The first records of apprenticeships in Britain date from the 13th century, although they have been in existence for much longer both here and in other countries, ancient Egypt for example.
Very early apprenticeships probably took the form of verbal agreements between craftsmen who had a need to pass on their skills if they were to grow their businesses, and fathers who saw the potential to improve the family’s prospects if their offspring learned a trade rather than simply laboured for a landowner or tradesman, with no prospect of improving their lot.
The apprentice was taught the “misteries” (as they were known) of the craft, and then went on, in time, to establish his own business and pass those skills down to the next generation.
Although we tend to think of apprentices in history as male, in medieval Britain female apprentices were not uncommon. Businesses were usually operated as family concerns, with the wife possessing the same degree of skill and knowledge as her husband and, therefore, able to train her own or her neighbours’ daughters.
The earliest available documents relating to apprentices show that by 1230 formal procedures and agreements were in place regulating how apprenticeships were operated. These covenants between the master and apprentice determined how long the apprentice should serve (a minimum of seven years, and anything up to sixteen years) and what the obligations of each to the other were: for example the master had to provide food, drink and lodging for each apprentice.
Learning the ‘misteries’
These covenants, or indentures, were legally enforceable and craft Guilds also made regulations preventing, for example, anyone setting up in business in a particular trade unless they were fully conversant with its “misteries” by having completed a formal apprenticeship.
Guild regulations also stipulated how it would be decided whether the apprentice had reached the required standard (e.g. by sworn testament of four Guild members) and who could be deemed competent to teach the apprentice – for example: “If it be testified by the good men of the craft that he is fit to teach” (who decided what constituted “a good man” isn’t explained!). In some Guilds apprentices had to complete their term by making an especially good object that demonstrated they had mastered their trade – their “masterpiece”.
By the15th century the regulations had been expanded. In England, for example, it was only permissible to apprentice English born youths. To keep a sufficient supply of unskilled labour in rural areas to work the farms, apprentices’ parents had to show that the value of their land exceeded 20 shillings per annum – if not, the child could not be apprenticed.
Physically fit only
Apprentices had to be deemed physically fit for the job: whilst saddle makers only wanted people who were “whole limbed” (no anti-discrimination laws in those days), brewers required apprentices to be examined for “clenesse of their bodyes and other certeyn poyntes”.
By Victoria’s reign both the apprentice’s and the master’s rights and responsibilities were enshrined in law. Apprentices couldn’t be made to work unreasonable hours, or on a Sunday. Masters were allowed to administer “reasonable corporal chastisement”, and could extend the term of the apprenticeship if the apprentice ran away, but could not dismiss them (and we thought employment rights were a modern phenomenon!). The period served was generally seven years, from age 14.
The First World War severely disrupted apprenticeships, leading to a shortage of skilled labour in the 1920’s. In response the government introduced an “Interrupted Apprenticeship” training scheme, simultaneously opening Government Training Centres that offered short courses in skilled trades. But Institutional training was not considered as a substitute for learning on the job, and for employers the apprenticeship system retained its primacy.
A similar skills shortage existed after the Second World War and even in those far off days the common complaint was that too few employers were investing in training and were, instead, poaching skilled workers from those that were – plus ca change!
Fall in apprenticeships
The economic difficulties of the 1970s and 80s saw a dramatic fall in apprenticeships as companies closed, whole industries disappeared and employers reduced costs. This inevitably led to skill shortages, even during times of high unemployment, and left companies unable to take advantage when the recovery started.
National (and Scottish) Vocational Qualifications (N/SVQs) were introduced in 1987 as one method of addressing the skills shortages. N/SVQs set national standards of competency that confirmed what people could do rather than simply what they knew, and in 1994 they were incorporated into newly designed Modern Apprenticeships, recognising that traditional apprenticeships had virtually disappeared.
Although this initiative was successful in raising the total number of apprentices from 75,000 in 1997 to 250,000 in 2005, many more apprentices are required if the UK is to remain competitive and employers are to have access to skilled workers. For this reason they are being revitalised and the government has committed to spending over one billion pounds on apprenticeships in 2009/10.
Apprenticeships today
So what’s different about apprenticeships today? For a start, a little confusingly, the term “modern” has been dropped and we are back to simply using the single word “apprentice”, but the difference between the traditional image of apprenticeships and the way they operate today is considerable.
Perhaps most striking is the age profile. No longer are apprenticeships only open to school leavers: apprentices can be of any age from 16 and may already hold qualifications – provided they are not in full time education, virtually anyone is eligible. The length of time required to complete the programme has also reduced – a security systems apprenticeship, for example, lasts from two to three years depending upon whether the apprentice stops at Level 2 or continues into an advanced apprenticeship.
As always, the vast majority of an apprentice’s training takes place in the workplace so that they learn vital practical skills. But, today, attendance at a college to learn the theory of the trade is also a requirement. This normally takes the form of day release or block release schemes.
Key skills certificate
At the end of the programme a successful Systems apprentice is awarded a Key Skills Certificate, an NVQ Level 2 that recognises their practical competency; a second NVQ at Level 3 where applicable; a Technical Certificate proving their knowledge of the theory of electrical installation and an Apprenticeship Completion Certificate. But what does the employer get? Importantly, no cost over and above normal employment costs (and even here, there is a minimum rate for young apprentices that is below the national minimum wage). The college fees and those associated with attaining qualifications are funded by the government and if you want to avoid the administration and bureaucracy associated with running a funded apprenticeship programme you can join the Skills for Security scheme and we will take care of it, free of charge.
So, employing apprentices isn’t costly, and there are ways of avoiding most of the administration; but there are sound commercial reasons for systems companies to engage with the scheme. It is no coincidence that some of the most successful businesses in the electrical/ electronics sector employ apprentices: these companies are reaping the benefits of a method of training that has been refined over centuries to deliver workers who, research shows, are more loyal, more highly skilled and better motivated than colleagues trained by other methods.
Another advantage is that because the majority of training is carried out in the workplace the apprentice learns your methods of operation and your working practices, reinforced by college teaching delivered by a qualified professional with relevant industrial experience.
You don’t need to take the writer’s word for the value that apprenticeships can add to your business: listen to what other companies say:-
“Apprenticeships offer a valuable learning and development opportunity and we actively encourage and support our people to gain the skills and qualifications that will support them throughout their careers.”
“Anyone in our industry can buy the same equipment and raw materials. What we are focusing on is the skill level and knowledge of our people to set us apart from the rest. Training is the key and our apprenticeship programme does that.”
If you don’t develop people to meet your customers’ demands, who will? Consider, also, the average age of your engineers: where will the next generation come from?
Poaching from competitors will only get more difficult as the number of technically proficient people declines. There is already a shortage of skilled technicians in the UK and studies show that by 2012 the two occupational classifications “Technical ” and “Skilled” will suffer the greatest level of shortages. Surely, given the advantages and the alternatives, the question Systems companies should be asking is not “Why should we employ apprentices?” but “Why aren’t we employing them?”
* For further information about Skills for Security and its Security Systems apprenticeship scheme please contact the Customer Service team on 08450 750111
* National Apprenticeship Week starts 23rd February: watch for details in the national press.
