Breaking down barriers to apprenticeships - October 2015
Estyn published the first of two reports in November 2014. The report identifies the barriers that prevent learners from BME communities and those with disabilities from engaging in apprenticeship programmes. This second report builds on the work undertaken in the first report. It identifies examples of good practice in promoting diversity in apprenticeships, with a focus on young people from BME communities and young people with disabilities, as well as identifying good practice examples of joint working between providers, employers and communities to achieve diversity in apprenticeships.
Barriers faced by disabled learners can be grouped into four areas, relating to the job, the employer, the employee and the support. Barriers exist around the nature of jobs on offer, the lack of understanding among employers regarding the needs of disabled employees, a low level of self-belief felt by potential employees, and the inaccessibility of Job Centre services.
Work-based learning providers and employment agencies are supporting employers in adapting practices to integrate clients with disabilities into the work place on equal terms. However, the providers’ role in breaking down barriers is not established well enough and there are not enough links between external agencies, employers and providers.
A major barrier for black and minority ethnic learners is the perception of their parents that apprenticeships are for those who have not done well at school. Work-based learning providers are addressing these negative perceptions through employing specialist recruitment officers who provide better information, support and guidance to young people.
The report contains a number of case studies on how barriers to apprenticeship can be overcome, including work undertaken by Cwm Tawe Health Board, and Cardiff and the Vale University Health Board.