As a result, not all providers were able to: demonstrate to young people the value of becoming an apprentice to their career and income demonstrate that public money is being well spent demonstrate to the 84% of employers who do not have an apprentice how their business can benefit from an apprenticeship ensure that senior managers and governors evaluate the impact of their strategy for meeting local and regional skills needs. Two employer-providers and two independent learning providers evaluated the impact of apprenticeships well for the individual and the employer. They used this information effectively to demonstrate a cost-benefit of the apprenticeship to the business and the progress that the apprentices made in the company. The economic benefits of apprenticeships A hospital trust analysed the impact of recruiting young apprentices to lower level roles in the hospital. It found that salary costs overall had reduced, but the quality of work and progression from low-level jobs to higher level jobs had increased. As a result, the board and chief executive plan to increase the number of apprentices in the trust. An engineering employer has clearly identified the value of apprenticeships to its line’. Its training provider uses this analysis ‘bottom to promote the economic and social benefits of apprenticeships to employers and potential apprentices. These examples mirror BIS research findings, which suggest that apprenticeships add financial value to businesses and the payback period for the cost of an apprenticeship is between six months and four years, depending on the sector and level of the apprenticeship. Inspectors did not find a clear national strategy for targeting government funding to the specific apprenticeships that are likely to have greatest impact on providing sustained employment, reducing specific skills shortages and developing local economies. Consequently, the systems for holding providers and employers to account for the value that their apprenticeships add to the individual or to the economy are not sufficiently rigorous. Too few apprentices progress from level 2 to level 3. Approximately just one in five made this progression across the providers visited. Providers’ data showed that: over two thirds of level 3 apprentices remained in their job once they completed their apprenticeship a slightly higher proportion than for level 2 – apprentices
As a result, not all providers were able to: demonstrate to young people the value of becoming an apprentice to their career and income demonstrate that public money is being well spent demonstrate to the 84% of employers who do not have an apprentice how their business can benefit from an apprenticeship ensure that senior managers and governors evaluate the impact of their strategy for meeting local and regional skills needs. Two employer-providers and two independent learning providers evaluated the impact of apprenticeships well for the individual and the employer. They used this information effectively to demonstrate a cost-benefit of the apprenticeship to the business and the progress that the apprentices made in the company. The economic benefits of apprenticeships A hospital trust analysed the impact of recruiting young apprentices to lower level roles in the hospital. It found that salary costs overall had reduced, but the quality of work and progression from low-level jobs to higher level jobs had increased. As a result, the board and chief executive plan to increase the number of apprentices in the trust. An engineering employer has clearly identified the value of apprenticeships to its ‘bottom line’. Its training provider uses this analysis to promote the economic and social benefits of apprenticeships to employers and potential apprentices. These examples mirror BIS research findings, which suggest that apprenticeships add financial value to businesses and the payback period for the cost of an apprenticeship is between six months and four years, depending on the sector and level of the apprenticeship. Inspectors did not find a clear national strategy for targeting government funding to the specific apprenticeships that are likely to have greatest impact on providing sustained employment, reducing specific skills shortages and developing local economies. Consequently, the systems for holding providers and employers to account for the value that their apprenticeships add to the individual or to the economy are not sufficiently rigorous. Too few apprentices progress from level 2 to level 3. Approximately just one in five made this progression across the providers visited. Providers’ data showed that: over two thirds of level 3 apprentices remained in their job once they completed their apprenticeship – a slightly higher proportion than for level 2 apprentices
Apprenticeships_developing_skills_for_future_prosperity.docx