The case for higher/degree apprenticeships?

The suitability of higher/degree apprenticeships in regard to their potentiality to boost social mobility outcomes for disadvantaged youth, at least in theory is very high – degree apprenticeships are currently marketed as an ‘earn as you learn’ model (Smith et al., 2020), which seeks to alleviate the financial burden which traditional routes to higher education currently places on families from disadvantaged backgrounds (Fabian et al, 2023). There is a clear consensus from the literature available, that degree apprenticeships can play a significant role in ‘levelling the playing field’ for disadvantaged learners, however its real world impact in advancing social mobility for underserved groups appears to be limited. Several articles point out that many degree apprenticeship places are landing in the hands of young people from more privileged backgrounds (Smith et al, 2021), and the places that are being filled by those from more less affluent backgrounds, are skewed towards ‘mature learners’ (Smith et al, 2021). This is a theme echoed by the Social Mobility Commission, whom have observed a disproportionality in apprenticeship funding, skewed towards learners from ‘more advantaged communities’ (Social Mobility Commission, 2020). 

The Sutton Trust’s (2021) research into degree apprenticeships also recognises a similar issue, noting that only 13% of degree apprenticeship places were filled by apprentices from the lowest fifth on the deprivation scale.. Gaps in the provision of outreach to young people to schools have been noted as a contributory factor in this regard, especially compared to outreach strategies delivered by employers, in the traditional ‘graduate’ context (Sutton Trust, 2021). Whilst, there is at least a clear consensus that the delivery and recruitment of learners onto degree apprenticeships could be improved, some scholars have suggested that degree apprenticeships are ‘failing’ – Schwendel and Coulthard (2023) note that higher level apprenticeship starts amongst disadvantaged learners have fallen since 2017/8; a decline which they assert has been exacerbated by the pandemic. 

The current policy aims of degree apprenticeships are to 1) boost productivity, and 2) increase social mobility amongst disadvantaged groups. (Smith et al, 2021). Current research indicates that whilst there are several issues to be rectified, especially in regards to the roles and responsibilities shared by employers and universities, employers view degree apprenticeships as viable tools in improving workplace productivity. A recent survey found that over 89% of employers, whom recently onboarded apprentices, viewed them as positive assets to their organisations (Nawaz et al, 2022). Learners themselves have also been noted to benefit positively from undertaking apprenticeships; Manchester Metropolitan University’s research in 2021 indicates that there are tangible real-world benefits for learners, observed in increased likelihood of future pay rises, and the filling of necessary (especially digital) skill gaps (Nawaz, et al 2022).  

Crucially however, as of writing there is no widely understood benchmark that can be utilised to assess the impact of degree apprenticeships; from a social mobility perspective, there is a long way to go in ensuring degree apprenticeships are meeting their purpose in closing disparity gaps in employment and attainment for disadvantaged groups. Nevertheless, we assert that degree apprenticeships remain powerful tools in boosting social mobility in the UK, and with more extensive research in this area, especially in regards to the provision of outreach and stakeholder perceptions, the social mobility impact of degree apprenticeships can be improved and strengthened. 

At Guapo, we are committed to bridging the gap between education and opportunity, ensuring that these programs reach those who need them most, fostering a generation of skilled, empowered, and upwardly mobile talent. Together, we can redefine pathways to success for underrepresented communities.