Recent government statistics reveal a 4.6% dip in apprenticeship enrolments for 2022/23. In collaboration with the Department for Education (DfE), ISBL delved into the realm of apprenticeships for School Business Leaders (SBLs). This survey, targeting school business leaders, aimed to unearth the available apprenticeships, the hurdles deterring participation, and the untapped potential for sector-specific development.
CREDIT: This is an edited version of an article that originally appeared on ISBL
What SBLs think
Of the 176 respondents surveyed, the majority identified that they have access to the apprenticeship funding levy (73 per cent) and would consider doing an apprenticeship (71 per cent) or offering this as a development opportunity to staff (88 per cent). Yet, despite this willingness, the adoption of apprenticeships in schools and trusts remains surprisingly low. Why is that?
Barriers to apprenticeships
The main barriers to undertaking apprenticeships that were identified in the survey were: (i) time; (ii) the 20 per cent off-the-job requirement, and (iii) capacity/cover, for both personally doing an apprenticeship and covering staff capacity while they undertook one. If schools and trusts want to retain and develop staff, more needs to be done to overcome these barriers. The recent Hays (2023) salary and recruitment trends report2 identified that a lack of career progression or career development opportunities are leading causes of employee movement within the education sector. A lack of future development opportunities, in particular, was the main reason given why employees want to leave their current role, after salary. Of significant concern was the fact that the Hays survey identified that over half of employees still say their employer does not discuss their career progression plans with them, either on a termly or an annual basis.
Strategies to overcome barriers
Firstly, SBLs need to have regular performance management conversations with their line managers. As part of the appraisal process, professional development opportunities should be discussed to help support areas for development or meet future priorities. Alongside traditional qualifications, apprenticeship options should be considered.
Schools and trusts need to be creating greater capacity to allow SBLs to undertake training and qualifications. In the Hays (2023) survey, only 23 per cent of employers offer hybrid working to business and support staff, yet the number-one factor identified by employees when considering a new role is work-life balance (including flexible working). If schools and trusts can create opportunities to allow SBLs to work more flexibly, including supporting the 20% per cent off-the job requirement as part of an apprenticeship, staff retention is far more likely to increase.
Apprenticeship provision for SBLs needs to be re-evaluated. In the ISBL survey, it was identified that respondents would like to see a mix of levels available from level 3 to level 7 (60 per cent), with both generalist and specialist qualifications available (48 per cent and 52 per cent 2 respectively) and, in particular, a contextualised finance apprenticeship route (66 per cent). ISBL and DfE will be investigating ways that these findings can be taken forward to increase apprenticeship uptake across the sector and help to reduce the barriers currently preventing these from being undertaken.
Apprenticeships are available at all different levels, from new entrants through to master’s degree level. Undertaking an apprenticeship has many benefits for employers – funding is available through the apprenticeship levy to either fully or partially pay for the qualification, the learning is specific and adapted to the needs of the organisation, with many now contextualised for education, and ultimately employers can expand and upskill their workforce.
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