills.

15. Despite downward employer predictions which leave the immediate outlook for the labour market bleak, where growth is predicted in marketed goods and services, it is increasingly likely to be technological.

(a)It is estimated that at least 96,300 engineers, scientists and technologists will need to be recruited by 2016 and 1.5 million qualified in STEM subjects by 2020 (Skills Assessment, Semta, 2009).

Apprenticeship trends

16. The following observations emerge from an analysis of the latest Statistical First Release data on Apprenticeships (March, 2012).1 There is:

(a)An almost complete absence of science Apprenticeships.

(b)Some evidence of STEM dilution amongst the overall growth in Apprenticeship participation giving a mixed picture overall (with, for example engineering and manufacturing technologies accounting for around 20% of all apprenticeship achievement at Level 3 in 2011–12 compared to over 45% in 2006–07).

(c)Growth in STEM overall, at Intermediate and Advanced levels, for all ages although not always in every science, technology, engineering or maths related subject.

(d)No evidence of STEM dilution amongst 16–18 year olds and those aged 19–24 at the Intermediate Apprenticeship Level (Level 2).

(e)Strong dilution of engineering in the overall mix for 16–18 year olds at the Advanced Apprenticeship Level (Level 3).

(f)A strong dilution in engineering and construction Apprenticeships at all ages and for both Level 2 and Level 3 in the overall mix since 2007–08.

(g)In funding terms NAS continues to invest heavily in engineering and construction, spending 9% of our budget on engineering and on construction—more than on any other frameworks.

17. The National Apprenticeship Service recognises that:

(a)The dilution of STEM Apprenticeships, particularly in engineering, matters most given that labour market outcome from Apprenticeships will fall if participation in engineering Apprenticeships continues to lose its share.

(b)The risk that Apprenticeships increasingly become the norm for non- STEM subjects.

(c)Together, the dilution of engineering Apprenticeships and the paucity of science apprentices potentially work against the professional technician agenda; one which NAS is committed to ensuring aligns, as far as possible, Apprenticeship Framework achievement with professional registration, recognition and status at Level 3 and above.

STEM Strategy for Apprenticeships

18. NAS is currently working with Semta, the Sector Skills Council for science, engineering and manufacturing technologies, and partners from The Royal Academy of Engineering, STEMNET, Cogent, Gatsby Charitable Foundation and UKCES on developing a cohesive STEM strategy and action plan for Apprenticeships. The Executive Board is chaired by Nigel Whitehead of BAE Systems.

19. The purpose of this work is to make the case to employers for investing in STEM Apprenticeships and to provide a strategy for growth in STEM Apprenticeship starts. Agreement has been reached to focus on the following work strands:

(a)Stimulate Employer Engagement for STEM Apprenticeships—to encourage a greater number of employers who require STEM related skills in their business to engage with Apprenticeships.

(b)STEM Apprenticeship Funding—to investigate options for a public funding methodology to increase employer engagement in STEM Apprenticeships.

(c)Appropriate STEM Apprenticeship Frameworks—ensure appropriate and timely Apprenticeship framework development to service current and future STEM growth sectors.

(d)Capacity to Deliver STEM Apprenticeships—to understand and stimulate capacity and capability in the system to deliver high quality STEM Apprenticeships, particularly at Advanced and Higher level.

(e)Develop Innovative Delivery Models for STEM Apprenticeships—to work with STEM employers, Apprenticeship providers and third parties to develop Apprenticeship delivery models that will deliver an increase in high quality STEM Apprenticeships, particularly for small and medium sized employers.

(f)A STEM Career via STEM Apprenticeships—to articulate career opportunities via Apprenticeships in STEM based occupations, to high quality candidates, together with the development of coherent and integrated pathways into, and from Apprenticeships, aligning with current and future school and Higher Education STEM policies.

Meeting the demand from employers: Higher Apprenticeships

20. The clear expectation of NAS arising from Leitch and continuing with the Coalition Government was to increase the number of Apprenticeships particularly at the Advanced and Higher Apprenticeship level to meet the demands of the economy going forward.

21. The result can be demonstrated in the rise in the number of Apprenticeships at Advanced Level (Level 3) and above which grew by 75% in 2010–11 and continues to grow in 2011–12.

(a)In science, engineering and IT the total number of starts at Advanced and Higher Apprenticeship level increased by 26% in 2010–11.

22. Alongside this has been the development of a Higher Level Apprenticeship programme driven, in the main, by the Government’s £25 million investment in the Higher Apprenticeship Fund (managed by NAS) which is targeting support at smaller employers to benefit from Advanced and Higher Apprenticeships by working with large employers and their supply chains. First set out in the Government’s Plan for Growth last year and finally announced as an initiative in July 2011, this investment confirms the strong interest in the rapid development of Higher Level Apprenticeship opportunities—including technical training—and in the creation of progression pathways within Apprenticeships that will transform an individual’s experience and career development prospects from Level 4 to Level 6 (equivalent to a first degree level) and beyond.

23. The original aim was to generate 10,000 higher apprentices. The successful proposals expect to support the creation of 23,000 additional Higher Apprenticeship places (as a minimum) as employers pledge to make those places available once the new frameworks are in place.

24. The result of the investment is thirty-one proposals of which seventeen have a strong link to STEM; each are creating new and revised route ways to professional qualifications in addition to opening up new sectors to apprenticeships.

25. Of the ten Higher Apprenticeship frameworks at Level 4 currently available to deliver, seven are STEM related. Current participation has grown from a small base in 2006–07 (200) to 2,200 starts in 2010–11 and a success rate of 85% (compared to 77% for all Apprenticeship completions).

26. The table below details both the existing and proposed STEM Apprenticeship frameworks:

Sector	Framework	Proposed Starts 2012–14**
Advanced Manufacturing and Engineering
	Level 4 Higher Apprenticeship in Energy Engineering with pathways in the sub-sea and renewable sector**	120
	Level 4 Higher Apprenticeship in Vehicle Manufacture**	510
	Level 4 and Level 6 Advanced Engineering Manufacturing**	4,800
	Level 4 Science and Engineering Research and Development**	250
	Level 4 in Engineering Environmental Technologies**	840
	Level 4 and Level 5 Higher Apprenticeship Frameworks in Waste/Water Management and Power/Utilities Operations**	500
	Level 6 Higher Apprenticeship in Space Engineering**	250
	Level 4 Higher Apprenticeship in Engineering Manufacture (Senior Technician)*	-
	Level 4 Higher Apprenticeship in the Water Industry*	-
Business and Professional Services
	Level 4 Higher Apprenticeship in Providing Financial Services with pathways in insurance and banking**	270
	Level 4 Professional Services Higher Apprenticeship with pathways including tax and audit**	1,500
	Level 6 and Level 7 Apprenticeship Framework in Accounting and Professional Services**	600
	Level 4 Higher Apprenticeship in Accounting*	-
	Level 4 Higher Apprenticeship in Providing Financial Advice*	-
Construction
	Level 5 Higher Apprenticeship in the Sustainable Built Environment**	500
	Level 5 Higher Apprenticeship in Construction Operations Management**	1,200
	Level 4 Higher Apprenticeship in Sustainable Building**	500
	Level 4 Higher Apprenticeship in Construction Technical Supervision and Management*	-
Digital Economy & IT
	Level 4 Higher Apprenticeship for the Creative Industries including pathways for creative and digital media**	500
	Level 4 Higher Apprenticeship in IT**	1,000
	Level 4 in IT Software, Web and Telecoms Professionals*	-
Health
	Level 4 Higher Apprenticeship in Emergency Care**	1,600
	Level 4 and Level 5 Higher Apprenticeship in Life Sciences and Chemical Science Professionals**	430

*Current Higher Apprenticeship Framework.

**Higher Apprenticeship Fund funded Framework in development or newly launched.

27. NAS is working to ensure that the demand for more highly skilled employees in science, engineering and technical occupations is met with a high quality Higher Apprenticeship offer that ensures clear and achievable ladders of progression for apprentices, from Advanced and technician levels, to pursue their aspirations for higher level skill achievements including post-graduate study and the attainment of professional qualifications.

28. The importance of applied technical knowledge in many of our most dynamic STEM industries, together with a need to link them with practical, vocational skills and career development have made Apprenticeships at the higher level a model that offers another acceptable route to achieving higher level success.

29. Apprenticeships in the UK have not typically been considered a preferred route to a managerial or professional career or higher level learning. Where apprentices or their employers wish to progress there has been limited opportunity in the workplace; our £25 million programme of investment and development is changing that perception.

Raising the Status of Technical Subjects and Technician Professions

30. NAS is taking steps to explore with the Gatsby Charitable Foundation how best to tie technician—through to Chartered—registration in science, engineering and IT with Apprenticeship achievement.

31. One of the major advantages of registration is that it provides a workplace route into the professions and NAS and Gatsby jointly believe that Advanced and Higher Apprenticeships are the natural training programmes for this vocational route.

32. It is also believed that more can be done to strengthen the links between Apprenticeships and professional body registration, in particular:

(a)Mapping and linking the relevant Apprenticeship Framework to the standards required for registration and recognition.

(b)Making employers of apprentices and apprentices themselves, aware of the link between Apprenticeships and registration.

33. NAS has agreed to lead a steering group with UKCES and the University Vocational Awards Council to match the relevant Apprenticeship Frameworks at Level 3 and above to the professional standards set by the Engineering and Science Councils with a view to establishing STEM Advanced and Higher Apprenticeships as an accepted vehicle for establishing a professional technician workforce and a recognised route to professional status in science, engineering and IT.

Raising the Demand for STEM Apprenticeships

34. NAS has, in 2012, refreshed its Partnership Agreement with Semta to further improve employer and learner engagement; targets include:

(a)A doubling of Advanced Apprenticeships in engineering and manufacturing from 8,000 to 16,000 by 2014–15.

(b)A take-up by SMEs of 2,000 engineering apprentices supported through supply chains and trade associations which would represent a 12.5% growth on 2009–10 starts.

35. NAS is complementing the investment secured by Semta from the Employer Investment Fund to double the number of SMEs recruiting apprentices (from 11% to 20% by 2016) by:

(a)Collaborating on an Apprenticeship Employers Champions Group chaired by Arthur Connelly, Semta Board member from Rolls-Royce, to the benefit of advanced engineering Apprenticeships.

(b)Providing funding for the expansion of Advanced and Higher Apprenticeship hubs for the manufacturing and engineering industries to meet SME and supply chain needs. The proposal is for the prime or large and significant engineering/automotive companies to act as training hubs or academies for smaller local companies with Apprenticeships at the core of the offer. Two routes will be established: the use of current overspill of high quality applications to major advanced manufacturing and engineering companies for placements in the smaller supply chain companies and a bespoke recruitment service for SMEs that typically require flexible and diverse models for Apprenticeship delivery including extended full-time training provision and access to foundation elements.

36. NAS’ sales force is very focused on promoting STEM related frameworks to employers and individual learners. In 2010, every engineering and manufacturing employer in England was approached offering support for taking on apprentices and the new AGE wage incentive for 16–24 year old apprenticeships is aimed at these sectors specifically.

Increasing WorldSkills UK Success

37. NAS is committed to driving up the profile and reputation of Apprenticeships through national and international competition success. By competing in international skills competitions, the UK is able to showcase the high level of performance that can be achieved by individuals and organisations through high quality training including Apprenticeships.

38. One third of all the skills competitions at WorldSkills are engineering based (not including automotive related skills), equating to approximately 15 skill areas.

39. During WorldSkills London 2011, the UK achieved its first ever medals in the engineering skills of Mechanical Design CAD and Welding (Bronze) and a Medallion for Excellence in Mechatronics—achievements which had not been realised for 20 years.

(a)The UK however consistently fails to get in the top half of the scores in engineering skills such as CNC Milling, CNC Turning, Manufacturing Team Challenge, Electronics, Aircraft Maintenance and Mobile Robotics and we accept that engineering skills success at WorldSkills is currently dominated by countries such as Japan, South Korea, Brazil and Switzerland.

(b)Nevertheless, the UK has a good reputation for excellence in Advanced Engineering.

40. The UK has also not entered, or not entered for some time, in skill areas such as Polymechanics, Industrial Controls, Construction Metal Work and Sheet Metal Work, and Mould Making. The National Apprenticeship Service recognises that it is important the UK is able to demonstrate at WorldSkills the high level of skill being taught to our young people in these engineering areas. This would help indicate that the UK has a solid base of highly skilled labour to support investment decisions in the UK as a manufacturing base.

41. NAS is launching a series of study visits to countries such as South Korea, Brazil and Switzerland to understand how they have become successful at WorldSkills in these engineering skills.

(a)Visits to Switzerland and South Korea have already been undertaken and companies such as Samsung, Hyundai and Hamilton Company have shared their understanding of how to increase the level of skills to bring about success at WorldSkills competitions which NAS is looking to harness.

(b)The Swiss Apprenticeship system uses a skills competition “like” based assessment format to assure skills competence at years two and years four of their programme and we are exploring the main advantages of the Swiss Vocational Education and Training system and how it supports WorldSkills competition success.

42. NAS works closely with Semta as its skills competition partner who coordinates a portfolio of engineering competitions UK wide. This portfolio has increased from only two engineering competitions in 2006 to now servicing ten during 2012.

(a)For Team UK to be successful at the full range of engineering skills they require far greater engagement from leading UK engineering based organisations. In addition to the regular support given by Rolls-Royce (Engines), Bentley Motors, BAE Systems and CarnaudMetalbox, NAS is working directly with relevant large employers to promote company involvement and secure active support for skills competition to drive up expertise in Apprenticeships and skills.

Conclusion

43. NAS is transforming the culture and practice of Apprenticeship delivery and as such provide a suitable platform for promoting the take-up of vocational learning in STEM Apprenticeships at all levels. Indeed, STEM Apprenticeships are often discussed as part of the national STEM narrative and we are determined to focus on those sectors where the demand and need for a high quality Apprenticeship solution is demonstrable by deploying a proven model of Apprenticeship framework development in support of employers, universities, further education colleges, private providers and other partners.

June 2012