Generational Diversity and the Delivery of Higher and Degree Apprenticeships in England

Higher and Degree Apprenticeship programmes continue to grow in England. These programmes involve the collaborative training of an apprentice by an employer and an approved training provider (usually an FE College or a University) based on a particular Occupational Standard. Entry to the programmes is usually at Level 3 and exit qualifications are Level 5 (for Higher Apprenticeships) and Levels 6 and 7 (for Degree Apprenticeships). Since the Occupational Standards were introduced in 2017, there has been over 320,000 apprenticeship starts in England every year. About 10% of these are Higher and Degree Apprenticeships with 50% aged 25 years or over and the others aged between 19 and 25 years.

With more people working longer, the workforce is becoming more generationally diverse. Generational diversity is a term used to describe the different age groups of people who work together in a workplace. It can be a positive development, as it can bring different perspectives and experiences to the table, leading to better decisions. For example, a diverse workforce is often more innovative and creative. It also leads to better communication and teamwork, as different age groups often have different perspectives and understandings of the world.

However, generational diversity can also be a source of conflict, as different age groups may have different expectations of the workplace that may not always be compatible, potentially making the workforce difficult to manage. Additionally, a diverse workforce can lead to higher costs, as different age groups often have different health and retirement benefits.

Apprenticeships and Generational Diversity

Higher and Degree Apprenticeship implementation potentially introduce additional layers of complexities to the generational diversity challenges. This is because there will be the need to consider the impact of recognised prior learning (RPL), Individual Training Plans (ITPs) and the impact of generational diversity on both on-the job and off-the-job training elements.

These programmes are a great way for older generations (using the RPL process) to get some experience in a new field without having to go through the full training process. They also give younger generations a chance to get some experience in a field that may be of interest to them, without having to take the full-time commitment of a full-time job.

Different generational classifications have been made by sociologists. Generally, the most predominant classification appears to put people into five categories as: Builder Generation (1930 – 1945); Baby Boomers (1946 – 1962); Baby Busters or Generation X (1963 – 1982); Millennials or Generation Y (1983 – 2000); Generation Z (2001 – 2015); and Generation Alpha (2016 – 2030). The present-day workforce comprises of all generations from Baby Boomers to Gen Zs.

Most of the older (aged 45+) generations (i.e., Baby Boomers and Gen X’s) may have experience in a certain field but may not have had the opportunity to use that experience in a new field. However, apprenticeships can give older generations the opportunity to use their experience in a new field and learn from the professionals in that field.

Higher and Degree Apprenticeships can also give younger generations a chance to learn about a field that may be of interest to them and as such the programmes can give younger generations the opportunity to get experience in a field before taking the full-time commitment of a full-time job in that Occupational role.

Using Apprentices to Enhance the Workplace

In terms of workplace generational diversity, there are a variety of perspectives to consider. First, it is important to highlight that generational diversity is not a universal concept. There are many different types of generational experiences, and each person’s experience will be different. Therefore, it is important to be sensitive to the different perspectives of those within the workplace and ensure that ITPs of higher and degree apprentices reflect this diversity.

When it comes to degree apprenticeships, there is a growing trend of employers seeking to hire individuals who have completed an apprenticeship programme. In such cases, those candidates would have usually developed behaviours and work ethics that may enable them settle into the higher apprenticeship programme relatively quicker than their school leaver counterparts who might be of the same age group.

In any case, there are several reasons why employers show interest in degree apprentices. First, degree apprentices are often more qualified than those who have only completed a vocational program. Second, degree apprenticeships often provide the opportunity to learn new skills and develop a portfolio of work. Finally, degree apprenticeships often lead to permanent positions, which can be an asset for businesses.

Attending to Generational Differences in Apprenticeship Delivery

Generation X, Generation Y, Generation Z and Generation Alpha are age groups born in the late 20th century, but each has their own distinctive characteristics. Generation X is characterized by its scepticism and its reluctance to commit to long-term relationships. Generation Y is characterized by its focus on social and professional networking, its strong belief in the power of collaboration, and its desire to create meaningful connections with others.

Generation Y or Millennials have unique values, beliefs, and attitudes. They are independent and self-sufficient, and they are often reluctant to conform to traditional values and norms. They are also often technology-savvy and are comfortable using digital devices and social media. Meanwhile, Generation Z is characterized by its focus on technology and its desire to be constantly connected to the digital world. On the other hand Generation Alpha is characterised by its focus on creating unique experiences and its desire to connect with others in unique ways.

The above differences are typical and do not always represent the entire cohort. However, as apprenticeships require training input by both the apprentices’ employer and their training providers, both (trainer) parties will need to also understand the interplay of the diversity characteristics of each cohort of learners. They will need to consider the numerous ways to teach in generationally diverse cohorts.

One way, for illustration, is to divide the class into groups based on generational classification. For example, if the class is made up of millennials, Gen Xers, and Baby Boomers, the teacher could divide the class into groups of millennials, Gen Xers, and Baby Boomers. The teacher could then teach the class the same material, but tailor it to the specific generation that they are teaching. This way, the teacher can make sure that the material is interesting and relevant to the students in their group. Furthermore, to simulate real world scenarios, the groups can also be mixed up to undertake group tasks together. This way the innovation, creativity and experience (as unique to each group in varying measures) become shared.

Quality Assurance and the Generational Challenge

Employers and training providers must continue to work together effectively to design and implement the ITP.

The OfSTED Education Inspection Framework (EIF) mandates three aspects of the curriculum that must ensure a qualitative delivery for the apprenticeship offer. These are that the Intent, Implementation and Impact of the curriculum must be properly aligned to employer and regional skills needs, initial assessments, RPL, implementation of the training plan and successful attainment of the apprenticeship standard after the end point assessment.

It is important, therefore, that the contributions of generational diversity are properly assessed as part of the curriculum implementation in all phases of the EIF to ensure that outcomes are optimised and most effective.

About the author

Dr David Oloke is a Professional Educator in addition to being a Chartered Engineer and Construction Manager. As the University of Brighton’s Head of Technical Education and Apprenticeships, David leads on the strategic oversight, delivery and continuous improvement of the university’s Technical Education and Apprenticeship portfolio. He is the director of the Technical Education and Apprenticeship Hub, coordinator of the university's portfolio within the Institute of Technology and is also the technical lead on regional skills programme partnerships.