Thread by @karamballes

1/🧵Watching this years annual teaching apprenticeship debate, its got me thinking about a major issue with our education system that gets spoken about a lot but is never properly addressed.

Apprenticeships

Going to be some half formed thoughts and impressions, be gentle

https://twitter.com/karamballes/status/1396451957766868993

2/ Main argument against seems to be about standards and subject knowledge.

My first instrinct is this is an argument about content and structure of a course rather than the basic concept.

3/ "Cant develop the depth of subject knowledge required over a 3/4 year apprenticeship"

I'm wondering how many teachers teach a subject they don't have a degree in? As a whole ppl are fine for someone with QTS to teach other subjects if they take a knowledge enhancement course

4/ Often we see teachers picking up other subjects without an enhancement course as heads plug timetable gaps with whichever teacher has a few hours spare on their timetable.

5/ Graduate job, would reduce status and pay.

There are graduate level apprenticeships for other professions with better pay and conditions than teaching. There are other professional qualifications that can be earned while working and learning in the profession.

6/ Personally I'd like to see an apprenticeship route for experienced support staff, the kind of ppl NQTs often consider a lifeline.

But it does seem that the concept is being opposed with arguments about content.

7/ Standards are a matter of entry, content, length etc which haven't been defined.

Yet there is a basic assumption that the concept of a teaching apprenticeship would be inferior before standards and content are even discussed.

So is it impossible for apprenticeship parity?

Remember we arent dealing with a detailed proposal or a government initiative to cut pay.

Surely the education sector could develop an apprenticeship with parity of standards and outcomes.

Is the issue the attitude of educators?

Is there a bias in those who have taken a university route to that percieve that apprenticeships are inherently inferior?

If there is, do students pick up on this?

Thinking of a several newish heads at schools i know...

They came into "Good" schools, aim is to get more students into top unis (decent target in its own right),they then do assemblies saying they want every student to consider uni (every student should consider lots of options) and that degrees are the main route to success (often)

Tells them without a degree success will be harder (possibly not necessarily), degrees show ability and without a degree people will think less of you.

Most the messaging is fine, goes south near the end and exposes the attitude underneath.

Tell you what, the TAs without degrees with 20 years of experienced weren't happy with the impression their boss gave to them.

What frustrates me is that getting students onto quality apprenticeships isn't considered a measure of success for these schools

How many teachers see apprenticeships as the route for those that won't get into uni?

How often does a top set student get recommended to apply for an apprenticeship rather than Uni?

How much easier is it to apply for uni than an apprenticeship?

So am I missing some intrinsic flaw with a teacher apprenticeship that can't be resolved or do many in education have an unconscious bias against apprenticeships?

The lack of concern with the plight of FE funding and working conditions for a decade suggest this is the case.

FE often provides those courses that allow students to access high level apprenticeship rather than uni, these A level equivalent courses didn't get the same attention during the exams fiascos and were stitched up even more!
(@Niamhms23 this ones for you)

I'm asking questions not making assumptions, open to persuasion on this one.