The apprenticeship offer continues to grow, with support from the Government for a number of levels and hundreds of occupational areas, the offer to pupils on future careers has never been so vast.
The apprenticeship scheme has thrown off its Youth Training Scheme roots, and developed into a well-paid, and structured career development programme for young people.
Apprenticeships are vocational programmes that have real jobs and real transferable skills attached to them. They are designed and approved by a relevant industry body and provide the apprentice with the technical knowledge and the skills to do the job they are recruited by employers to undertake.
Apprenticeships are not just an option for Year 10 students that do not want to “stay on at school”. There are a range of apprenticeships available, from Level 2 (around GCSE level) where apprentices learn the basics of a job role and are well supervised with a manager and a mentor, right the way through to Level 6, that are degree level courses, supported by universities.
Higher level apprenticeships are growing rapidly, and more pupils are able to achieve degree level qualifications, whilst earning a salary, and in most cases the employer pays the university fees on behalf of the apprentice. A winning combination.
Competition for some of these vacancies can be tough, some employers receive many applications to their vacancies, and it has been previously reported that it is easier to get a place at Oxford or Cambridge than to secure a place at a major Engineering company’s apprenticeship scheme.
Comparisons in larger Engineering companies that have Direct Entry Graduates and Higher Apprentices within their employment, have found that the apprentices are better equipped to move around the business, and whilst having the same qualification as the graduate straight out of university, the apprentice has three years of practical experience in a real working environments, something that cannot be taught.
From April, most organisations will be paying an Apprenticeship Levy, via their National Insurance contributions, to continue to fund this worthwhile programme.
Competition for some of these vacancies can be tough, some employers receive many applications to their vacancies, and it has been previously reported that it is easier to get a place at Oxford or Cambridge than to secure a place at a major Engineering company’s apprenticeship scheme.
How can you support your students?
Students should be supported to explore the opportunities that are available and to research local apprenticeship offers. They might not want to join a scheme at the end of Year 10, but an awareness of the opportunities and the application process is a valuable piece of information for pupils planning their future careers.
As a parent of a Year 10 boy, I have seen first-hand the level of information provided to pupils and parents on options post-16, and have had numerous questions from other parents on how best to support their children in applying for vacancies.
Employers are expected to advertise their vacancies on the apprenticeship vacancy website. The website is used daily, by hundreds of employers and training companies that support employers with their apprenticeship training. Students will need to create an account and apply to the vacancies in a number of ways, either through the website directly, or through the employers own system.
It is advisable that the email address used by the apprentice is one that is professional sounding, and has no connotations to it. Hellokitty71 might sound cute, but it does not give the right impression to an employer.
Apprenticeships are a real positive step into the world of work, and are a perfect introduction to many sectors and skilled positions.
Many employers’ apprentices are STEM Ambassadors, and are willing to spend time with schools support careers fairs or Year 10 talks to inspire pupils on future careers.
Students should be supported with interview preparation. As a manager I was always surprised when apprentices could not tell me why they wanted to work in the company or anything about the company, what it did or basic information.
Research is crucial - students should research the company and be able to tell the interviewer something of interest about the company, a relevant news item for example, and be able to articulate why they would like to be an apprentice with the organisation. Any work experience is always useful - paper rounds, babysitting, all show an employer you are able to be relied upon.
I always advised my potential apprentices to remember to use STAR when answering employer’s questions, using the following to help them structure answers to questions:
- S – situation, background set the scene
- T – task or target, specifics of what’s required, when, where, who
- A – action, what you did, skills used, behaviours, characteristics
- R – result – outcome, what happened
Being selected for interview is a big deal, and students should be celebrated for making the sift to go to interview, there will be a significant number of others who will have been removed from the process for poor spelling, or ill thought through statements to support the application.
Not everyone invited for interview will be selected for the job, and if your students are not successful, suggest that they ask the employer for feedback, as this might help you to iron out issues going forward.
Apprenticeships are a real positive step into the world of work, and are a perfect introduction to many sectors and skilled positions. Why not ask your local employers, or training providers to spend a few hours with your pupils? You may spark the next Jamie Oliver, Alex Ferguson or Rebecca Adlington (all of whom were apprentices!).
About the author
Claire Arbery was an Apprenticeship Manager for 20 years. She now works at STEM Learning as a Senior Regional Network Lead for the South.