Building Pathways: apprenticeships as a route to higher education

Abstract

Purpose

This paper aims to present apprentices’ perceptions of their opportunities for progressing to higher education. Data gained through semi‐structured interviews with apprentices is placed in the context of the current policy agenda to widen participation in higher education and to increase the skills levels of those in employment. These policies are paramount for apprentices, many of whom fit both of these criteria. The research reported in this paper aims to answer the question “Do apprentices perceive there to be barriers in progressing to higher education?”

Design/methodology/approach

In total 44 interviews were conducted with apprentices during college placements and further interviews were conducted with apprentices who had progressed to higher education courses (HNC and HND) at the same colleges.

Findings

The findings show that employer support, time, finance and apprentices’ perceptions of their own ability are the key factors that determine whether apprentices will progress to higher‐level courses. The research highlights the need for a holistic approach to information, advice and guidance, ensuring that consistent and comprehensive information and advice are delivered to students.

Originality/value

Although the research presented in this paper focuses on the engineering and construction apprenticeships, the implications and findings are also pertinent to other apprenticeship programmes.

Citation

Bowers‐Brown, T. and Berry, D. (2005), "Building Pathways: apprenticeships as a route to higher education", Education + Training, Vol. 47 No. 4/5, pp. 270-282. https://doi.org/10.1108/00400910510601869