Degree apprenticeships - ConCOVE presentation

 This webinar presents the findings from a ConCOVE Tūhura project which undertook an evaluation of degree apprenticeship initiatives in Aotearoa.

The full report provides details. 

The presentation is facilitated by Eve Price with Brenden Mischewski, Keryn Davis from Architectural Designers NZ, and Tau Tua'i from Stevenson Tua'i Architectural Consultants. 

Eve introduced the work, to bring together workplace learning and degree qualifications. 

Brendon summarised the work undertaken over the last two years. He provided an overview of how degree apprenticeship is structured. Learners are employees first, completing a qualification. This helps real-world work readiness occur without incurring the costs of completing full time study. For many, who are working in the industry, attaining a degree becomes more difficult as they work longer. Taking 3 years out work or committing to many years of part-time study, is challenging when people have families and other commitments. Therefore, it is a job that leads to a degree, rather than a degree to get into a job.

Keryn confirmed there was a large number of members were interested in the approach. There was a need to expand the talent pool and to increase the diversity across the profession. Degree apprenticeship provides opportunities for many who have not traditionally been in the industry.

Tau provided a 'learner' perspective. He thought it drew on the inherent creativity in the Pacific community and the press of their communities to be in work and contribute to the family. 

Aotearoa context requires a rethink of how degree apprenticeships are structured and supported as small and medium businesses predominate across the economy. There are few large organisations with dedicated HR or People and culture divisions. Therefore it is important to extend the increase in VET and degree qualification attainment with ensuring there are opportunities for different ways to complete qualifications.

Keryn identified a key advantage to be 'at the get go' to support codesign of the qualification so that the apprenticeship would work for employers, employees and other stakeholders. 

As an employer, Tau reiterated that authentic learning is a key advantage. Most pick up and can be productive within a few weeks. Learning by doing means they are able to apply off-job learning to the work at hand. There is also a better match between learner aspirations and the company they complete their apprenticeship in. 

Brendon detailed how to best support SMEs and help them start small. Shared apprenticeship model is something that requires exploration to provide the wider roles that are common through the industry. Employers assistant to understand what they can bring in and be involved in co-designing the way an apprenticeships can be enacted. Degree apprenticeship help grow productivity and extend innovation in the industry.

Tau has supported school and tertiary learners in work experience and these have helped his company's approach to adopt degree apprenticeship. Both Keryn and Tau reiterated that employers often learn from their new entrants and also the learning that degree apprentices bring back from off-job learning. There is now a community of practice that can support new SMEs coming into the degree apprenticeship. Younger people bring the current  technologies back into the workplace.

Brendon detailed how good support for apprenticeship can look like. Introduced the various resources available to support employers and apprentices including study skills, pastoral care and the strategies to set aside study time. To earn, learn and strive, all must work together to make things work.

Keryn explained that in the pilot, relationships with providers are important. There is untapped potential to broker opportunities and work with the professional competencies to ensure that they work across different ways to complete a degree qualification. Collaborative relationships between employers and providers are a key. A 'pre-apprenticeship' programme may be useful to help learners try out the type of work required and expectations. Employers can then draw on the foundational skills and build on these through the apprenticeship. 

 Brendon summarised the various challenges and strategies that can be undertaken to work through them. However, if the motivation is there, these can be surmounted.

Q & A followed. 

Had to move to another meeting but degree apprenticeships should be a choice across many more professionals and disciplines.