To mark 25 years of advocating for higher education UVAC published a series of concept and discussion papers.

In these thought-provoking papers, UVAC has taken the opportunity to reflect, in a scholarly way, on the higher and degree apprenticeships conceptual journey and wider skills policy; and to contribute to the increasing body of knowledge in the field of apprenticeships and professional education, delivered by higher education providers.

UVAC hopes you find all the papers in the series a highly useful, thought provoking and enjoyable read.

Published concept papers in the series:

Beyond Degree Apprenticeships: conceptualising integrated professional development
Dr Stan Lester
Examines the integration of academic learning and professional practice, highlighting work-based education’s growing role in higher education. It explores alternative pathways beyond traditional degrees, emphasizing employer-led training, apprenticeships, and lifelong learning. The study advocates for policies supporting flexible, skills-focused education to meet evolving workforce and industry demands
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Apprenticeships – A System Built for Adults
By Charlynne Pullen
The paper explores the evolution and current state of apprenticeships in England, emphasizing their increasing relevance for adults. ​ It highlights the significant policy changes and debates surrounding adult apprenticeships, particularly since the introduction of the apprenticeship levy in 2017. ​
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Assessment challenges in integrated professional development
By Dr Stan Lester
Assessment challenges in integrated professional development builds on the discussion from the first paper in this series (Lester, 2024a), which introduced the idea of integrated professional development. Integrated programmes combine academic and practical learning within a single pathway, typically culminating in both a professional qualification and an academic degree.
In the paper, Dr Lester, delves further into the nuances of such programmes, focusing specifically on the importance of good assessment practices. It explores how assessments must align with both academic learning and professional competence, while also meeting the unique demands of integrated professional development.
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All Degrees Are Equal. But Some Are More Equal Than Others: Equal or Equivalent?
By Maighréad Hegarty
Evaluating the Status of Degree Apprenticeships in England by Maighréad Hegarty, critically examines the parity between degree apprenticeships and traditional degrees. Hegarty explores the unique integrated learning model of degree apprenticeships, which blends academic and occupational skills, highlighting their rising popularity and impressive success rates.
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Beyond Apprenticeships: Decoding and Progressing Technical Education Opportunities in England from Levels 2 to 5
By David Rowley and Elizabeth Cleaver
The report examines England’s technical education landscape at Levels 2 to 5, highlighting historical challenges such as complexity, underfunding, and undervaluation. It emphasizes the need for clear progression pathways, alignment with employer needs, and sustainable funding.
Download HERE