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<https://discovery.ucl.ac.uk/id/eprint/10020631> <http://purl.org/dc/terms/title> "Learner, college and employer perspectives on participation in college-based Programme-Led Apprenticeships - a glass half full or half emptyЁ"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10020631> <http://purl.org/ontology/bibo/abstract> "What is a Programme-led Apprenticeship (PLA)? What do we know about how\nthey are being delivered by Further Education (FE) colleges? Is it an\nApprenticeship or is it a programme leading to an Apprenticeship? What do we\nknow about the learners who participate in them and what do employers and\ncolleges think of them?\nPLAs were announced in 2001 with the intention that learners would start in a\ncollege and work towards the technical certificate requirement of an\nApprenticeship before moving into the workplace to complete the National\nVocational Qualification (NVQ).\nBy 2005, the Learning and Skills Council (LSC) confirmed 34,000 learners were\non PLAs across FE colleges in England. These were learners on existing full-time\nvocational courses or stand-alone NVQs requested by the LSC to transfer to\nPLAs. Shortly after, the LSC confirmed it had met the Apprenticeship targets\nset by the Department for Education and Skills. Of the original 34,000 learners,\nless than 10% successfully completed the programme. Despite low completion\nrates no research was commissioned to determine why so few learners\nprogressed to the NVQ. Instead, PLAs received ministerial approval in 2007.\nThis study explores how PLAs are being implemented and what they mean to\nlearners, employers and colleges. Qualitative research methods were used and\nincluded two rounds of interviews with learners five months apart. Interviews\nwere also carried out with employers and college representatives.\nThe research shows colleges are delivering PLAs in different ways. Too few\nlearners move onto employed Apprenticeships and too many learners\nparticipate in tokenistic work placements that do not involve real training or\npossibility of employment. The evidence raises questions about the pedagogic,\nsocial and vocational purpose of PLAs together with transparency in the\ndevelopment of policy and the role of employers and colleges in the delivery of\nPLAs."^^<http://www.w3.org/2001/XMLSchema#string> .
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