Finding Their Way into Careers: An Analysis of Advanced Apprenticeships and Progression in Health Care

ii Copyright This paper may be cited or briefly quoted in line with the usual academic conventions and for personal use. However, this paper must not be published elsewhere (such as mailing lists, bulletin boards, etc) without the author(s)' explicit permission. If you wish to cite this paper, please observe the conventions of academic citation in a version of the following: A. (2013) Finding their way into careers: an analysis of Advanced Apprenticeships and progression in healthcare. iii Acknowledgements Many people supported us in our research. We would like to thank the Hampshire and Isle of Wight Lifelong Learning Network, for funding the study and taking an active interest in its progress. We appreciate the help we have received from the National Apprenticeship Service, Skills for Health and the South Central Strategic Health Authority, all of whom provided us with extensive administrative and policy information on several occasions. Most importantly we would like to thank our many key informants: the healthcare workers undertaking vocational education and training, their line managers, workforce planners and education and training leaders in Further and Higher Education. All shared their experiences and insights generously, enriching our study greatly. In healthcare, Advanced Apprenticeships (AAs) are widely promoted as a route to personal advancement and workforce modernisation. Integral to the concept of apprenticeship is progression, in terms of future job roles, career openings and both intermediate and higher level qualifications. Case studies and role design tools available from Skills for Health, the sector skills council for health, communicate this positive message to employers and employees. Previous research has, however, highlighted significant problems, ranging from the suitability of vocational and work-based provision as a platform for Higher Education (HE), to confusion and uncertainty created by uneven admissions criteria. Such barriers are evidenced in low numbers of vocational learners actually moving through to higher-level qualifications. This research set out to discover and test progression opportunities for clinically focussed, NHS Advanced Apprentices and similarly educated work-based learners, in the geographical region served by the South Central Strategic Health Authority (SCSHA). A detailed analysis of progression arrangements and their articulation potential with regional HE provision was undertaken, with particular attention paid to the implications for learners within Hampshire and the Isle of Wight, the patch covered by the Lifelong Learning Network which funded the study. The emphasis on region is important, as work-based learners, by their very nature, are typically less …