What’s the story with apprenticeship in Ireland? Experiences of apprenticeship reform in higher education 2016-2023: An exploratory case study

Apprenticeship forms a key element in Irish Government education policy. In the past 50 years or so the national apprenticeship system has gone through several formal national-level reviews that have led to major changes in the way in which apprenticeship is designed, developed, and delivered. The current national apprenticeship system is a statutory, regulated part of the formal tertiary education system. It includes a new ‘consortium-led’ or ‘enterprise-led’ model of apprenticeship that was first implemented in 2016 following a 2013 review of apprenticeship training in Ireland. One of the most significant aspects of the recent reforms in apprenticeship is that for the first time higher education institutions (HEIs) including universities and independent HEIs can now be involved in the development and delivery of apprenticeships leading to higher education awards up to and including at doctorate level. This research examines understanding and experiences of these reforms since 2016 from the perspective of supply-side stakeholders involved at three levels in apprenticeship policy and practice in higher education in Ireland. Primary data were gathered in semi-structured interviews. Reflexive thematic analysis was employed in the analysis of these data. The research provides a contribution to knowledge in an area that has been little explored in the literature. Key findings relate to the demand for, implementation of, and success and sustainability of new apprenticeship in higher education. These include that new apprenticeship is experienced as different in many respects to HEIs’ existing provision, including being more complex and resource intensive; progress in the implementation of the new apprenticeship model has been made but partly reflects traditional distinctions in the provision of higher education; different understandings, interpretations, and operationalisations affect activity in and impact of new apprenticeship but there is a dearth of data on associated metrics; and considerations related to concepts of ownership of and control over aspects of apprenticeship are likely to affect HEIs’ engagement in and experiences of new apprenticeship at national and HEI-enterprise levels. Recommendations include those relating to resourcing of apprenticeship; roles and responsibilities; metrics and data aligned with priorities; a work-integrated learning framework for apprenticeship; and future research.