The Kent Apprenticeships Select Committee Report
March 2013
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Page )RUHZRUG ([HFXWLYH6XPPDU\ &RPPLWWHH0HPEHUVKLS 6FHQH6HWWLQJ 7HUPVRI5HIHUHQFH 6FRSH 5HFRPPHQGDWLRQV %DFNJURXQG 7HUPLQRORJ\ $%ULHI+LVWRU\RI$SSUHQWLFHVKLSV $SSUHQWLFHVKLSVDQGWKH/DERXU0DUNHW Page 2 $SSHQGL[ (YLGHQFH $SSHQGL[ *ORVVDU\RI$EEUHYLDWLRQV $SSHQGL[ 7DEOHV'LDJUDPVDQG&KDUWV $SSHQGL[ )XUWKHU,QIRUPDWLRQDQG8VHIXO&RQWDFWV $SSHQGL[ /HWWHUIURPWKH8QGHU6HFUHWDU\RI6WDWHRQ$SSUHQWLFHVKLS(QWU\ 5HTXLUHPHQWV 5HIHUHQFHV $FNQRZOHGJPHQWV Page 3 Page 4 )RUHZRUG An “Apprenticeship”, we all know, is current, popular and well thought of. We have found it so in our short but intensive Select Committee hearings and interviews. The subject, almost invariably, has invoked a smile and a genuine desire to discuss and debate. Society must not lose that enthusiasm and desire to participate, to share and to grow. The Select Committee has only had four weeks to collect evidence, yet in that time we have spoken to over 38 witnessing bodies and over 40 apprentices. We have extensively used our Members as rapporteurs who have often sought out and managed their own interviews, providing a rich, varied and immensely valuable evidence base. The report and the recommendations follow what we have heard and been able to verify. The report really does need to be read holistically as the apprentice picture is complex but hugely important for apprentices and employers, as well as a direct driver for skills in a changing economy, for growth and steps that are bold for Kent. The evidence we have heard has produced eight main areas of interest. The enthusiasm for apprenticeships across society; the need for more work on effective information, advice and guidance; education and learning destination into a job/employment; supply and demand for apprentices; the importance of SMEs and their future role; a continuing step change by KCC from intervention to strategic planning, thinking and commissioning; the future quality of apprenticeships in Kent; and the importance of a bottom rung on the progression ladder through clearer progression pathways for not only apprentices but also for providers and especially employers. Page 6 I am delighted and proud to report that apprenticeships in Kent are in good hands with KCC as one of the strong leaders. The KCC 14-24 Team have shown great leadership and dynamism in a short time. Naturally there is much more to do, but we found that the building blocks are there. We hope the recommendations will be useful with the report context - helping to expand and inform on new ideas and ways forward. Our thanks goes to all those who gave evidence in such a frank, honest and open manner. It has been so encouraging to hear from those in apprenticeships and those whose careers have been changed and uplifted by the experience. As ever our thanks goes to all those KCC staff who have been so helpful. Finally I would like to thank all the Select Committee for their time and huge commitment. Our special thanks go to Gaetano Romagnuolo and Simon Shrimpton who in record time have researched, pulled the evidence together and written this report. Apprentices make up a skilled, experienced workforce that sits centrally as the key powerhouse in economic and social regeneration and growth in our communities. 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FRPSHWLWLYHIUHHPDUNHWHQYLURQPHQW Page 16 5HFRPPHQGDWLRQ ,Q RUGHU WR LGHQWLI\ QHZ JURZWK VHFWRUV LQ .HQW¶V HFRQRP\ DV ZHOO DV WR VXSSRUW H[LVWLQJ RQHV LW LV HVVHQWLDO WKDW .&& IXOILOV D VWURQJ VWUDWHJLF DQG FRRUGLQDWLQJ UROH .&& FDQ DFKLHYH WKLV E\ LQFUHDVLQJ V\QHUJ\ WKURXJK WKH VKDULQJ RI ODERXU PDUNHW LQIRUPDWLRQ EHWZHHQ HDFK RI LWV GLUHFWRUDWHV 7KLV LQIRUPDWLRQ VKRXOG EH FDVFDGHG HIIHFWLYHO\ WR SURYLGHUV DQG HPSOR\HUV LQ RUGHUWRVHFXUHFRQILGHQFHLQWKHSURYLVLRQRIDSSUHQWLFHVKLSV 5HFRPPHQGDWLRQ 7KH 6NLOOV DQG (PSOR\DELOLW\ 6HUYLFH VKRXOGODXQFK LQ FROODERUDWLRQZLWKWKH 1$6 D VXPPLW WR GHYHORS VWUDWHJLHV DLPHG DW SURPRWLQJ WKH JURZWK RI DSSUHQWLFHVKLSVLQWKHFRXQW\ Page 17 Page 18 Page 19 %DFNJURXQG Young people represent the future for Kent and its economy. It is essential to create an environment and opportunities in which they can develop their skills and fulfil their potential. In these difficult financial times accessing sustainable employment can be challenging; enhancing the employability of young people is vital if we want to contribute to the country’s economic recovery and give our youth the best possible future. One of the main tasks of an effective education system is to prepare young people for the world of work. However, the traditional focus of English secondary education on academic achievement may not be ideal for students who are better suited to applied, practical learning. Apprenticeships, through nationally recognised vocational education and training coupled with work-based learning, have a key role in developing their employability. But today’s high quality, advanced apprenticeships can also offer real opportunities to those who were traditionally attracted to higher education. And, by improving workers’ skills and developing sustainable employment, apprenticeships can help local businesses to develop and grow. While apprenticeships are increasingly recognised as offering a valuable way of preparing young people for the world of work, there are still concerns about their image, delivery and effectiveness. This Committee was set up to address these issues in order to ensure that young people are able to contribute to the growth of Kent’s economy, and are given the best prospects for the future. 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age 47 7KURXJK WKLV SURMHFW .&& KDV VXSSRUWHG WKH HPSOR\PHQW RI YXOQHUDEOH \RXQJ SHRSOH E\ SD\LQJ WKHLU VDODU\ IRU PRQWKV DQG SURYLGLQJ VXSSRUW WR WKHP DQG WKHLU HPSOR\HUV WKURXJKRXW WKH DSSUHQWLFHVKLS SHULRG 7KH SURMHFW KDV QRZ EHHQ H[WHQGHG LQWR LWV VHFRQGSKDVHVXSSRUWLQJDQDGGLWLRQDOYXOQHUDEOH\RXQJSHRSOH .&&LVDOVRVXSSRUWLQJEXVLQHVVHVDQG\RXQJSHRSOHE\ODXQFKLQJ D QHZ DSSUHQWLFHVKLS FDPSDLJQ ³.HQW -REV IRU .HQW¶V Page 49 Page 50 $SSUHQWLFHVKLSV7KH%HQHILWVDQG&KDOOHQJHV Apprenticeships are becoming increasingly central to any discussion about education systems and the provision of high- quality vocational education. They provide an important route through that system and offer a series of benefits for both young people and employers. However, there are a number of acknowledged problems that hinder the perception, take-up and development of apprenticeships in Kent and throughout the Country. 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It’s a trial for both sides. If you can then go for a full-time post, the employer has the chance to take on someone whom they already know and has been given the experience they need, and does not have the risk of taking on someone unknown” - An apprentice 1DWLRQDO$SSUHQWLFHVKLS6HUYLFH 7KH%XVLQHVV%HQHILWVZHEVLWH KWWS ZZZDSSUHQWLFHVKLSVRUJXN ,ELG ,ELG ,ELG ,ELG Page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“At O2, we’re with apprentices because we’re committed to helping our people grow and progress and we see the value they can offer. Our apprentices are given hands-on experience in a variety of job roles, and we’ve found that this is a great way to develop raw talent, ensuring they have the knowledge and skills we need to progress in the future.” - Ann Pickering, HR Director, Telefonica UK ,ELG Page 57 $OWKRXJK DSSUHQWLFHVKLSV RIIHUD YDULHW\ RIEHQHILWV WRERWK\RXQJ SHRSOH DQG EXVLQHVVHV WKH\ DUH DOVR VXUURXQGHG E\ D QXPEHU RI FRQVWUDLQWV)RUH[DPSOH $SSUHQWLFHVKLSVKDYHWHQGHGWREHWDUJHWGULYHQUDWKHUWKDQPDUNHW OHGDQGWKHODFNRILQYROYHPHQWRIPDQ\HPSOR\HUVPD\LQGLFDWHD ODFNRIGHPDQG 0XFK VRFDOOHG DSSUHQWLFHVKLS WUDLQLQJ ZDV PHUHO\ UHODEHOOLQJ RI H[LVWLQJ ZRUNHUV¶ UROHV RU FRQYHUWLQJ *RYHUQPHQW VXSSRUWHG SURJUDPPHVRIZRUNEDVHGOHDUQLQJLQWRDSSUHQWLFHVKLSV$V'RXJ 5LFKDUG SXW LW LQ KLV 5HYLHZ ³(YHU\WKLQJ LV QRW DQ DSSUHQWLFHVKLS«DSSUHQWLFHVKLSV UHTXLUH D QHZ MRE RU QHZ UROH D UROH WKDW LV QHZ WR WKH LQGLYLGXDO DQG UHTXLUHV WKHP WR OHDUQ D VXEVWDQWLDODPRXQWEHIRUHWKH\FDQGRWKDWMREHIIHFWLYHO\´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age 58 ,WFDQEHKDUGHUIRUYXOQHUDEOHOHDUQHUVVXFKDV\RXQJSDUHQWVWR FRPSOHWHDQDSSUHQWLFHVKLSJLYHQWKHDGGLWLRQDOGHPDQGVWKH\IDFH (YLGHQFHVXJJHVWVWKDWLWLVQRWDOZD\VSRVVLEOHIRUVRPHYXOQHUDEOH OHDUQHUVWRRYHUFRPHWKHVHEDUULHUV “Everything is not an apprenticeship … apprenticeships require a new job or new role, a role that is new to the individual and requires them to learn a substantial amount before they can do that job effectively.” - Doug Richard, The Richard Review of Apprenticeships .HQW&RXQW\&RXQFLO 7KH$SSUHQWLFHVKLSV6HOHFW&RPPLWWHH-DQXDU\ Page 59 The benefits of apprenticeships include: Apprentices learn on the job; they build up knowledge and skills, gain qualifications and earn money all at the same time. A large proportion apprentices go on to management positions within the company that employs them. You can become an apprentice from age 16. Apprenticeships help businesses to grow, offering an employer the opportunity to mould an employee to their current or future needs. Salaries for young apprentices are 100% tax deductible. There are a number of alternative routes for businesses who might otherwise struggle to employ apprentices directly. Page 60 *RRG3UDFWLFHLQWKH8. $V WKH UHSRUW SRLQWHG RXW HDUOLHU RQH RI WKH PRVW ZLGHO\ DFNQRZOHGJHGSUREOHPVDERXWDSSUHQWLFHVKLSVLVWKHLUSHUFHLYHGODFNRI TXDOLW\+LJKTXDOLW\DQGZHOOGHYHORSHGDSSUHQWLFHVKLSV\VWHPVZKHQ GHOLYHUHGLQDGHHSO\LPPHUVLYHDQGUREXVWPDQQHUKDYHEHHQVKRZQ WR LPSURYH SURGXFWLYLW\ VWDII PRUDOH DQG WKH TXDOLW\ RI D SURGXFW RU VHUYLFH7KHUHDUHDQXPEHURIH[DPSOHVRIJRRGSUDFWLFHLQWKH8. 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Teachers are appropriately qualified in literacy and numeracy. The assignments encourage apprentices to help the company improve its environmental performance and share the improvements with customers. Apprentices are given a choice of assignments such as the following: Calculating the costs of energy use and considering how these could be reduced by good housekeeping; Recording the amount and type of litter collected near restaurants and presenting the findings in a range of charts and graphs. Considering what the results told them about people’s behaviour and how the business could reduce its impact on the local environment. Developing a leaflet on McDonald’s products, detailing the quality of the food and where it was sourced. One apprentice said: ‘I have developed my confidence and my ability to inform customers about food quality and to pass on information to other local businesses and members of staff who have not completed the apprenticeship.’ Page 64 *RRG3UDFWLFHLQWKH(XURSHDQ8QLRQ $ PDMRU VKRUWFRPLQJ RI WKH (QJOLVK DSSURDFK WR WHFKQLFDO YRFDWLRQDO HGXFDWLRQ VHHPV WR EH WKH IDLOXUH WR UHFRJQLVH WKH XQLTXH DQG VSHFLILF GHPDQGV WKDW D KLJK TXDOLW\ WHFKQLFDOYRFDWLRQDO URXWH UHTXLUHV 6RPH FRPPHQWDWRUV DUJXH WKDW WKH SXUVXLW RI µSDULW\ RI HVWHHP¶ LV PLVJXLGHG EHFDXVH LW DVVXPHV WKDW YRFDWLRQDO HGXFDWLRQ FDQ EH GHOLYHUHG WKURXJK D V\VWHP GHVLJQHG WR FDWHU IRU WUDGLWLRQDO DFDGHPLFHGXFDWLRQ +LJKO\ GHYHORSHG YRFDWLRQDO HGXFDWLRQ V\VWHPV ZLWK KLJKO\ GHYHORSHGDSSUHQWLFHVKLSSURJUDPPHVH[LVWLQDQXPEHURI(XURSHDQ FRXQWULHV DQG KDYH EHHQ LQVWUXPHQWDO LQ VHFXULQJ ORZ UDWHV RI \RXWK XQHPSOR\PHQW 7KH SDWKZD\V LQ WKHVH V\VWHPV DUH LQVWLWXWLRQDOO\ VXSSRUWHG KDYH D KLJK GHJUHH RI ³EX\LQ´ IURP VWDNHKROGHUVDQG DUH VHHQ DV IHDVLEOH DOWHUQDWLYHV WR WUDGLWLRQDO DFDGHPLF URXWHV QRW DV VHFRQGWLHUVRU³GXPSLQJJURXQGV´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±:RUOG&ODVV6NLOOV/RQGRQ+062 &%, %XLOGLQJIRU*URZWK %XVLQHVV3ULRULWLHVIRU(GXFDWLRQDQG6NLOOV/RQGRQ 5R\DO$FDGHP\RI(QJLQHHULQJ -REVDQG*URZWK 7KH,PSRUWDQFHRI(QJLQHHULQJ6NLOOVWR WKH8.(FRQRP\/RQGRQ5R\DO$FDGHP\RI(QJLQHHULQJ Page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¶V&KLHI,QVSHFWRURI(GXFDWLRQ&KLOGUHQ¶V6HUYLFHVDQG 6NLOOV0DQFKHVWHU Page 66 Good Practice Apprenticeships in Germany Youth unemployment in Germany is one of the lowest in the EU. Apprenticeships have a high status; two thirds of young people undertake an apprenticeship. In comparison, in 2011 in England only 6% of young people aged 16 to 18 began an apprenticeship. German apprenticeships cover over 300 trades, and both employers and the government are involved in the design of programmes and the payment of the apprentice. Nearly all apprenticeships are at Level 3, and most programmes take three years to complete. In England, two thirds of apprenticeships are at Level 2 and most programmes last one to two years. Information and guidance on choosing an apprenticeship is well established in German schools and careers advice centres. The range of subjects is evenly represented across service sector and industrial or craft occupations. In England, a recent Ofsted survey found careers guidance on apprenticeships to be weak. Employer engagement is particularly strong in Germany. In 2005, nearly 100% of large firms (with more than 500 employees) offered apprenticeships, compared with 30% in England. Source: Learning and Skills (2012), Ofsted. Page 67 Good Practice Apprenticeships in Switzerland In Switzerland, all apprentices attend publicly-funded vocational schools, limiting the costs for business. Employers can choose to provide additional training in technical subjects or other areas. Switzerland is the only country in Europe where the firm bears no net cost as a result of the apprenticeship. Young people in Switzerland are also provided with extensive careers guidance, which begins when the young person is about 12. During this process they learn about the local economy and local business. As they get older they attend careers centres, and parents become part of the careers guidance process. Young people may also attend taster sessions in local businesses that offer apprenticeships in which they learn how to apply for jobs. Some have argued that the Swiss apprenticeship model is in many ways the most successful in Europe. Swiss school leavers have a higher educational standard, and are normally more qualified when they start an apprenticeship. Apprenticeships are a popular career pathway in the country; in 2010 just under two thirds gained the apprenticeship certificate. Source: The Apprenticeship Journey (2012) Federation of Small Businesses Page 68 Good Practice Apprenticeships in Austria In Austria, 40 per cent of young people go into apprenticeships, the majority of whom are under-19. Most apprenticeships last three years and completion rates are high. The demand for apprenticeships is very high; more young people want to be apprentices than there are businesses to support them. This phenomenon is also apparent in England. A number of measures have been taken by the Austrian Government since 2003 to increase the number of engaged businesses: • The appointment of apprenticeship advisors (experienced apprenticeship trainer and providers) whose job is to contact firms directly and persuade them to offer more apprenticeships. • The provision of training facilities for young people not yet ready to take up an apprenticeship, or for apprentices that are falling behind the expectations of their employer. This provision is supplied outside of the employer’s remit. Alongside financial incentives these measures have begun to reverse the trend and increase employer demand. Source: The Apprenticeship Journey (2012) Federation of Small Businesses Page 69 Page 70 $SSUHQWLFHVKLSVDQG$ZDUHQHVV Although apprenticeships are becoming an important part of the English education system, they are still surrounded by a variety of issues which limit their potential. The delivery practices of some apprenticeships, with short time-scales and inadequate organisation, encourage a negative perception of all apprenticeships, and endanger the integrity of the apprenticeship “brand”. The provision of accurate and genuine information, support and guidance is crucial in raising awareness about what apprenticeships can offer, and in promoting them to employers, young people and society at large. KCC is already doing much to promote the quality and take-up of apprenticeships in the county. Nonetheless, we believe that Kent should lead by example to ensure that apprenticeships become an essential reference point in our education system and a route towards successful careers and prosperity. 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They tried to steer us towards 6th form and university”. -A student $OWKRXJK WKLV HYLGHQFH SRUWUD\V D EOHDN VFHQDULR WKHUH DUH D QXPEHURIH[DPSOHVRIJRRG,$*SUDFWLFHLQ.HQWVFKRROV0DQ\VXFK DV &DVWOH &RPPXQLW\ &ROOHJH QRZ KDYH D QDPHG FDUHHUV DGYLFH FRRUGLQDWRU RQ WKHLU VWDII WR FRPSHQVDWH IRU WKH ORVV RI VXSSRUW WKDW SUHYLRXVO\ FDPH IURP WKH &RQQH[LRQV VHUYLFH 2WKHUV VXFK DV WKH *UDYHVKDP&RQVRUWLXPDUHZRUNLQJPRUHFORVHO\ZLWKHPSOR\HUVDQG RWKHUOHDUQLQJSURYLGHUVDVSDUWRIDVWUDWHJ\WRPDQDJHVWXGHQWV¶ SURJUHVVLRQPRUHHIIHFWLYHO\ 7KH QDWLRQDO LQWURGXFWLRQ RI 'HVWLQDWLRQ 0HDVXUHV FRXOGDOVR FRQWULEXWHWRUHVROYLQJWKHSUREOHPRISRRUTXDOLW\,$*7KHVHSURYLGH GDWD RQ WKH GHVWLQDWLRQV RI \RXQJ SHRSOH LQ HGXFDWLRQ WUDLQLQJRU HPSOR\PHQW LQ WKH \HDU IROORZLQJ FRPSXOVRU\ VFKRROLQJ 7KLV FRXOG EHDQLQGLFDWLRQRIWKHHIIHFWLYHQHVVRI,$*LQVFKRROV+RZHYHUDVWKH 5LFKDUG5HYLHZSRLQWVRXWGHVSLWHWKHVHPHDVXUHVUHFRJQLVLQJDZLGH UDQJH RI RXWFRPHV PDQ\ VFKRROV VWLOO FRQWLQXH WR PHDVXUH WKHLURZQ 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(VWLPDWLQJWKH/LIH7LPH&RVWRI1((7 Page 93 Page 94 $SSUHQWLFHVKLSVDQG%XVLQHVV Businesses are playing an increasingly central role in the development and delivery of apprenticeships. A number of recent, influential reviews, such as the Richard Review and the Holt reviews, emphasise the importance of employers’ involvement to align apprentices’ learning outcomes more closely with business needs. We know from employers who offer apprenticeships that they recognise that apprentices are an investment which can improve their skill base and expand their business. Yet the majority of businesses in Kent do not offer apprenticeships; more can be done to ensure that they meet increasing demand from young people. One of the key challenges to the further expansion of apprenticeships is that the overwhelming majority of businesses in Kent are SMEs; they lack the resources of larger businesses, and therefore can be less willing to make the investment that apprenticeships require. While many of the recommendations in this report are aimed at supporting Kent employers, we believe that a number of specific initiatives should be implemented to help our smaller businesses to take on apprentices. 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The teaching and bureaucracy are removed from both BT and SMEs. They are instead dealt with by Stoke College and E-Skills. E-Skills, which is the organisation that receives apprenticeship funding from the SFA, is also subject to quality inspections by Ofsted. SMEs benefit from taking on apprentices, and from other organisations dealing with the teaching and red tape. BT also benefits from the initiative, as the company is assured that the SMEs with which it operates are equipped with the high standard skills and knowledge that it requires. This model is highly successful and is often cited as an example of good practice. The overall apprenticeship completion rate is 98.7%, compared with the national average of 76.4%, and the retention rate of apprentices stands at 96%. 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Perhaps today this is particularly important given the large number of young people out of work. We have already discussed how lack of awareness and ineffective IAG provision to young people can hinder the expansion of apprenticeships. However, there are other systemic barriers in the sphere of education that need to be addressed. Some of them involve the preparation and work-readiness of young people, such as their development of soft skills and experience of work. Others relate more to mechanisms that hinder the take-up of apprenticeships and progression through the apprenticeship journey. 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.HQW&RXQW\&RXQFLO $SSUHQWLFHVKLSV6HOHFW&RPPLWWHHYLVLW-DQXDU\ .HQW&RXQW\&RXQFLO $SSUHQWLFHVKLSV6HOHFW&RPPLWWHHYLVLW -DQXDU\ ,ELG Page 128 +LJKHU OHYHO DSSUHQWLFHVKLSV DUH FUXFLDO WRPHHW WKHQHHGV RI RXU ORFDOHFRQRP\:HEHOLHYHWKDWIRUDPRUHFRPSHWLWLYH .HQWHFRQRP\ ZHQHHGWRSURPRWHWKHJURZWKRIDSSUHQWLFHVKLSVEH\RQG/HYHO,Q RUGHU WR DFKLHYH WKLV DLP ZH VXJJHVW WKDW .&& OLDLVHV ZLWK )XUWKHU (GXFDWLRQUHSUHVHQWDWLYHVDFURVVWKHFRXQW\WRSURPRWHRXUYLVLRQWKDW HDFKFROOHJHGHYHORSVDQDUHDRIDSSUHQWLFHVKLSVSHFLDOLVDWLRQ 5HFRPPHQGDWLRQ .&&¶V (GXFDWLRQ /HDUQLQJ DQG 6NLOOV 'LUHFWRUDWH DQG 5HJHQHUDWLRQDQG(FRQRPLF'HYHORSPHQW'LYLVLRQVKRXOGOLDLVH ZLWK )XUWKHU (GXFDWLRQ UHSUHVHQWDWLYHV DFURVV .HQW WKURXJK JURXSVVXFKDV.$)(& WRSURPRWHWKHYLVLRQWKDWHDFKFROOHJH GHYHORSVDQDUHDRIDSSUHQWLFHVKLSVSHFLDOLVDWLRQ EH\RQG/HYHO Page 129 Page 130 $SSUHQWLFHVKLSVDQG.&& We are convinced that KCC can perform a central role in the growth of apprenticeships in the county. KCC should lead by example, by promoting and expanding the apprenticeship programme within our workforce and by encouraging our partner organisations to do so. Importantly, we believe that in order to further stimulate the growth of apprenticeships in the marketplace, KCC should move towards a more strategic and enabling role. It is our vision that a few years from now, an established and reputable apprenticeship brand will offer a high quality alternative to academic education, meeting the needs of a growing Kent economy and leading to prosperous careers for our young people. 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