New Apprenticeship pathways: An option for associate professionals?

• Associate professionals perform complex technical and administrative functions, often in support of professionals. Analysis of labour market statistics over the period 1996–2002 shows associate professionals to be the second fastest growing occupational group in the labour market, with a higher percentage of job openings than any other group. However, only one-third of existing associate professionals hold the normally stipulated minimum qualification of a diploma.
• Associate professionals are desperately needed in some countries. However, in some industries the training of associate professionals appears to be somewhat laissez faire, with loose and informal training arrangements, often with individuals pursuing training on their own accord. It is suggested that the formal arrangements, and structured training and work experience offered by New Apprenticeships may be utilised as an appropriate means for training associate professionals.
• Because associate professionals are a very diverse occupational group, the training arrangements employed must take special account of the nature of work they do. Training models which differ from the 'traditional' apprenticeship approach need to be considered.
• Two such models developed from discussions with respondents to this study comprise a period of full-time study towards a diploma (nominally one year) followed by two or more years of work-based training with an employer.
• There was a notable lack of awareness of the New Apprenticeship system in the six industries covered in this research, and, if the concept of apprentice-type training at associate professional level is to gain acceptance, a term other than 'apprentice' may need to be used.

New Apprenticeships is a training option already available to associate professionals (typically those performing complex technical and administrative functions, and qualified at diploma or advanced diploma levels). This study suggests that this apprenticeship-type training has real merit as a means of training associate professionals because it offers formal training agreements and incorporates structured training and work experience within contracts. Despite this, relatively few people undertake training as an associate professional through a New Apprenticeship.

The aim of this research was to explore the issues affecting the New Apprenticeship system as a training pathway for this segment of the labour market. Interviews were conducted with representatives from a variety of organisations across six industries (building and construction, finance, community services, tourism and hospitality, information technology and real estate). These interviews, summarised as a case study for each industry, are reported separately in a support document found below.

Labour market and vocational education and training (VET) data surveyed for this report indicate that:

• Associate professionals are a growing section of the labour market.
• The level of job openings for associate professionals is high.
• Vocational education and training is an important source of qualifications for this component of the labour market.

Interview respondents generally predicted growth and a healthy long-term future for the six industries chosen as the focus of the research. However, they highlighted significant changes impacting on the work roles of people at higher Australian Qualifications Framework (AQF) levels in all six industries. These changes included:

• greater complexity in the workplace as a result of new and changing technology and new working arrangements
• increased regulation and licensing requirements leading to greater accountability being placed on organisations and individuals in terms of quality and workplace practices
• increased emphasis on sound organisational administration and management.

Based on these changes, the demand for associate professionals is expected to grow.

Taken overall, interview respondents were generally positive in their outlook, both in terms of occupational prospects for associate professionals and likely acceptance by their industries of contracted work-based training arrangements like New Apprenticeships. This positive outlook is illustrated by the following comment from a finance industry association respondent:

Increasingly there are degree programs in financial planning. This may be excluding people who don't have access to that level of education but have the ability to do well. If these people can be nurtured through different sectors of the industry via apprenticeship I think the concept is a very good idea. I also think it is a good idea for the smaller employers who may be able to groom somebody for the industry and get some relief in terms of financing the training and mentoring that they would do.

Training of associate professionals through contracted work-based training arrangements like New Apprenticeships is therefore recommended to employers, industry organisations and professional associations for more serious consideration. The main issues highlighted by the study which need to be taken into account in pursuing an apprenticeship model are outlined below.

Training arrangements

Training needs of apprentices and trainees at the Australian Qualification Framework level of diploma and advanced diploma (associate professional) are likely to be different from those at certificate III and IV levels. For example, training at associate professional level can be more 'academic' (that is, greater emphasis on theoretical knowledge as opposed to practical skills), and the work regime of associate professionals (for example, hours and responsibilities) may necessitate training arrangements different from those for the other workers. From discussions with respondents in this research, several different training models emerged which, it was suggested, might be more in tune with the needs of associate professionals. These training models included:

• a traditional single-stage apprenticeship in which the apprentice was indentured with an employer to undertake training capable of taking the individual from scratch to a fully qualified associate professional. Estimates of the time required to complete such an apprenticeship varied from three years to seven years.
• a two-stage apprenticeship in which the individual first completes a lower-level apprenticeship to certificate III followed by a second higher-level apprenticeship which extends to diploma or advanced diploma.
• a two-stage apprenticeship in which the individual first completes a one-year theoretical course as a private student, and upon successful completion of this study, commences an apprenticeship with an employer to undertake the remainder of the training.
• a second version of the preceding two-stage apprenticeship in which the individual is conditionally indentured to an employer during the first year of study off the job and, contingent upon successful completion of this initial study, automatically continues the apprenticeship with the employer, to undertake the remainder of the training.
• a fully work-based apprenticeship in which all training is done in the workplace, most of it on the job.

Some of these models are innovative and might involve new approaches to meeting the costs of training and wages.

Financial considerations

Currently, much of the training at associate professional level appears to be undertaken in the students' own time and at their own expense, being seen as the responsibility of the individual rather than the employer or government.

Australian Government training incentives, such as those available for apprenticeships, are not available above certificate IV level. The view offered by interview respondents was that incentives at diploma and advanced diploma level would encourage greater uptake of apprenticeships for associate professionals, particularly in view of the wages which may need to be paid. Similarly, state government funding support for apprenticeships at diploma and advanced diploma level could act as an incentive to undertake associate professional apprenticeships.

Because of their greater age and maturity, and in many instances, their greater financial and family commitments, wage rates for apprentices at associate professional level could be a contentious issue. Apprentices at this level are more likely to expect a higher level of remuneration than apprentices at lower levels.

Promotion of New Apprenticeship training for associate professionals

To encourage the uptake of apprenticeships at associate professional level, promotion of the concept will be important. Responses in this study suggested there was a notable lack of awareness and understanding of the New Apprenticeship system in some of the industries concerned, particularly in relation to its application to training at associate professional level. In addition, there was a lack of familiarity with the term 'associate professional'. Any planning to promote the uptake of apprenticeships at associate professional level would need to take into account a need for increased awareness in the broader community as well as in industry, of the New Apprenticeship system and its potential for application at associate professional level.

Respondents also reported that the terms 'apprentice' and 'apprenticeship' would be seen by people in the industries concerned as being inappropriate for persons working at associate professional level because these terms would not adequately reflect the status of associate professional occupations. Apprenticeship was seen to be too closely associated with trades and lower-level occupations. The implication was that alternative terms to apprenticeship and apprentice might need to be adopted if the concept of apprenticeship training at associate professional level was to be readily accepted. Of note in this context was the fact that, in the Australian Capital Territory childcare industry, the term 'cadetship' was being used rather than apprenticeship.

Several other issues raised also warrant consideration in relation to publicising and promoting apprenticeships for associate professionals. They were:

• identification and promotion of the advantages of apprenticeship by comparison with existing associate professional training, advantages which include:
  • It is more clearly defined and structured training.
  • It offers greater security of employment during the period of training.
  • It enables increased sharing of responsibility for training (rather being the sole responsibility of the person in training).
• provision of a clear definition of the role of the associate professional in the industry
• availability of training incentives to employers (if they were extended to associate professional level).