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Apprentices

Volume 458: debated on Monday 26 March 2007

To ask the Secretary of State for Education and Skills (1) how many people in (a) apprenticeships and (b) advanced apprenticeships (i) were participating in a programme-led apprenticeship and (ii) had successfully completed the full framework of a programme-led apprenticeship in each year since the inception of programme-led apprenticeships; (127397)

(2) what the non-completion rate was for (a) programme-led apprenticeships, (b) programme-led advanced apprenticeships, (c) non-programme-led apprenticeships and (d) non-programme-led advanced apprenticeships in each year since the inception of programme-led apprenticeships.

Figures for those participating in apprenticeships funded by the Learning and Skills Council (LSC) can be derived from the Individualised Learner Record (ILR). The work-based learning (WBL) ILR was collated as an interim collection for the first time in 2001/02 and figures are presented from that time.

The programme-led pathway (PLP) is an initiative to enable more learners to enter an employed status apprenticeship programme. When they achieve their agreed goals, learners cease to be on a PLP and then become mainstream apprentices. Learners could start their pathway in WBL or FE (completing their non-employed learning). Once they attain employed status they will transfer to mainstream WBL.

It is possible to calculate participation for programme-led apprenticeships from the ILR data, but because it is difficult to accurately identify learners in mainstream WBL who started on a pathway, progression onto mainstream apprenticeships cannot be accurately calculated. The concept of framework achievement is not appropriate for programme-led pathways because an apprenticeship can only be completed in full, in employment. As the programme-led phase is not employment, learners on this pathway can only ever finish part of the framework.

Non-completion is not a standard measure for apprenticeships. (A learner could complete all of their learning but not gain achievement.) One measure of performance is the success rate, which is calculated as the number of leavers who either meet all of the requirements of their apprenticeship framework, or achieve an NVQ required by the framework, divided by the number of learners who have either left training or successfully completed their programme.

The following table shows the success rate for apprenticeship courses on an annual basis.

Percentage

England

Advanced apprenticeship success rate

Apprenticeship success rate

2001/02

26

22

2002/03

32

24

2003/04

32

30

2004/05

38

40

In order to successfully complete an apprenticeship the learner must achieve each element required by their particular framework; that would include an NVQ, Key Skills and any other required qualification.

To ask the Secretary of State for Education and Skills pursuant to the answer of 27 February 2007, Official Report, column 1249W, on apprentices, how many and what proportion of (a) apprenticeships and (b) advanced apprenticeships had (i) a separately assessed off-the-job technical certificate and (ii) their technical qualification integrated into the delivery and assessment of the National Vocational Qualifications in each year since 1997. (128939)

[holding answer 21 March 2007]: Data on Apprenticeships and Advanced Apprenticeships are collected on the Learning and Skills Council’s (LSC) Individualised Learner Record (ILR). This can record all of the individual learning aims that an Apprentice is undertaking as part of the framework, including those identified as separate technical certificates. However, we are unable to identify whether an Apprenticeship framework without a technical certificate is because (a) the learning is integrated into the delivery and assessment of the NVQ; or (b) the learner has previously achieved this qualification.