Can you credit it? Towards a process for ascribing credit to apprenticeships in England-Reference-Cited by-同舟云学术

Can you credit it? Towards a process for ascribing credit to apprenticeships in England

Published:2024-05-07 Issue: Volume: Page:
ISSN:2042-3896
Container-title:Higher Education, Skills and Work-Based Learning
language:en
Short-container-title:HESWBL

Author:

Bravenboer Darryll Willem^ORCID,Crawford-Lee Mandy^ORCID,Dunn Clare^ORCID

Abstract

PurposeApprenticeships in England, while defined by level and typical duration, are not quantified regarding the number of learning hours required to achieve the outcomes specified, as with other regulated qualifications and accredited programmes. This paper proposes an approach to ascribe credit to apprenticeships recognising both on-and-off-the-job learning to remove some of the existing barriers to accessing higher education (HE) and the professions.Design/methodology/approachA mixed methodological approach resulting in a total learning hours/credit value was proposed.FindingsThere is significant HE-wide confusion regarding the amount of learning/training that is required to complete apprenticeships in England. Whilst sector guidance made it clear that there was no prescribed method to ascribe credit to qualifications, programmes, modules, units or apprenticeships by drawing out the core principles within current practice, a key outcome of this project was the development of a method to ascribe a credit value to apprenticeships.Research limitations/implicationsThere is potential to support further research into the recognition of prior learning as a specialised pedagogy and for reflecting on apprenticeship practice in other roles and sectors.Practical implicationsWhilst the project underpinning this paper focused on the healthcare sector, the method used to ascribe credit to the level-3 healthcare support worker apprenticeship was not sector specific and can therefore be applied to apprenticeships within other contexts providing more widespread benefits to workforce development.Social implicationsPolicy makers must ensure that employers and providers are clear that the minimum statutory off-the-job hours constitute an apprentice employment entitlement, which must not be conflated with total apprenticeship learning hours requirements. This recommended policy clarification could assist in simplifying the process required for ascribing credit to apprenticeships and at the same time support a move towards better and more consistent recognition of the value of apprenticeship learning.Originality/valueIt is a first attempt to ascribe a credit value to an apprenticeship in England for the specific purpose of facilitating progression to HE.

Publisher

Emerald

Reference36 articles.

1. Billett, S. (2016), “Promoting learning through work-based experience: mimetic learning in action”, in Helyer, R. (Ed.), Facilitating Work-Based Learning: A Handbook for Tutors, Palgrave Macmillan, London, pp. 247-263.

2. Bravenboer, D.W. (2022), “The official discourse of academic credit in England”, in The Role of Credit in the Higher Education Sector in the UK, Open University Press, London.

3. Brockmann, M., Laurie, I., Smith, R. and Cui, V. (2020), “On- and off-the-job training in apprenticeships in England”, available at: https://www.gatsby.org.uk/uploads/education/reports/pdf/onandoffthejobtrainingv5.pdf (accessed 31 July 2023).

4. Department for Education (DfE) (2023), “Apprenticeship funding rules August 2023 to July 2024 (v1)”, available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1155957/Apprenticeship_funding_rules_2324_Version_1.pdf (accessed 1 July 2023).

5. Dunn, C. and Marr, L. (2022), “Credit where credit's due: the role of the Open University in credit recognition”, in Turnbull, W. and Woolf, H. (Eds), Widening Access to Higher Education in the UK: Developments and Approaches Using Credit Accumulation and Transfer, Open University Press, London, pp. 11-22.