Are we nearly there yet? The frustrating journey of end-point assessment in English apprenticeships

Abstract

This paper summarizes some of the findings from a review of the current state and future of end-point assessment (EPA) in English apprenticeships. The literature review included academic and grey literature supplemented by interviews with a small sample of stakeholders. The study explored quality measures including the current low rates of completion, and recommends changes to EPA that could make apprenticeships more attractive to potential learners and employers. The findings uncovered many diverse reasons for apprenticeship non-completion. Some of those interviewed criticized the length and complexity of current assessments, suggesting that improving relevance and shortening the duration of assessments and the time between the gateway and EPA could reduce withdrawals. The paper raises fundamental questions about the purpose of apprenticeships, acknowledging that while low completion rates are concerning, some apprentices and employers value the benefits of learning and occupational experience above formal certification.