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Apprenticeships Strategy

Issue date
TUC Response to World Class Apprenticeships consultation

Summary

Overall the TUC welcomes the Apprenticeships Strategy, however there are some areas of concern and aspects that could be strengthened to increase the number of high quality employer-based places and boost equality;

We welcome steps towards building quality in Apprenticeships. Setting out more clearly what is meant by an Apprenticeship can provide a welcome boost in this area. This should be backed by monitoring of quality which ensures that Apprenticeships are being delivered effectively. However we are concerned about proposals that could add additional duties on apprentices and would oppose any weakening of apprentice rights;

The strategy rightly identifies the key challenge of increasing employer engagement in Apprenticeships. It is welcome that there is increased attention to the role of the public sector in promoting Apprenticeships. However the Government should also look at further mechanisms to lever in private sector involvement, for example through sector levies, targets in Sector Skills Agreements and licence to practice arrangements;

The availability of funding for Adult Apprenticeships is welcome, however there should a much more significant expansion of adult places and delivery arrangements to ensure recognition of existing skills;

There is relatively little recognition of the union role in Apprenticeships, and the strategy would be strengthened by recognising the role unions play in working with employers to increase high quality Apprenticeships through negotiation, agreement making and monitoring. Statutory rights to collective bargaining over training would help unions support the expansion of Apprenticeships;

It is very disappointing the Government has not set out arrangements for immediately uprating the minimum apprentice pay rate. It is welcome that the Low Pay Commission will be reviewing the existing exemption, but the £80 per week floor on apprentice pay was set in August 2005 and has not been increased since. Improving pay will make Apprenticeships more affordable for apprentices and will therefore impact positively on completion rates and perceptions of quality. Boosting pay will support equality as women are concentrated in the lowest paying sectors;

The TUC recognises that there is value in clarifying responsibility for Apprenticeships through the establishment of the National Apprenticeships Service (NAS), however we are concerned about fragmentation of the skills system. The NAS should remain as part of the Learning and Skills Council and the new Skills Funding Agency, and closely aligned to Train to Gain;

The strategy sets out some welcome proposals around equality. This should be backed by a clear equality strategy with high-level political ownership. Levers to promote equality in Apprenticeships, eg through the use of public procurement and targets for Sector Skills Agreements should also be implemented.

1.11 Introduction

1.1 On 28 January 2008, the Government launched the findings of an internal review of Apprenticeships. The publication 'World-class Apprenticeships: Unlocking Talent, Building Skills for All' sets out a strategy for achieving the ambition of 400,000 Apprenticeships in England by 2020. This was the result of a joint review between the Department of Innovation, Universities and Skills (DIUS), the Department for Children, Schools and Families (DCSF), the Cabinet Office (the Strategy Unit) and the Learning and Skills Council (LSC).

1.2 In making the TUC's initial response, Brendan Barber said:

'There is much to welcome in the Government's apprenticeships review. The expansion of apprenticeships must be based on improving quality, equality and establishing clear standards. Many of the measures announced today support these aims.

But it's disappointing that the Government has delayed addressing a key problem with apprenticeships, that of poor pay. Although the poorest paid apprentices, often young women, are now protected from the worst ravages of exploitation by an £80 wage floor, this has not increased since August 2005. Rising prices mean this is effectively a pay cut.

The Government could further boost the quality of apprenticeships, make them more attractive to young people and improve completion rates by increasing the wage floor to £110. This would bring apprenticeship pay broadly into line with the minimum wage for 16-17 year olds'.

1.3 This submission sets out the TUC's response to the strategy in more detail, and covers each of the key themes of the document in turn.

2 Strengthening Apprenticeships

1.1 The strategy document makes the case for strengthening the Apprenticeships system through a number of measures, including defining the Apprenticeship experience, improving quality, clarifying usage of the Apprenticeships brand and integrating Apprenticeships with the rest of learning.

Defining the Apprenticeship experience

1.2 More clearly defining the Apprenticeship experience is potentially an important step towards building quality across programmes. The strategy document sets out a number of proposals to do this. While some aspects of these developments are welcome, there are others where the TUC has concerns.

1.3 Currently, the minimum content of Apprenticeships is set out in a document called the Apprenticeship blueprint. The blueprint covers the minimum components required for a programme to be called an Apprenticeship, including the level of NVQ and underpinning key skills. When new Apprenticeship frameworks are approved, content is measured against the blueprint. The strategy proposes strengthening the Apprenticeships blueprint and introducing Apprenticeship Agreements. An Apprenticeship Agreement would be signed between the employer, the apprentice and possibly also the training provider. The proposals in the strategy document include that these reforms are incorporated into legislation.

1.4 Efforts to strengthen the Apprenticeships blueprint and develop a more comprehensive vision of quality in Apprenticeships are welcome. The proposals in the strategy document go some way towards this. For example it is welcome that employment rights and responsibilities will be required to be part of the formal learning of the Apprenticeship. Trade unions should have the opportunity to be involved in the design and delivery of this element of Apprenticeships.

1.5 Proposals to include requirements to set out the on the job and off the job training that will be delivered are also welcome. Further, that the supervision to be received will also be set out, including the services of a mentor. This additional support has often been identified as a factor in successful Apprenticeships. It is however important that the role of mentors is clearly outlined, what constitutes good practice is firmly established and that mentors receive appropriate training. Good practice would include a principle that a mentor should usually be a different person to the supervisor. This is an area where the role of union learning representatives (ULRs) could be usefully explored.

1.6 We do however have concerns about proposals that an Apprenticeship Agreement should contain 'the standards of attendance and effort expected from the apprentice'. The TUC accepts that the Apprenticeship Agreement should set out the hours that apprentices are expected to attend work. However, what is meant by the term 'effort' is not clearly defined. The TUC would be concerned if the Apprenticeship Agreement were to place additional or more onerous duties on apprentices than are placed on employees through implied and express terms in the average contract of employment. Furthermore, the TUC believes that employer concerns about the 'risks' of taking on apprentices are based on stereotypes and that proposals such as these are not helpful in breaking down these perceptions.

1.7 The strategy also proposes that minimum entry requirements for Apprenticeships are included in the blueprint. This may be helpful in ensuring that apprentices are entering programmes at the most appropriate level. However the mechanisms to establish minimum entry requirements must also be relevant to mature apprentices who wish to re-skill. The current proposals do not appear to take account of mechanisms to recognise prior learning. It may be that introducing testing is appropriate, including demonstrating practical abilities. The TUC would urge that careful consideration is given to how the proposals to establish minimum entry requirements are put into practice in order not to disadvantage some potential apprentices.

1.8 Alongside clearly stipulating in the blueprint and underpinning legislation the definition of Apprenticeship, measures should also be taken to clearly articulate what constitutes a high quality Apprenticeship programme, ranging from induction and a supportive environment through to incremental pay rises and making every effort to have a job available upon completion of the programme.

1.9 An issue that remains unclear is responsibility for approving Apprenticeship frameworks and monitoring to ensure good practice. There should be clear checks and balances built into the system to ensure that the significant public money available for Apprenticeships is being spent well. There should also be the opportunity for trade unions to be involved in this process so as to draw from their experience and expertise. In unionised workplaces there may also be a role for union representatives in relation to Apprenticeship Agreements. The format for resolving disputes about training or workplace issues is also unclear.

1.10 The strategy also notes that legislation will clarify that an apprentice will not be considered as having a 'contract of apprenticeship'. This relates to the 2006 Flett v Matheson case, where the Court of Appeal held that an apprentice could be considered to have a contract of apprenticeship in the traditional sense. This meant that if continuation of the Apprenticeship contract did not suit the employer, the employer is obliged to try to find an alternative employer, but if such attempts failed, the obligation remained on the employer and they could not dismiss the apprentice within the period of training, save in cases of incapability.

1.11 The TUC supports the principle established by the Court of Appeal in the Flett v Matheson case that where an employer does not wish to continue to provide an Apprenticeship place there should be an obligation to try and find an alternative placement. Apprentices sacrifice earnings in order to develop their skills and therefore should have some guarantee that they are able to complete their programme. Employers shouldn't be able to end an Apprenticeship without taking some steps to ensure that the apprentice completes their training.

1.12 The TUC would also be concerned about any changes to established employment law (in addition to changes in relation to Flett v Matheson) that apprentices are deemed to have a contract of employment for the purposes of the Employment Rights Act 1996 and other legislation. The TUC is opposed to any weakening of apprentice rights to unfair dismissal protection or any other employment rights.

Improving Quality of Apprenticeships

1.13 The TUC strongly supports efforts to improve the quality of Apprenticeships, and believes that this must be at the heart of the planned expansion of the programme. We would welcome more clarity over the steps to be taken to quality-assure all stages of the revised Apprenticeship experience as outlined in the strategy document. Again we would see a role for trade unions in this process, including union learning representatives.

1.14 The steps outlined above to expand the Apprenticeships blueprint can hopefully be an important measure, and as outlined earlier it is also important to ensure that there is clear responsibility for approving frameworks and monitoring Apprenticeships. The ambition for increasing the number of Apprenticeships should not result in perverse outcomes in terms of quality.

1.15 The TUC has some concerns about differences in content between Apprenticeships. Some Apprenticeships for example have comparatively little off the job training. This can have implications for how quality of Apprenticeships is perceived. This issue should be kept under review.

Clarifying usage of the Apprenticeship brand

1.16 Apprenticeships have a strong brand name, but with insufficient public and employer understanding of what the brand now stands for. For example people aren't necessarily aware of the range of Apprenticeships across different sectors, or that an Apprenticeship is not a qualification in itself. This all needs clarifying and explaining.

1.17 The TUC agrees with the statement in the strategy that 'it is important that all government-funded Apprenticeship programmes conform to the same expectations'. Currently there are two main Apprenticeship routes. The vast majority of Apprenticeships are employer-based, where an apprentice has a contract of employment with an employer. 'Apprenticeships' are at level two, and 'Advanced Apprenticeships' at level three. A significant minority of places are 'programme-led', where apprentices are based with providers and are meant to receive work experience.

1.18 It is welcome that there is now ongoing funding for Adult Apprenticeships. However there should a much more significant expansion of adult places. This could be an important measure for breaking down occupational segregation, as research suggests that older women are more likely to enter non-traditional occupations. Adult Apprenticeships would also be beneficial for adults facing redundancy, with outdated skills or those in the workplace seeking to build their skills and qualifications. To meet the needs of adults it is important that delivery mechanisms properly account for recognition of prior skills.

1.19 It is broadly welcome that the strategy clarifies that 'all apprentices will be expected to have a contract of employment with an employer, and not a training provider, to be counted as being on an Apprenticeship'. This is important as the TUC has had concerns that, given the challenge in securing ensuring enough employer based Apprenticeship places, there would be an incentive to expand Apprenticeships through programme-led approaches. Further, as outlined, it is important that programme-led routes will be distinguished from employed Apprenticeships in any published statistical data. Programme-led approaches should not be counted in the target to reach 400,000 Apprenticeships in England by 2020.

1.20 We recognise that high quality 'programme-led', or provider-based, approaches do have an important role to play. However it is important that there are always close links to high quality employer placements. We welcome moves to create closer links between programme-led approaches and progression to an employed Apprenticeship. It should also be clear that this is in the appropriate sector. Many more employers need to take up the challenge and get involved.

1.21 Finally, the TUC is concerned about clarifying what is meant by work experience in programme-led approaches. We have become aware of young people contracted to spend one day per week at an employer's premises over periods of two years who receive only the Educational Maintenance Allowance (maximum of £30 per week) and are also expected to work unpaid hours during busy periods during the year such as Christmas. Further, that young people do not receive travel or other expenses. We seek clear guidelines on how work experience is managed in programme-led routes and the establishment of mechanisms to ensure that work experience does not translate into ongoing unpaid labour.

Integrating Apprenticeships with the rest of learning

1.22 The TUC believes that there should be clear progression routes into Apprenticeships, and closer linkages between Apprenticeships and Advanced Apprenticeships. This could be facilitated by apprentices who undertake Advanced Apprenticeships, being recognised for the milestone of completing an Apprenticeship at level 2. This would be particularly important in instances where the apprentice were unable to complete their Advanced Apprenticeship. There should be recognition for however much of the programme the apprentice completes, and systems in place to prevent employers exploiting apprentices by offering them inducements before the apprentice has finally completed their programme.

1.23 There should also be clearly defined routes from Apprenticeships to higher education including Foundation Degrees and other degrees. We welcome the proposals to ask the LSC to extend its work with UCAS to evaluate Apprenticeship frameworks in term of UCAS points and entry qualifications to higher education.

1.24 We also welcome moves to increase recognition of Apprenticeships by providing an Apprenticeship certificate to apprentices who successfully complete their programme.

3 A new delivery system

A dedicated Apprenticeship service

3.1 One of the major proposals in the strategy is the establishment of a new National Apprenticeship Service (NAS), which is to be assigned end-to-end responsibility for the Apprenticeship programme and ultimate responsibility for the delivery of national targets. The NAS is to operate both at the national and sub-regional level, and have a range of functions including overall responsibility for delivery of the Government's policy on Apprenticeships.

3.2 The NAS will also be responsible for: co-ordinating the funding of all Apprenticeship places; assessing potential providers for quality and value-for-money; providing a national information and marketing service; establishing and maintaining a national matching service; ownership of the Apprenticeships blueprint; development of a model Apprenticeship Agreement; administration of the Apprenticeship 'credit' initiative'; specification and provision of management information; promotion of Apprenticeships; and management of a task force initiative to overcome the particular barriers to the growth of Apprenticeships in London.

3.3 The TUC recognises that there are a range of bodies with an interest in Apprenticeships, and that there is value in clarifying and unifying responsibility for Apprenticeships. However we are also concerned that having an additional skills body in an already fragmented system may cause further confusion. Therefore it is important that care is taken to describe the NAS to employers, not as yet another skills body, but as a means of simplifying their access to information and support on Apprenticeships.

3.4 In particular, given the Government's emphasis on supporting work-based learning via Train to Gain, it is important that there is clarity between the two services. This should be kept in mind in developing the NAS. For example clarity is needed on the relationship between the NAS 'field force' and Train to Gain brokers. There is the potential for confusion for employers if they are approached by another skills body. On this basis it would seem sensible that the NAS would be best placed to remain as a part of the Learning and Skills Council in the interim, and then the Skills Funding Agency once it is established. It is important that the synergies and distinctions between the NAS and Train to Gain are carefully planned.

3.5 We have already argued that there needs to be clear responsibility for monitoring quality of Apprenticeship programmes. We would expect that unions, including union learning representatives are identified as part of the monitoring process.

3.6 The strategy does not mention how trade unions can engage with and provide feedback to the NAS, and the TUC would expect that such mechanisms are developed. This includes carrying out the duties of the NAS in respect of developing initiatives to stimulate employer involvement in Apprenticeships. There is a commitment for the NAS to commission the Quality Improvement Agency to undertake work to spread best practice. The role of trade unions in promoting good practice in Apprenticeships should be factored into this work. Further, the NAS should be required to seek to encourage employers to work more closely with union learning representatives around Apprenticeships.

3.7 The NAS should also work with the TUC in preparing to develop materials for trade unions to promote Apprenticeships to employers. The strategy document does note that in revising the blueprint, the NAS will work with trade unions, which is welcome.

3.8 The TUC would expect that the role of trade unions features prominently in the Apprenticeship Handbook that will be distributed to employers, providers, colleges, schools and learners. Trade unions may also benefit from this Handbook in promoting Apprenticeships if it is effectively tailored.

3.9 The strategy proposes the establishment of a task force initiative to overcome barriers to growth of the programme in London. This should be joined up with the work of the London Employment and Skills Board in this area, as well as the Apprenticeship Ambassadors Network. There should be trade union representation on the task force.

3.10 The TUC welcomes the development of a national matching service for employers and potential apprentices. This is important in terms of making information about Apprenticeship places more readily available, and should boost transparency. In particular, it is important that pay rates are included and are visible.

3.11 In taking forward responsibility for management information on Apprenticeships, it is important that data collection and dissemination is improved. For example Apprenticeships data showing starts, completions and pay should be available on a geographical basis, with breakdowns based on age, gender, race and disability.

3.12 At present the resources available for the NAS are unclear. However it is important that the NAS is resourced well enough to conduct its duties effectively. Further, the TUC believes it is important that the NAS is developed in a way that provides access to people who are shift workers or have caring responsibilities. This should be taken into account, including if a high street presence is developed, as suggested in the strategy document.

4 Boosting Employer Supply

4.1 The TUC recognises boosting the number of high quality employer-based places as the key challenge facing the expansion of Apprenticeships. The section on boosting employer supply of Apprenticeship places focuses on: sectors that could be targeted for expanding the programme and measures to boost the range of Apprenticeships, simplifying the mechanism for approving new types of Apprenticeship, recognising employer funded training that conforms to the Apprenticeship blueprint and makes suggestions for boosting business support. Many of these issues are discussed in more detail below.

4.2 The strategy document rightly identifies that the excess of learner demand over employer supply 'is the fundamental constraint on future growth of the programme and one that needs to be tackled quickly'. Boosting employer supply must make more high quality Apprenticeship places available to young people and adults, and for more women in non-traditional areas, as well as people from Black and Asian communities and disabled people.

4.3 While it is right to try and ensure greater engagement in Apprenticeships in both the public and private sector, we are not convinced that the mechanisms outlined are sufficient. In particular, greater attention should be paid to levers to build employer engagement. For example sector levies could be used to promote employer engagement in Apprenticeships. Employers who do invest in quality training for their workforce could offset their training costs against this levy. Targets could also be built into Sector Skills Agreements. Consideration could also be given to areas where a 'licence to practice' approach could facilitate increased engagement in Apprenticeships.

4.4 The strategy document outlines four core participants in Apprenticeships: employers, apprentices, training providers and government. Trade unions also have a role to play and should be recognised as helping create employer demand through making agreements with employers, as well as helping to support apprentices by promoting decent pay and conditions, and increasingly through union learning representatives acting as mentors. This should be recognised and developed in the implementation of the strategy, including in the sectors identified for potential expansion. The role of unions in promoting Apprenticeships to employers could be significantly boosted if statutory rights to collective bargaining over training were introduced.

4.5 The TUC has long been calling for the Government to lead by example in promoting Apprenticeships. The strategy document highlights the limited take-up of Apprenticeships in most areas of the public sector. The TUC supports these efforts and the potential development of targets in the public sector. However it should also be recognised that in some areas of the public sector there are job losses taking place, and in this context adult apprenticeships in particular might be beneficial. The public sector should also be an important way to boost equality and diversity in Apprenticeships.

4.6 The Public Services Forum (PSF) Learning and Skills Task Group was established in summer 2006 and given a remit by the PSF to scope out the major long-term skills priorities for public services in the context of workforce development and the overall aim of improving public service. It was also asked to develop an action plan for employers and trade unions that would influence the LSC's remit on skills.

4.7 The Task Group's membership comprises employers and trade union officials who are members of the PSF and it is co-chaired by Frances O'Grady (TUC Deputy General Secretary) and David Amos (Director of Workforce, University College London Hospitals NHS Foundation Trust). In May 2007 the Task Group published an interim report and one of the three policy priorities it identified was the urgent need to drive up the number of high quality Apprenticeships in all parts of public services.

4.8 The Task Group is now in its second year and is taking forward a number of initiatives on Apprenticeships, including instigating new research into the barriers to employer uptake (currently being commissioned by the LSC). In addition, the Task Group will be working closely with the Apprenticeship Ambassadors Network to support the remit which the Network had been given to increase employer demand for high quality apprentices across all parts of public services.

Boosting the range of Apprenticeships

4.9 The strategy outlines that one of the barriers to expanding Apprenticeships is that there are not enough suitable frameworks available. The strategy identifies that the current approvals system is overly time consuming, and sets out a simplified approach. In the future 'any organisation wishing to offer an Apprenticeship simply needs to submit to the relevant Sector Skills Council a short description of its plans, the qualifications and units it wishes to utilise, and how they meet the requirements of the strengthened Apprenticeships blueprint'. This may also include accredited employer qualifications.

4.10 The TUC is concerned to ensure that there is a clear process to ensure that quality and transferable skills are key to determining whether or not approval is given. There must be clearly defined responsibility and accountability for the approval process. Further, that robust monitoring takes place to ensure quality. The TUC is concerned that the current proposals need to be stronger in all of these areas. Trade unions should also have the opportunity for greater involvement around Apprenticeships via Sector Skills Councils.

Recognising all Apprenticeships

4.11 As noted earlier, if employer funded Apprenticeships are to be recognised as part of the Apprenticeship brand, there needs to be a robust system for ensuring quality and transferability. It is right that numbers would be recorded separately from publicly funded Apprenticeships.

Business Support

4.12 The paper outlines proposals around business support and in particular incentives for employers in certain circumstances. The TUC recognises that for small employers, some wage subsidy may be a useful incentive to take on apprentices. Business support should be related to ensuring apprentices receive decent pay.

4.13 The strategy also proposes extending incentives to large employers so they can recruit more apprentices than they need to meet their requirements in order to improve the quality of the supply chain in the relevant sector. The TUC has some reservations about this approach, in particular around the employment status of such apprentices and the mechanisms in place to promote the availability of a job at the end of an Apprenticeship.

4.14 The TUC is also concerned about the statement that there is a 'lack of awareness that workers on a contract of Apprenticeship and people on government-run training schemes are exempted from regulations that require equal treatment with permanent employees'. The TUC opposed the exemptions of apprentices and trainees in the Fixed-term Employees (Prevention of Less Favourable Treatment) Regulations 2002 which implemented the EU Fixed-term Work Directive (99/70/EC).

4.15 The exclusion of apprentices, most of whom are employed on fixed term contracts, conflicts with established policy that Apprenticeships should be a well-branded product which offers good quality training and career opportunities for those individuals participating in it. For many apprentices, the training component of their contracts represent only one element of their work commitments. Many spend much of their time performing the same duties as other permanent workers. Many are also not aware that they are employed as apprentices. We certainly do not see why in principle they should not be entitled to the benefit of some equal treatment protection with permanent workers - for example, in relation to contractual holiday and sickness benefits.

4.16 Highlighting existing exemptions for apprentices runs the risk of incentivising employers to treat apprentices less favourably than other workers. This could mean that apprentices are less likely to complete their training, which would be a perverse outcome given the welcome high priority for improving completion rates. The TUC would oppose any widening of the exemption contained in the fixed term contract regulations.

Support for more employer 'ownership' of Apprenticeships

4.17 The strategy also sets out proposals for support and development of group training associations in relation to Apprenticeships. The TUC is not opposed to this in principle, however we are concerned to ensure that there is robust monitoring of quality, and that employment rights of apprentices in these circumstances are protected. Any capital expenditure to support such measures should include requirements to take account of building equality and diversity in Apprenticeships. Further, the potential role of trade unions in developing such initiatives should also be explored fully.

Public Sector and Strategic Projects

4.18 As noted above [para 4.5], it is welcome that increasing attention is being paid to the role of the public sector. Introducing targets in the public sector is potentially an important way to focus attention on Apprenticeships. As noted earlier, the public sector is potentially an important site for boosting equality in Apprenticeships, and where Adult Apprenticeships may be particularly relevant.

4.19 It is also very welcome that the Government will be encouraging companies it contracts with to employ apprentices. This should be strengthened by explicitly setting out requirements for Apprenticeships in public procurement contracts. The TUC would also argue that this should also be extended beyond the very large projects and be implemented fully through the procurement process for the whole of the public sector. Further, the role of government contracts in promoting equality and diversity in Apprenticeships should also be fully explored.

5 Culture change around the value of Apprenticeships

5.1 The TUC supports Government efforts for greater recognition of the value of Apprenticeships, including through careers advice. It is important that advice services are appropriately resourced to do so. Challenging stereotypes is central to effective careers advice. The TUC welcomes the commitment to further developing 'taster' work experience. Breaking down stereotypes is also a fundamental aspect of this work.

6 Addressing inequality

6.1 The strategy document rightly outlines some of the equality and diversity issues in relation to Apprenticeships. It sets out a number of welcome recommendations including pilots to achieve 'critical mass' of 'atypical' apprentices, as well as a programme to provide mentoring support to atypical apprentices. The recognition of a potential role for union learning representatives in this area is welcome.

6.2 However, the TUC believes there are shortfalls in the approach outlined. The Government should establish a national equality and diversity strategy with high-level political support and accountability. The strategy should be underpinned by practical action to target particular groups, sectors and localities. The strategy should adopt a holistic approach that addresses issues such as the career choices people make, through to ensuring that the organisation of work supports all apprentices. This strategy should address inequality in Apprenticeships on the basis of gender, race and disability and take account of multiple disadvantage that people may face. It should also review the situation of part-time and shift workers in relation to access to Apprenticeships.

6.3 The TUC believes Government should make proactive use of levers to promote equality and diversity in Apprenticeships. In particular, using procurement policy to promote equality in Apprenticeships provides a huge opportunity to build equality and diversity. Other mechanisms that could be put in place include targets for Sector Skills Councils (SSCs), which could be linked to Government funding of SSCs. Establishing targets for Regional Development Agencies could also be explored.

6.4 Trade unions can support equality and diversity in Apprenticeships. Joint work between unions and employers should be encouraged and supported by Government. In particular, unions could do more in this area with statutory rights to collective bargaining over training.

6.5 The Government should further expand adult apprenticeships. Older women are more likely to take up non-traditional roles, therefore expansion of the programme would help break down occupational segregation.

6.6 An issue of significant concern to the TUC is that the Government has delayed a decision on apprentice pay. While it is welcome that the Low Pay Commission will review the current exemption from the national minimum wage, the TUC is concerned that the minimum floor of £80 per week for apprentice pay has not been uprated in the two and a half years since it was introduced. The TUC believes this amount was modest when it was first introduced, but given rising prices, failure to uprate the £80 amounts to a pay cut for the lowest paid apprentices.

6.7 The TUC believes that the minimum should be urgently uprated to at least £110 per week, which would bring pay broadly in line with the national minimum wage rate for 16-17 year olds. According to the most recent statistics on apprentice pay, less than one in ten are paid between the LSC minimum rate of £80 and the TUC proposed rate of £110. This would therefore impact upon a relatively small number of employers. The TUC has calculated that the impact on the wages bill would be minimal. Even in the lowest paying sector, hairdressing, uprating apprentice pay would only add 0.1 per cent to overall payroll costs. As women are more likely to be in low paid Apprenticeships than men, up-rating the £80 minimum pay rate for Apprenticeships would benefit women most.

7 Conclusion

7.1 The TUC supports the expansion of Apprenticeships on the basis that high quality, employer-based programmes are available to a wide range of people regardless of gender, race or disability. There is much to welcome in the Apprenticeships strategy, in particular moves to more clearly define the Apprenticeship experience, promote progression, establish an online matching service and boost equality.

7.2 However there are a number of areas where the TUC has concerns as well as recommendations for strengthening the strategy. We are concerned about measures that would create additional responsibilities for apprentices, and we would oppose any weakening of apprentice rights. Stronger levers should be used to boost employer-based places, including through the use of public procurement in all public sector contracts, sector levies as well as statutory rights to collective bargaining over training. There should also be a further expansion of Adult Apprenticeships.

7.3 There needs to be greater recognition of the trade union role in engaging with an employer around Apprenticeships as well as supporting apprentices. More clarity is needed over how Apprenticeship quality will be monitored. Initiatives to build equality and diversity in Apprenticeships need to be underpinned by a holistic strategy with high-level political ownership.

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