A World of Difference

In England, more than three quarters of a million 16 to 24 year olds are not in education, training or work (NEET), with poorer young people most at risk of this outcome. Meanwhile, the country is facing chronic skills shortages. Bridging this gap between supply and demand is a key task for the English skills system, including apprenticeships, and vital to ensure the system can help to drive economic growth.

But there are major issues in England’s current system. Far too many apprenticeships are poor quality, with limited training expectations. And rather than supporting social mobility, the poorest young people are under-represented in apprenticeships, especially at higher levels.

This report, authored by Simon Field, compares the apprenticeships system in England with those in a range of other countries, from often cited examples like Germany and Switzerland, to a wider number of systems in economies more similar to our own, including recent changes in Ireland. It explores how internationally, apprenticeships transition young people from school into skilled jobs. In particular, it focuses on what England can learn from apprenticeships system worldwide, to deliver more effectively for young people, particularly those from lower income backgrounds.

300,000

The number of apprentices who received less than their off-the-job training entitlement in 2023.

4 in 10

The number of apprentices in England who drop out of their programme.

8 months

Apprenticeships in England are short internationally, and can be as little as 8 months. This compares to 3 to 3 and a half years in Germany, or 2 to 4 years in Ireland.

Key findings

Diversity of provision

England has one of the most diverse apprenticeship systems in the world, with a wide range of durations, educational levels and occupations covered.

Apprenticeships in England are short internationally, ranging from as little as 8 months to 6 years. This compares to 3 to 3 and a half years in Germany, 3 to 4 years in Australia (although shorter 1 to 3 year ‘traineeship’ apprenticeships are also available), or 2 to 4 years in Ireland.
English apprenticeships cover a much wider range of education levels and occupations than those found in many other countries. England’s apprenticeships also span a much wider range of education levels, covering International Standard Classification of Education (ISCED) levels 2 to 7, compared to just levels 3 to 4 in both Germany and Australia. They also cover a much broader range of occupations, from very narrow skillsets (like dual fuel smart meter installers) to very broad ones (like teachers).

Expectations and quality

While there are good quality apprenticeships in England, far too many fall below reasonable expectations of minimum standards, and below expectations of other leading apprenticeship countries.

Off-the-job training requirements in England are loose, complex and widely ignored. In principle, apprentices in England should receive around 6 hours off-the-job training per week. In comparison, in Denmark school time is about 20% of the programme.
In England in 2023 around 300,000 apprentices received less than their training entitlement, and nearly 75,000 received no training. And when the rules that do exist are flouted, the most disadvantaged will often be badly placed to challenge inadequacies in their programme.
Dropout rates are high in England. In England, about 40% of apprentices fail to complete their course, with evidence suggesting that poor quality training, and excessive reliance on online training are major causes of dropout. While rates are similarly high in Australia (45%) and Denmark (38%), they are much lower in several other countries, including Austria (25%), France (27%), Germany (25%) and Ireland (where the rate is 20% for craft apprenticeships, and even lower for newer non-craft programmes).

Improving access

Not all young people have the skills and maturity to start an apprenticeship immediately. Many countries have large pre-apprenticeship systems, or modified apprenticeship programmes designed for those with more limited prior attainment, to help support this group.
Some countries also have apprenticeship programmes specifically targeted at disadvantaged groups. For example, in Ireland the 15-week Access to Apprenticeships programme gives less advantaged young people the chance to sample apprenticeships in a range of sectors, as well as access to wider support.

Recommendations

Lessons for England from international best practice:

The government should look to increase the level of standardisation in England’s apprenticeship system. England’s system is currently an extreme outlier by international standards, with a huge amount of variation in breadth, length and levels.
The 12-month limit for apprenticeships should remain in place. As this is already low by international standards, and risks diluting the apprenticeship brand in England. Government should continue with plans for foundation programmes – which could be shorter than 12 months – to help prepare young people not yet ready to take up a full apprenticeship.
Apprentices in England should have a minimum requirement for face-to-face off-the-job training, with tighter enforcement of training requirements. Existing requirements for off-the-job training in England are low by international standards, and can be met using online learning or on-the-job training with their employer. All apprentices should have opportunities for face-to-face learning, as is common internationally.
A successful apprenticeship pass in England should lead automatically to a named qualification. The English apprenticeship system is an anomaly not only in comparison with other apprenticeship systems, but also in relation to other substantive education and training programmes in England.
Funding for lower-level apprenticeships for young people should be reviewed. Internationally, lower-level apprenticeships are often directly funded by government, and other pathways for young people at Level 2 and 3 are already fully funded in England. The government should examine options for prioritising funding for these lower-level apprenticeships, especially for those taken up by young people.
Degree and higher apprenticeships for young people (ideally up to 25) and in key industries should remain eligible for levy funding. This is an area where England has led internationally, with higher-level apprenticeships giving vital opportunities for young people to train to a high level without debt, a particular benefit for those from lower income families, but one that has yet to be fully realised. Key industries, like medicine, where degree apprenticeships can offer a vital opportunity for second chance or later in life social mobility, should also remain eligible for funding.
The Government should fund incentives to support apprentices from lower socio-economic backgrounds, for example providing additional funding to employers, or additional support directly to apprentices. A wide variety of countries, including Australia, New Zealand, the United States and Ireland, have programmes that specifically support or encourage apprentices from under-represented groups. Evidence and experience from these programmes should be utilised in England to support apprentices from lower-income backgrounds.

A World of Difference

Diversity of provision

Expectations and quality

Improving access

Lessons for England from international best practice:

Related Research

Where next: What influences the choices of would-be apprentices?

The Recent Evolution of Apprenticeships

Apprenticeship Outreach