Reflections and Practices on Implementing the UK's Degree Apprenticeship in China

Author: Dr.Ma Liang, Director of the UKSCE Senior Advisor at the UK National College for Rail

Dr.Ma Liang has been engaged in Sino-British educational research and exchange practices for over 20 years, making significant contributions in areas such as entrepreneurship, regional economy, and industry-education integration. He has provided solutions for related educational initiatives at various times.

Implementation Background in China

In February 2019, China's State Council released the "National Vocational Education Reform Implementation Plan," which proposed "building a number of high-level training bases" and "actively attracting enterprises and social forces to participate, guiding localities and schools to draw on the experience of countries such as Germany, Japan, and Switzerland to explore innovative training base operation models." Over the past two years, to implement the requirements of the "National Vocational Education Reform Implementation Plan," various regions have successively introduced supporting policies and innovated talent training models integrating industry and education. As China's vocational education continues to improve on the path of reform, the construction of systems and mechanisms has become more coordinated, and the integration of theory and practice is being realized. To promote regional economic development, drive industry-education integration, and advocate the "hotpot theory," the author, based on an in-depth analysis of the UK's "degree apprenticeship," offers the following reflections on China's "degree apprenticeship," hoping to provide some insights for the development of China's vocational education model.

UK Education Reform Driven by Employment Situation

On April 13, 2015, the UK Schools Alliance and the Association of School and College Leaders (ASCL) published a survey on teacher job vacancies on their official website: 44% of UK primary and secondary schools reported vacancies for English teachers, 52% for math teachers, and 50% for science teachers. Over 86% of UK schools reported difficulty in recruiting core subject teachers, and 62% indicated challenges in hiring teachers for other subjects.

On July 16, 2016, The Guardian reported UCAS research results showing that 57% of students were inclined not to choose prestigious universities because of low overlap between personal interests and offered majors, and low correlation between effort investment and employment prospects. The corresponding reports further shocked British society: the Russell Group (an alliance of 24 leading universities) lacked thousands of students because "students preferred applied universities."

On January 8, 2017, the Daily Mail reported that London Underground employees held a 24-hour strike due to dissatisfaction with pay, leading to the closure of most central London tube stations during peak hours and partial shutdown of routes to Heathrow Airport. The significant cause was the severe shortage of skilled personnel. The aging workforce in the rail transport industry and the inability to quickly fill the gap with young skilled workers frequently caused systemic work stoppages due to the absence of a few individuals.

Reports from the UK Commission for Employment and Skills (UKCES) indicate an urgent need for applied talent across various industries, posing a potential risk of social unrest. With increasing employment pressures, the UK government and society have placed greater emphasis on vocational education. Changes in domestic and international political ecosystems have worsened the UK's economic situation, challenging new industries and forcing traditional sectors to transform, making talent recruitment more transparent, fair, and merit-based.

Origin and Contribution of the UK's "Degree Apprenticeship":

The development of industry-education integration in the UK has gone through three stages: apprenticeship, modern apprenticeship, and degree apprenticeship. The "apprenticeship" sought to have schools and enterprises each manage a part and complement each other. The "modern apprenticeship" focused on the needs of enterprise job positions, while the "degree apprenticeship" emphasized deeper integration between enterprises and institutions at a higher level.

The Roots of the UK Apprenticeship:

The term "apprenticeship" originated from a simple "agreement" centuries ago: apprentices completed designated work tasks within an agreed time and model. This "agreement" has evolved into over 250 "apprenticeship frameworks," with the original "agreement" now replaced by "vocational qualifications." Although times have changed, the core issue remains: how to achieve the initial goal of the apprenticeship – to become a qualified employee for a specific job. In 1563, Queen Elizabeth I issued the Statute of Artificers, marking the transition of apprenticeships from the private to the public domain and laying the foundation for modern vocational education in Britain from the late 16th to the early 19th centuries.

The Modern Apprenticeships

In 2012, the UK government commissioned the Review to provide an apprenticeship system plan. Its core goals were to ensure the apprenticeship system met economic development needs in planning, subsidy, promotion, and evaluation, and to have employers lead the planning and implementation of apprenticeships, enhancing learners' job readiness to meet enterprise development needs. The Richard Review led to the replacement of traditional "apprenticeship frameworks" with 413 "modern apprenticeship standards."

Contributions of the Modern Apprenticeship

The "modern apprenticeship" is developed by enterprise-led specialized agencies with an accompanying course evaluation plan, providing apprentices with clear career development paths. The current standards include 20% "off-the-job" training, measurable transferable skills, and end-point assessments (EPA) conducted by independent third parties to confirm comprehensive job competence in a particular profession.

Under this system, apprentices can engage in career planning early, while enterprises can observe the growth and loyalty of apprentices, laying a solid foundation for future collaboration. According to the Department for Business, Innovation & Skills, every £1 invested in training a "Level 2 apprentice" generates £26 for the UK economy. A study by the Centre for Economics and Business Research in 2014 indicated that this contribution, although unaffected by the apprenticeship level, only materializes when apprentices fully meet job requirements. Through commercial profits, tax revenues, reducing unemployment, and expanding the skilled workforce, apprentices are expected to contribute approximately £34 billion annually to the UK economy over the next decade.

Introduction of the Degree Apprenticeship

In 2015, the UK introduced the "degree apprenticeship," offering undergraduate (Level 6) and master's (Level 7) qualifications. This system integrates workplace apprenticeship training with university diploma courses. Some large enterprises, such as Siemens, have begun experimenting with doctoral-level apprenticeships (Level 8). The "degree apprenticeship" is characterized by "enterprise involvement in the entire training process, full understanding of learners' conditions, suitability for fostering employee loyalty, significant reduction in recruitment costs, easier access to student loans, and increased student happiness," earning broad recognition and active participation from various sectors.

Skills Shortages and the Degree Apprenticeship's Impact

The UK faces significant skills shortages across various sectors, especially in leadership, management, digital, and engineering skills. New apprenticeship standards and courses are continuously developed, now encompassing public affairs areas like teaching, nursing, police, and social services. The "degree apprenticeship" meets the demand for skilled talent in critical industries, enhancing regional economic development and providing practical solutions for job transitions and talent utilization. Both enterprises and learners view it as "fair education."

The CBI's 2016 Education and Skills Survey showed that over three-quarters of businesses planned to offer more positions for higher-level skilled talent in the coming years, and over 61% of parents supported their children opting for "degree apprenticeships" over traditional university degrees. Robert Halfon, chair of the UK's Education Select Committee, expressed hope that 50% of university students would enroll in degree apprenticeships, a goal supported by nearly all UK political parties.

Promoting the Degree Apprenticeship System

To promote the "degree apprenticeship" system, the UK government introduced the "apprenticeship levy" in 2017, targeting businesses, public sectors, and schools. Employers can use these funds according to their needs, but unused funds will be allocated to other employers.

UK Skills Development System

Various industries in the UK have established "National Skills Academies" responsible for policy interpretation, standard setting, certification, industry guidance, and tender services in coordination with the government. The 26 active "National Skills Academies" have formed the "UK Skills Federation." These academies maintain close ties with industries and institutions, providing a bridge from schools to industries and the best interfaces for talent training and selection. These academies play a crucial role in promoting the "degree apprenticeship" and guiding vocational education and skills development in the UK.