In a presentation to the recent joint CEDEFOP-OECD Symposium on new fields for apprenticeships, researchers from Edinburgh Napier University in the UK, discussed their research on computing apprenticeship degrees.
Their presentation highlighted the structure of Scotland’s Graduate Apprenticeships, where students are employed and complete their degree while working, with 20% of their time allocated to study (through block or day release). That is, equivalent to a traditional apprenticeship in the Australian VET sector – but in this case the model is integrated into university offerings.
Edinburgh Napier University has developed degree apprenticeships in:
- Bachelor of Engineering (Cyber Security)
- Bachelor of Science (Data Science)
- Bachelor of Science (Information Technology for Business Management)
- Bachelor of Science (Software Technology).
These degree apprenticeships have the same duration as traditional degrees but in addition to their incorporation of work-based learning, they also include an applied/research project in the students’ final-year.
In surveys and interviews of newly commencing and first year apprentices the researchers found that almost two-thirds (63%) already had work experience before starting their apprenticeship degree, and had enrolled in a degree apprenticeship to upskill while retaining their jobs and to avoid taking on more student debt.
The cohort enrolling in the computing degree apprenticeships is diverse and includes school leavers, career changers, and mature learners (some with prior VET study and others who had previously undertaken a degree).
Apprentices reported gaining a “workplace identity” and confidence early in their programs but also stressed the importance of having strong peer cohorts and supportive mentors. Unfortunately, the study found that mentors in workplaces were often undertrained, receiving little formal preparation beyond induction. Good mentorship was linked to successful integration of work and study, while a lack of support risked apprentices feeling isolated.
Finally, students involved in the research reported that they identified themselves as ‘workers’ and that they see themselves as a separate cohort of students, distinct from those undertaking their IT degrees in the traditional on-campus model.
The Scottish experience underscored that while degree apprenticeships offer clear benefits—such as rapid employability, social mobility opportunities, and employer satisfaction—they are still not widely understood or valued at the same level as traditional degrees.
For Australia, promoting public awareness, clarifying pathways, and elevating the status of apprenticeship degrees will be critical to expanding their uptake and achieving policy goals around skilling the future workforce.
