Credit Where Credit’s Due: Ascribing Credit to Apprenticeships—Facilitating Progression to Higher Education

Apprenticeships in England, while defined by level and typical duration, are not quantified regarding the number of learning hours required to achieve the outcomes specified, as with other regulated qualifications and accredited programmes. Given it is more difficult to determine the total number of hours needed to complete an apprenticeship, and therefore ascribe credit, this chapter proposes a mechanism and approach that will recognise the full extent of the amount of learning needed to complete an apprenticeship, both on- and off the job, and remove some of the existing barriers to accessing higher education (HE).