‘It’s my time now’: the experiences of social work degree apprentices

Abstract

The Social Work Degree Apprenticeship is the latest addition to an ever-growing proliferation of routes through the professional qualification. Mainly recruiting current social care employees, apprenticeships are broadly structured around a 'day release' model where work-based learning is highly valued and the academic content is compressed but supported through a variety of mechanisms in the workplace and university. This article reports on small-scale research on the characteristics and experiences of the very first cohort of these apprentices at a university in the North West of the UK, during the first two years of their studies. Data gathering overlapped with the move into a period of COVID-19 lockdown. Using a survey method, both qualitative and quantitative data are presented and contextually discussed under four key headings established through thematic analysis: advancement, the one-day apprentice, support and impact. The research reveals a highly qualified and experienced intake of apprentices who feel well supported and that positive impacts are being made on their practice. The article concludes with some observations on what needs to change to maximize the benefits of this qualifying route, whilst also reflecting on its attractiveness to employers in terms of cost and retention.

Degree apprenticeships in the UK higher education institutions – are they viable?: Integrative literature review

“…Literature in this category, 20 articles, describes the impact of HEI apprenticeship provision, in an attempt to widen participation, focusing on value gained and reflecting on new challenges presented. Initially, there seemed to be positive support for widening participation for higher-level apprenticeships (Daley et al, 2016;McKnight et al, 2019;Higgs, 2022;Smith et al, 2021;Lester, 2020), especially for the ''upskiller'' (Stone and Worsley, 2021), providing socio-economic equality. Although vocationally focused, Higgs (2022) defines valuable apprenticeship benefits; developing the local workforce rather than reacting to vacancies, addressing gender inequality, and chances to earn whilst training for educated migrant workers.…”

“…, 2019; Higgs, 2022; Smith et al. , 2021; Lester, 2020), especially for the ‘‘upskiller’’ (Stone and Worsley, 2021), providing socio-economic equality. Although vocationally focused, Higgs (2022) defines valuable apprenticeship benefits; developing the local workforce rather than reacting to vacancies, addressing gender inequality, and chances to earn whilst training for educated migrant workers.…”

The built environment craftmanship in higher education institutions: issues and prospects from stakeholders' perception

“…This is key because training is cost-related, and there could be opportunities/prospects. Stone and Worsley (2021) recommended a supportive programme network to identify and offer flavour of the academic level and commitment needed. Thus, a learning agreement is germane to guide the hosting industry.…”

A rapid review of innovations for attraction, recruitment and retention of social care workers, and exploration of factors influencing turnover within the UK context

“…Apprenticeships are work-based learning programmes with academic elements compressed into a 'day release' approach. Stone & Worsley (2021) conducted a survey with 29 apprentices from the first cohort of the social work degree apprenticeship in England to explore their experiences two years in. Based on the survey findings, most apprentices seemed satisfied with their learning and the support provided by academic and practice staff.…”