Reviving Sandwich Courses: A 21st-Century Solution to Apprenticeship Levies
In a compelling letter to the Guardian, Philip Oliver draws on his personal experience to advocate for a radical rethink of how apprenticeship levies are utilised. He proposes that these funds would be far better invested in reimagining a 21st-century version of sandwich courses, which seamlessly blend academic study with practical industry experience.
The Golden Era of Thick Sandwich Courses
Oliver recalls his own participation in a thick sandwich course in engineering during the 1960s. Contrary to any misconceptions, the term thick referred not to the participants' capabilities but to the programme's structured design. This innovative approach involved a first year spent in industry as a student apprentice, learning alongside traditional apprentices.
This was followed by three intensive years at university, culminating in a final year back in industry. During this last phase, students gained what would now be termed work experience across diverse departments, from engineering to export sales, often leading directly to job offers.
Industry-Wide Support and Lasting Benefits
A key feature of these courses was their industry-wide backing. Senior managers emphasised that all major engineering companies supported the initiative, fostering a collaborative environment. As a result, many graduates, including Oliver, secured employment with firms other than their original sponsors, enhancing career flexibility.
Despite the five-year commitment, participants emerged as functioning adults with a clear career direction and immediate employability. Oliver also notes the existence of thin sandwich courses, which condensed apprenticeships, degree education, and work experience into four years with fewer holiday breaks, offering a more accelerated pathway.
A Modern Vision for Apprenticeship Levies
Oliver argues that today's apprenticeship levies are being underutilised. He believes they should be redirected to fund modernised sandwich courses tailored to the 21st century. By integrating industries—such as the arts and service sectors—with academia, these courses could provide a genuinely useful and transformative experience for young people.
This approach addresses the false dichotomy of university versus trade, promoting an and rather than an either/or mindset. It equips the next generation with the skills and practical knowledge needed to thrive in a competitive job market, ultimately benefiting the country's future.
Philip Oliver, based in Farnham, Surrey, underscores that this model not only enhances employability but also fosters a deeper connection between education and real-world applications, making it a sustainable solution for workforce development.
