The first inspection of a training provider that solely delivers skills bootcamps has resulted in a glowing report.
Birmingham-based School of Code received two ‘significant’ and one ‘reasonable’ progress score in an early monitoring visit of its provision in a report published today.
Inspectors hailed the provider for implementing a “highly effective curriculum” for computing coding skills that “encourages the development of knowledge and skills in a creative and controlled online environment”.
The provider was one of the inspirations behind skill bootcamps, having offered the model for years before the government decided to fund them nationally from 2020.
Skills bootcamps have been out of Ofsted’s remit since their launch, but the watchdog was given powers to inspect them last month after a thematic review of their provision raised quality concerns. These inspections are not supposed to get underway until April 2023, however.
Ofsted told FE Week that it inspected School of Code ahead of this because its skills bootcamps are funded through the West Midlands Combined Authority’s adult education budget.
A spokesperson confirmed that skills bootcamps funded through the DfE’s national skills fund, which includes the vast majority of skills bootcamps, will be inspected from April 2023.
Skills bootcamps are flexible courses designed for adults to train in careers in areas of national skills shortage, such as construction, manufacturing and digital. The bootcamps, based around levels 3 to 5, also guarantee an interview with an employer.
School of Code was teaching 122 learners at the time of Ofsted’s inspection.
The inspectorate said the company’s leaders are “highly ambitious for their learners” having designed and implemented a course that aims to take learners with no prior coding experience to becoming work ready within 20 weeks.
Through biannual partnership boards, leaders work with employers to “identify current industry needs and to reflect on and improve activities such as ‘Demo Days’ where employers interact with learners”.
The “strong” relationships they nurture with employers result in learners having opportunities to apply for jobs in the sector.
Leaders also “support coaches to maintain and develop their coding skills well” and there is a board of governance that offers a “range of expertise, including education experience in coding, corporate training and finance”.
Chris Meah, chief executive of the School of Code, said: “We’re not your traditional FE provider. We’re an entrepreneurial, transformational, intensive course that started to help more and different types of people learn tech skills and launch great careers.
“The fact that Ofsted have given such an excellent review of what we’re doing is fantastic and shows we’re not only reinventing skills training with our free, 16-week bootcamp but also keeping and pushing standards higher as we go.”
The Department for Education is eyeing an earlier release of next year’s apprenticeship funding rules as part of efforts to help providers and employers meet their obligations.
The DfE’s head of apprenticeship funding policy, John Myers (far left seated in main image), told Thursday’s Streamlining the System conference in Birmingham that the department would release the rules before May.
While not wishing to put a firm date on that, Myers said the department is currently working on a schedule roughly four weeks earlier than this year’s.
Conference delegates said that July – when the rules have been released in some previous years – was too late to implement all of the requirements needed.
Myers said: “We want to be ahead of the game this year, we want to publish rules earlier. We started earlier.”
He added: “We need to pitch it where it is just right where we get the rules out more quickly, but we allow the policies to settle. It will be out before May this year, but I don’t want to put a date on it just yet until we know clearly the policy changes we want to make.”
The Association of Employment and Learning Providers, which ran Thursday’s conference in partnership with the DfE, has put forward a host of other changes to simplify the funding rules, which the department is currently considering.
However, Myers said it is already backing some of the ideas, such as an online eligibility checker to help employers and individuals see if they meet the criteria for programme funding, and reducing duplication. He said the team had already found around 50 rules which are duplicated that can be stripped out.
In addition, AELP feedback said the funding rules for employers was too long and smaller employers did not have the time or resources to go through them thoroughly. It has called for the DfE to consider amalgamating provider and employer rules and provide a shorter synopsis to help smaller businesses understand the rules quickly.
Simon Ashworth (speaking at the podium in the main image), AELP policy director said: “We’re really pleased that the skills minister and officials at the DfE confirmed plans at our conference today to publish the apprenticeship funding rules for 2023/24 as early as possible.
“Getting funding rules in place earlier in the year will be a great help to providers. We also welcome the department’s commitment to reduce burdens on providers and employers taking on apprentices, and hope to see detailed plans soon.”
Ministers have been urged to get a grip on access to degree-level apprenticeships after new research found the ‘middle-class grab’ on the courses is getting worse.
Social mobility charity the Sutton Trust released a report today that showed only five per cent of those starting a degree apprenticeship in 2020/21 were from lower income areas, compared with 6.7 per cent of those going to university.
Young apprentices from deprived areas made up six per cent of degree-level apprentices in 2018/19.
Sutton Trust said its research suggests that these apprenticeships are, in fact, not a more accessible pathway than the university route for those from low-income backgrounds, rhetoric that the government often pushes.
The charity called for measures to rebalance apprenticeships back towards disadvantaged young people after seeing soaring numbers of higher-level apprenticeships for older people since the introduction of the apprenticeship levy in 2017.
Then-skills minister Anne Milton was first to warn of a middle-class grab on apprenticeships in 2018. Her concerns have since been echoed by current skills minister Robert Halfon, albeit while he was chair of the education select committee, and current education secretary Gillian Keegan.
FE Week asked the DfE what action it has taken to address the issue in recent years, but Halfon has appeared to pass the buck to universities.
He told FE Week: “We’ve seen the popularity of degree apprenticeships grow and grow with over 148,000 starts since their introduction in 2014/15, but universities and higher education providers must do more to increase take-up and achieve parity of esteem with the traditional university route, encouraging people to feel that this is an option open to them, whatever their background.”
The Sutton Trust’s research, conducted by the London School of Economics and the University of Surrey, found the share of apprenticeships across all levels in the most deprived areas of the country has decreased from 26 per cent in 2015 to 20 per cent in 2020, compared to an increase in the most affluent areas from 14 per cent to 18 per cent.
Rebecca Montacute, senior research and policy manager at the Sutton Trust, said: “Our research has consistently highlighted that the apprenticeship programme isn’t delivering on its social mobility potential.
“Apprenticeships are at the heart of the government’s skills agenda, but we are still seeing the same issues year after year. It is vital that this government takes the action needed to boost apprenticeship opportunities for disadvantaged young people.”
She said the government could implement measures to “stop levy funds being used to train senior staff members, and target more opportunities towards young people” to make them more accessible.
Sandra McNally of University of Surrey and Centre for Economic Performance LSE, added: “The questions for policy makers arising from our report include whether there ought to be more explicit targeting of firm-level incentives towards younger people and how opportunities may be made more widely available for those from disadvantaged backgrounds.”
Ministers have repeatedly declared their desire for all universities to offer degree apprenticeships.
Learning and Work Institute chief executive Stephen Evans said higher apprenticeships are a “really great opportunity to boost social justice and social mobility”, but “only if we make sure that we widen access to them”.
He said part of this was higher education institutions and employers’ responsibilities, but it is the “government’s responsibility to coordinate”.
Evans added that it was “worrying” that no progress has been made on widening participation for degree-level apprenticeships as they’ve expanded, and that government appears to have “no overall strategy” to tackle this.
“It feels like there is a real gap in action and in knowledge here,” he told FE Week. “The fact that the stats haven’t moved on suggests that we need to increase our urgency or increase our action.”
John Blake, director for fair access and participation at the Office for Students, said earlier this year the higher education regulator asked all universities and colleges with an access and participation plan to “review and where appropriate expand their offering of degree apprenticeship and other non-traditional routes”.
“We will continue to encourage universities and colleges to continue to monitor and review their degree apprenticeship courses to ensure they are meeting our regulatory requirements and are providing students with positive outcomes,” he added.
“You have the ability to allow people to express themselves and showcase who they are.”
At VTCT, we’re passionate about Apprenticeships as a step towards your dream career. But what is being an Apprentice really like? And what skills do you need to get there? We spoke to Jody Jones, VTCT’S Business Development Manager for Apprenticeships, to discover how she got to where she is today and what tips she has for current or future apprentices.
Jody, tell us about your background and how you got to where you are today?
I was always inspired by my Mum who to this day is still hairdressing, so I started working in a hair salon at 14 as a Saturday girl whilst still in school and studying my GCSE’s, in my local village salon at the weekends. The team were so wonderful and after 2 years they asked me if I wanted to do an apprenticeship there. I then went on to do my apprenticeship in Kent. Having this team behind me still keeps me motivated for our industry to this day.
After working in different salons I worked abroad and on cruise and private ships and on my return to the UK I wanted to give back to the industry. I felt so lucky to have seen so much of the world as “just” a hairdresser and wanted to inspire the next generation.
Working in the Soho branch of Headmasters salons I began teaching apprentices and doing my teaching qualifications; I then went to work for Wella Professionals as a technical educator. By this point I realised that I wanted to go to the root of our hairdressing education to have the biggest impact – and this is why I now work for VTCT the awarding body.
Why should young people should consider an apprenticeship over other career paths?
Different types of learning environments suit different learners. The unique part of an apprenticeship is immediately having a job; you are getting paid and are in the industry from day one. An inspirational hairdresser once told me “in hairdressing we steal with our eyes”, that could not be truer in apprenticeships. You are exposed to so much and are learning without even realising.
As a Hairdresser, what do you see as the key skills that are needed in the profession?
Aside from the skill of being a hairdresser, you also master people skills, managing an environment effectively, managing your time effectively, science related to colour, cut and haircare, lip reading (!) – There will always be towels to wash and dry and making a good cuppa will forever be your party trick! But on a more serious note, you have the greatest gift as a hairdresser. You have the ability to allow people to express themselves and showcase who they are – that is a truly the most amazing thing you can do for someone.
What do you see as the key ‘skills for life’ for young people today?
The key skills of this generation are much the same as what I learnt above, but we now have names and accredited courses for them. Mental Health Awareness, Sustainability and LGBTQ+ are areas in which VTCT and Skillsfirst have proudly developed qualifications.
These are what wrap up and put a ribbon on hairdressing these days. Show up with these in tow and there will be no stopping you. By showing you have not only got passion for the hairdressing industry but also how you influence the people and the planet around you makes going to work much more satisfying.
If you’ve been inspired by Jody’s story and are keen to develop, or support someone else on their journey towards their dream career, visit our website https://www.vtct.org.uk/apprenticeships/
The government exceeded its target for skills bootcamps starts last year – including for HGV drivers, according to new data.
Department for Education figures published this morning shows 16,120 people started one of the free, 12-to-16-week courses between April 2021 and March 2022 against a target of 16,000.
However, today’s release has no data on how many of the starters completed their programme or what their outcomes were.
There is also no information on skills bootcamp learners’ characteristics, such as their gender. Previous FE Week analysis found that the flagship skills bootcamps policy was only funding sectors heavily dominated by men.
Today’s data release said further statistics for learner completions and outcomes by participants will be published “in due course, once the data is available from providers”.
Previous early research reports for the first wave of skills bootcamps, which covered the period September 2020 to March 2021, flagged poor outcomes and data collection issues.
There are also issues with the reliability of today’s data.
Data is collected from provider’s own records and compiled by DfE from individual provider submissions.
The DfE admitted a “number of errors and inconsistences in the way in which starts data had been reported between providers were identified”.
To address this the data was subject to a “number of quality checks”, including removing duplicate records and “cleaning” to “ensure consistent formatting for key variables, including National Insurance Number, postcode, name, and all start and payment dates”.
The DfE said: “The methodology used to determine starts means that the reported figure is conservative. A valid start required the presence of data for a valid start date and the first payment date. It is possible providers did not record this data for some starts which may mean the estimate is lower than the true figure.”
It was announced in January that all new skills bootcamp providers will be required to submit information about their courses through the individualised learner record (ILR) to overcome these issues – but this was not made mandatory until wave three of the rollout in 2022-23.
Responding to today’s data, minister for skills, apprenticeships and higher education Robert Halfon said: “Skills bootcamps are part of our skills and apprenticeships revolution and have already given thousands of people the chance to step up the ladder of opportunity.
“We’ve exceeded our target of 16,000 starts in the last year, showing that these courses are not only popular but plugging skills gaps. From taking up accelerated apprenticeships or going on to further study in key sectors like digital, engineering and HGV driving, these courses are enabling people to climb the ladder by moving into a new job.”
Skills bootcamps are flexible courses designed for adults to train in careers in areas of national skills shortage, such as construction, manufacturing and digital. The bootcamps, based around levels 3 to 5, also guarantee an interview with an employer.
They were first announced in September 2020 as a key pillar of the government’s national skills fund.
Almost £50 million has already been spent on the scheme and the DfE’s target for both starts and completion in 2021-22 was 16,000.
Over half a billion pounds has been committed for skills bootcamps from 2022 to 2025.
Ofsted has been asked to inspect skills bootcamp provision from April 2023 after quality concerns about the delivery of the training were raised earlier this month.
After a challenging few years, recovery is the aim for everyone involved in the hospitality industry.
With the country reopening for business following the Covid-19 pandemic, employers are looking to grow – and that means recruitment.
But with vacancies in the sector soaring, how do business owners attract the talent they need to succeed?
Apprenticeships can be the solution, offering an accessible pathway to a huge variety of flexible and rewarding hospitality careers.
BIIAB, an awarding organisation that is part of the Skills and Education Group, offers end-point assessments for a range of apprenticeship standards. Our assessments ensure that apprentices are confident and capable, providing businesses with the skilled employees they need.
If you’re a college, training provider or employer, you can work with us to deliver hospitality apprenticeships and take advantage of the huge demand for staff in this essential industry.
Read on to find out more about why there has never been a better time to support hospitality apprenticeships.
A national priority
Strengthening the hospitality and tourism sector has been a government priority since the publication of the Tourism Sector Deal in 2019, which set the ambitious aim of delivering 30,000 hospitality and tourism apprenticeships by 2025.
Now, as the hospitality sector recovers from the Covid-19 pandemic, there is huge demand for new staff. Labour market statistics published in February 2022 showed that there were more than double the number of hospitality vacancies than in the corresponding pre-pandemic period. Furthermore, data from September this year showed that nearly 40% of hospitality businesses in the accommodation and food industries were experiencing skilled labour shortages.
Therefore, new hospitality staff are in demand, and there is a wealth of opportunities for individuals to start a successful career in this industry.
Changing perceptions
However, many people do not even consider a career in hospitality due to the negative perceptions about this industry that continue to persist. According to UK Hospitality, only 1 in 5 UK adults of working age consider hospitality to be an appealing industry to work in. Furthermore, Umbrella Training’s White Paper Report 2022 surveyed more than 2,000 young people between the ages of 14-21 and found that only 1 in 10 of these young people would choose a career in hospitality. The top reasons for not being interested in a hospitality career included “The pay is not very high”, “I don’t know much about jobs in hospitality”, and “I don’t think I have the right skills”.
However, the industry is making a concerted effort to increase the appeal of hospitality jobs. The Hospitality Rising campaign is the official industry response to the current recruitment crisis and is backed by the Hospitality and Tourism Skills Board. It aims to raise £5 million for an advertising recruitment campaign to change perceptions of working in hospitality. This campaign has gathered support from high-profile organisations, including Pret a Manger, Hilton, Welcome Break and the BII. UK Hospitality has also launched a workforce strategy for solving hospitality’s staffing shortage, identifying recruitment, skills and training, and the image of the sector as key aspects of this strategy.
Ideal for young people
Though these negative perceptions exist, Hospitality Rising and other campaigns such as Hospitality Apprenticeships Week have plenty to work with when selling the benefits of hospitality careers. Umbrella Training’s survey also asked young people why hospitality was an attractive career for them. The top reasons given included “I like to make people happy”, “It is a fast-paced and fun working environment”, “I want to work flexible hours”, and “There are opportunities to learn progress and earn more quickly”. These are all great reasons why working in hospitality is exciting and offers young people long-term prospects.
For young people who want to make a positive impact on others, hospitality is the perfect environment. The Hospitality and Tourism Workforce Landscape, a research report conducted by Economic Insight for the Department for Digital, Culture, Media and Sport in 2019, noted that 45% of the hospitality and tourism workforce is employed in roles where staff behaviours make the crucial difference to a great customer experience, higher than most other UK industries.
Furthermore, there are excellent progression opportunities available in hospitality. It’s a sector in which people can learn on the job and continuously develop their skills, meaning apprentices can quickly move up the ranks into well-paid senior positions.
Inn Cornwall has been using apprenticeships for over 10 years, with their apprentices taking BIIAB end-point assessments before becoming full-time members of the team. Some of their staff have developed into managers after starting out as apprentices:
“Now that I have finished my apprenticeship, I have taken the role of sous chef in the kitchen where my journey began, doing work experience while at school. I now manage a team of chefs, which includes two Level 2 apprentice chefs that I train and help guide through their apprenticeships.”
– Darren Dunstan, former Level 3 Chef de Partie Apprentice
Here’s what Mark Holden, Director of Inn Cornwall and BIIAB Trustee, thinks about apprenticeships:
“People don’t necessarily associate pubs with having career path options, but the skill set behind the schemes is so diverse. Apprenticeship schemes can assist in many different areas of business such as accounting, marketing, HR and general maintenance etc.
“We found apprenticeships help with retention across our company. It also provides us with a great long-term progression plan, which is appealing for when we are recruiting.
“I love seeing our apprentices’ confidence levels grow from day to day and hearing what they’ve been learning about after each day at college.”
For all ages and stages
Hospitality apprenticeships are not just for young people though. They are also great options for those looking to change career, or individuals already working in hospitality who want to take the next step.
Even if someone does not have prior experience in hospitality, they can still succeed in this industry. As stated by Daniel Ciapponi, Senior Lecturer at EHL Insights, soft skills such as communication and customer service can take you a long way in hospitality:
“As employers are focusing on soft skills over hard skills, which can be taught on the job, those candidates who will rise to the top of the pile are those who have demonstrated experience in soft skills.”
– Daniel Ciapponi, Senior Lecturer at EHL Insights.
Hospitality is therefore an accessible industry in which people can use existing skills developed elsewhere.
Furthermore, at a time when more and more people want flexibility in their jobs, hospitality is ideally placed to provide this. Economic Insight asked a sample of hospitality and tourism workers what motivated them to pursue a job in this industry, and the main reason given was “It fits my lifestyle”. The hospitality industry is ideally suited to provide a flexible alternative to the 9-5.
Given the huge range of vocational hospitality qualifications available, there is always the capacity for hospitality employees to continue developing their skills on the job.
And even if individuals do not intend to stay in hospitality forever, they are developing cross-sector skills. Working in a hospitality business provides an opportunity to gain experience in a wide variety of fields, from customer service and health and safety to business administration and leadership. So, even if an employee chooses to leave the sector, they will have the transferable skills to thrive elsewhere.
Funding is available
Remember that apprenticeships are also an attractive option for employers because of the government funding available. The amount an employer can receive depends on their pay bill and number of employees, but many companies can have 90-100% of their apprenticeship training costs funded by the government. Apprenticeships can therefore be a cost-effective recruitment tool at a time when many businesses’ budgets are tight.
We enable hospitality apprentices to succeed
As an awarding organisation that specialises in hospitality, BIIAB should be your first port of call when looking for an End-Point Assessment Organisation. Our experience with the apprenticeship standards in the industry means we know exactly what employers and apprentices need.
We offer end-point assessments at different levels, so you can support learners at different stages. Here are all of our hospitality and catering end-point assessments:
Take a look at the feedback we received from Truro and Penwith College, one of our Recognised Centres and an organisation that has supported several apprentices with BIIAB end-point assessments.
Case Study – Truro and Penwith College
“Our provision has grown greatly over the last two years as the demand for hospitality staff has grown. Staff shortages across the county have put pressure on businesses and their staff.
“With hospitality being such a large employer across Cornwall, it became clear we needed to provide the training and development for young people in the region to succeed. We work very closely with a wide range of employers across Cornwall to design programmes to meet their needs.
“I teach on the front-of-house programmes and we have worked hard to develop options across a variety of pathways including housekeeping, concierge, food and beverage and outlet supervisor. I am also a training advisor, so I go out to employers and apprentices in the workplace to provide support and guidance and ensure the apprentice is progressing and supported.
“I studied with BIIAB many years ago and then began working with them on end-point assessments when I joined Truro and Penwith College two years ago.
“BIIAB are one of the few End-Point Assessment Organisations who offer all the pathways, including the Level 4 Hospitality Manager pathway. We have worked closely with them over the last year to develop better ways of working and provided input into the end-point assessment process. This has led to an excellent working relationship and helps the apprentices experience a positive end-point assessment.
“We have had meetings with Richard [Ward, BIIAB Product Development Manager] to input on the new Commis Chef standards. We have a large volume of Commis Chef apprentices going through their end-point assessment, so this has helped us. BIIAB understand the pressure points and we have had discussions to help find the best solutions for all parties.
“Over the next year, we plan to continue developing our provision by launching the new Chef de Partie programme and trialling the Future Chef Manager programme. We will also investigate the Production Chef programme due to local demand.
“Over the last 12 months, BIIAB have been very supportive and open to discussions, which has been an excellent way to find solutions, so I would recommend BIIAB to our industry peers.”
– Vanessa Offland, Truro and Penwith College
Making an impact
BIIAB is also part of the Skills and Education Group, an organisation that has been supporting the further education and skills sector for over 110 years. Our mission is the advancement of skills and education to improve the lives of individuals. So, by choosing BIIAB for your End-Point Assessment Organisation, you’re working with a Group that makes a real difference. You can read more about the impact of the Group in our 2020/21 Impact Report.
Here at BIIAB, we make sure training providers, employers and apprentices are supported throughout the end-point assessment process. You’ll be in safe hands with us.
Two more counties – Norfolk and Suffolk – will sign devolution deals today that will see local leaders take control over adult education budgets.
Levelling Up secretary Michael Gove is set to sign the deals in Norwich and Bury St Edmunds today, after chancellor Jeremy Hunt teased in the autumn statement that both counties were close to finalising arrangements.
The government said the deals combined were worth more than £1 billion over the next thirty years – £600 million for Norfolk and £480 million for Suffolk, and from May 2024 the two counties will get a directly elected leader.
It confirmed that both would get full control over their adult education budgets (AEBs) so they can shape provision to better meet local need, although a figure for how much those AEBs will be worth has not yet been given.
It is also expected to mean more responsibilities around skills, such as involvement in the local skills improvement plans (LSIPs).
According to the devolution deal documents, Norfolk is facing a “growing productivity and wage gap” with “Norfolk businesses citing skills as one of the biggest issues facing the economy”.
In Suffolk, qualifications levels were “relatively low” the devolution deal report said, with 54.5 per cent of 16-to-64 year-olds holding a level 3 or higher qualification compared to 61.5 per cent nationally.
The AEB will be fully devolved by the 2025/26 academic year for both authorities, subject to approval, the report said.
It added that both will be considered alongside other devolved authorities at the next spending review for the devolution of skills funding.
In Suffolk, qualifications levels were “relatively low” the devolution deal report said, with 54.5 per cent of 16-to-64 year-olds holding a level 3 or higher qualification compared to 61.5 per cent nationally.
Today’s announcements mean that 50 per cent of England will now be covered by devolution deals, according to the Department for Levelling Up, Housing and Communities.
Norfolk County Council leader Andrew Proctor said: “Striking a deal will help us to boost our economy through jobs, training, housing and development, to improve our transport network and to support our environment.”
Suffolk County Council leader Matthew Hicks added: “The deal recognises Suffolk’s ambitions, would put more powers in the hands of local people and bring more than half a billion pounds of investment into the county.”
Once signed, the deals are subject to local consultation, approval by those councils and parliamentary approval.
More than 30 colleges have secured £70 million of capital funding from the higher education regulator.
The Office for Students today announced the outcome of a £399 million bidding exercise to support investment in new buildings, facilities and equipment.
Universities secured the lion’s share, as expected, but the list of 100 winners show 32 colleges were among the successful applicants and received individual allocations ranging from £150,000 to £5.8 million.
It follows other recent capital funding awards for colleges, worth hundreds of millions of pounds, including for energy efficiency, T Levels and reclassification to the public sector.
There were 203 bids to the OfS’ capital fund for higher education facilities. The 32 colleges secured £70 million between them.
The maximum amount on offer per provider was £5.8 million – an allocation that five colleges managed to secure.
Susan Lapworth, chief executive of the OfS, said: “Competition for funding was strong, with high-quality applications from across the sector. The OfS-funded projects will ensure current and future students have a positive experience while studying expensive-to-deliver subjects that are strategically important to society. Taxpayers will feel these benefits too, as the investment will boost local and regional economies and support environmental sustainability.”
Education secretary Gillian Keegan added: “This investment is about making sure students get the highest quality training in key subjects which are driving economic growth. That means access to top of the range facilities which prepare people for the workplace, filling skills gaps and levelling up the whole country.”
Burnley College was one of those awarded the maximum allocation of £5.8 million and will use its funding to add three additional floors to its university centre. The development will include an employability and skills hub, bio-medical laboratory, observation laboratory, cyber security suite, robotics and automation workshop, library study area, and lecture theatre.
Another, NCG, will use its £5.8 million to builds two specialist hubs in construction, engineering and energy and digital technologies, while Bradford College will spend their £5.8m for their garden mills project, which will create flexible training facilities for digital, science, and allied health subjects.
As an apprentice, I get the chance to put what I’ve learned immediately into practice
Describe your apprenticeship experience
The apprenticeship has been a full throttle learning experience – I’ve thoroughly enjoyed putting my skills to the test every single day. I’ve come from having limited IT skills to being able to manage the entire suite of IT equipment and services on my own. It’s been a boost to my knowledge base and importantly, my confidence too.
How has your apprenticeship training helped build your skills?
I learn new skills on the job every day through working with qualified colleagues. They guide me through new tasks and suggest positive solutions. This is reinforced in the classroom where I learn the theoretical side of the IT scope. This is then brought to life as I use the practical element of my learning in my job role.
What have been the main benefits for you of the apprenticeship?
Traditional education can teach you the theory of any subject, however putting it into practice cements the skills and knowledge in my mind. I am also able to pick up key business skills which are omitted from the classroom experience. For instance, communication skills, understanding my client and recognising the value of certain processes are all key skills that can only be gained through experience on the job.
What progression opportunities do you have now because of your apprenticeship training?
This training has opened doors for me in the world of IT which massively expands the scope of what I can aim towards throughout my career. I’ve also gained invaluable experience for my CV and been able to network with individuals who would have been otherwise inaccessible to me.
Would you consider recommending apprenticeships to others? Why?
Since starting my apprenticeship, I’m a big supporter of them. We constantly question and wonder about what the future holds, apprenticeships give a glimpse into a possible future without requiring the apprentice to commit to years of full-time education. You can continue to experience the real world while still learning and growing.
Zaki Rizvi, Field Services Support, ICT Level 3 Apprenticeship
