Believe it or not, apprenticeships have a long history in the UK. But despite being around for hundreds of years, there are still a lot of misconceptions about them.Ìý

Ó£ÌÒ¸£ÀûÊÓƵ, Wales’ largest training providers, has been delivering courses to Welsh learners since 1988 and has been challenging these myths for more than three decades.Ìý

Here are some of the most prevalent misconceptions about apprenticeships.Ìý

Myth: Apprenticeships are for teenagers and those entering the world of work for the first timeÌý

Likely spread from the dated perception that 16-year-olds have to choose between sixth form, college or apprenticeships, the stereotypical image of an apprentice for many is someone young and inexperienced.Ìý

In truth, only a small proportion of apprentices in Wales are under the age of 24.Ìý

Apprenticeships can be undertaken at any stage of life and career, and it’s not always a case of finding an apprenticeship to enter a job but finding a course that will help you in the role you already have.Ìý

Work-based learning is a popular form of upskilling, particularly for those in management and other senior job roles.Ìý

Myth: Apprenticeships are for manual trade jobs onlyÌý

While many apprentices find success in ‘blue collar’ sectors, apprenticeships in manual fields only make up a small number of the courses available to study.Ìý

At Ó£ÌÒ¸£ÀûÊÓƵ, apprenticeship opportunities range from IT and project management to marketing and green skills. Not only are some of the most popular courses catered for those who work in corporate or office-based industries but are also beneficial across any sector.Ìý

For example, an apprenticeship in leadership, management and coaching can be implemented regardless of the work setting – be that in an office, salon or garage.Ìý

Myth: Apprenticeships are only for menÌý

This myth likely stems from the manual jobs stereotype and couldn’t be further from the truth. In fact, by Welsh Government Minister for Skills, Jack Sargeant, highlighted that more than half of apprentices in Wales (59 per cent) are women.Ìý

Again, it goes back to the misconception that apprenticeships are only available in a small number of sectors and a small number of junior roles, but this is not the case.Ìý

Myth: Apprenticeships are just low paid jobsÌý

Given that apprenticeships span across such a broad spectrum of professions and sectors, it would be silly to assume that all placements are paid the same.ÌýÌý

Depending on what field apprentices choose to progress in, their starting wage can vary dramatically.Ìý

As for learners already established within a career, using their apprenticeship to upskill can lead to pay increases and promotions as they become more qualified and diversly skilled.Ìý

Myth: Apprenticeships are not a respected educational routeÌý

This is yet another outdated misconception. Higher education is no longer seen as the only option for a successful and respected career.Ìý

Many employers are looking at the experience of their candidates, as well as their academic achievements. Apprenticeships show industry-focused skills put into practice and specialist knowledge in a workplace setting.Ìý

Apprenticeships can be the stepping stone or even the launch pad to a well-respected career.Ìý

Contrary to these misconceptions, the apprenticeship path can be a rich and rewarding one, offering the skills and knowledge you need to excel in your personal and professional goals.Ìý

If you are interested in becoming an apprentice, you can find an opportunity that works here.ÌýNot sure what apprenticeship is right for you? Get in touch with Ó£ÌÒ¸£ÀûÊÓƵ here.Ìý

And it’s that second question that you should really put some thought in to. Around 40 million Brits plan to make a resolution every year. These vary widely, from fitness to financial goals, but an aspiration that can have a dramatic impact on both your personal and professional development is upskilling.Ìý

Upskilling takes many forms, and its adaptive quality makes it a particularly effective goal to strive for in 2026 as it is flexible and easy to fit around your current commitments.Ìý

Upskilling can mean gaining a new skill or honing an existing one. It can be undertaken as a stepping stone to a more senior role within your industry or even a new career entirely. It can also be used simply to improve your understanding of the role you have and to give you the tools to do your job more efficiently and effectively. Some people use upskilling for purely personal reasons, wanting to become a well-rounded person with a lot of strings to their bow.Ìý

If you’re unsure as to whether upskilling is for you, here are a few reasons why learning something new should be your 2026 New Year’s resolution:Ìý

It allows you to stay ahead of the gameÌý

Job roles, no matter what sector you’re in, are constantly evolving as we navigate an increasingly complex digital landscape. Upskilling ensures you have the relevant training and skills to adapt to these changes – and to learn the most up-to-date information.Ìý

Employers value individuals who demonstrate a commitment to development and being able to gain new skills shows this.ÌýÌý

It looks great on LinkedInÌý

It’s a no brainer, adding new skills to your repertoire can open doors to promotions, new roles, or even entirely new career paths – after all, ‘it’s something for the CV’.ÌýÌý

In a competitive job market, having a diverse range of skillsÌýcan set you apart from other candidates who may even have more experience or seniority than you do.ÌýÌý

It helps you regain your sparkÌý

Learning new skills boosts your confidence and keeps your mind sharp, giving you a sense of achievement. Each new skill mastered can push you forward to tackle even greater challenges. And this extends beyond the workplace; being able to learn something new gives you tactile evidence of what you can do when you put your mind to it – this renewed belief in yourself impacts all corners of your life.Ìý

It shows you the moneyÌý

Many common work-based qualifications such as data analysis, digital marketing or project management are associated with higher salaries. And while the reasons behind taking up a new skill might not be financial, it can be a welcome by-product.ÌýÌý

It’s no secret that employers are often willing to pay a premium for expertise in areas that will inject innovation and efficiency into their business – expertise that comes from upskilling. Even if you are not actively seeking a new role, upskilling can help you negotiate a pay rise as it demonstrates the extras you bring to your job.Ìý

It fosters a greater sense of communityÌý

Enrolling in a course or qualification allows you to meet like-minded professionals, opening up opportunities for collaboration and mentorship with people you may have otherwise never met. Working towards the same qualification can also foster insightful conversations and workshop sessions. And having a strong network of colleagues and contacts stands you in good stead whether you’re in a jobÌýor actively searching for one.Ìý

Whether you’re looking to gain a promotion, explore new professional paths or add something exciting to your personal portfolio, having upskilling as your resolution this year could be the first step towards a successful 2026.Ìý

If you would like to explore apprenticeship opportunity, you can browse our coursesÌýhere.

The real barriers run deeper; a combination of unclear policy aims, limited opportunities, negative perceptions and patchy careers education. I’ve seen first-hand how much good careers information, advice and guidance can achieve, but it can’t create opportunities that don’t exist. We need an effective strategy to tackle the challenges set out below.

No clear aspirations

Despite the emphasis on apprenticeships across numerous Welsh Government strategies, only 1.6% of Year 11 leavers and 2.9% of Year 13 leavers in Wales go straight into an apprenticeship. These figures seem low, but there are no specific targets or stated aspirations to judge this performance against. In contrast, countries with strong youth apprenticeship systems set explicit goals; not to impose quotas but to signal intent. Wales cannot plan or resource effectively without first deciding what success looks like.

Lack of opportunities

If we wanted to increase the number of school leavers entering an apprenticeship, we would need thousands of appropriate (i.e. apprenticeship) job opportunities to be secured every summer.

For many employers, particularly SMEs, taking on a 16–18-year-old apprentice represents a real commitment – the additional supervision, training time and safeguarding responsibilities add cost and risk.

The lack of appropriate employment opportunities is highlighted by Careers Wales data. Each year, 13–14% of Year 10 pupils say they want an apprenticeship through the ‘Career Check’ tool. Yet, as we know, only about 1.6% start one after Year 11. That drop can only be explained by barriers and a lack of opportunities.

Perceptions

Apprenticeships are still often seen as a ‘second choice’ to A-levels or university especially by parents and teachers. In stark contrast, in countries like Germany or Switzerland, vocational routes enjoy equal prestige because they’re well integrated into respected professions.

Low participation creates its own barrier. It establishes a social norm that suggests following a different pathway means standing out. Not many young people (or adults) are comfortable

doing that. Social identity and belonging matter, young people often make decisions based on what others like them are doing, not purely on a rational evaluation of options.

Higher apprenticeships could play a crucial role in reshaping perceptions, particularly if introduced for the teaching profession. They offer a genuine alternative to full-time higher education, combining skilled employment with advanced qualifications.

Careers education squeezed out of the curriculum

Careers education is the planned, progressive learning within the school curriculum that develops students’ knowledge, skills and attitudes to manage their careers throughout life. It is embedded across the Curriculum for Wales (3–16) through the Careers and Work-Related Experiences (CWRE) framework. It is delivered by teachers and each school designs its own CWRE approach.

Wales’s CWRE framework is ambitious in theory but is crowded out by other pressures. It is statutory, yet it isn’t examined, funded or meaningfully inspected. Schools are judged on GCSE and A-level results, not on how well they prepare young people for work, so CWRE is often squeezed out.

In England, the Gatsby Benchmarks give every school a clear definition of what good careers education looks like; linking subjects to real jobs, ensuring multiple encounters with employers, and tracking outcomes through destinations data. Ofsted specifically inspects the ‘personal development’ strand, which explicitly includes careers education, work-related learning and destinations data.

Scotland shows what happens when destinations matter. Since 2010, every Scottish school has been tracked on the proportion of pupils in a ‘positive destination’ after leaving. This data is public, built into inspection and influences local funding decisions. Over time, the approach has resulted in more consistent transitions and rising youth apprenticeship participation.

Potential solutions

So, how could we increase the number of young apprentices?

1. Clarify ambitions: Set clear, evidence-based goals, not arbitrary targets but ambitions specific enough to drive action and investment.
2. Incentivise employers: Introduce well-targeted incentives focused on SMEs recruiting 16-to-18-year-old apprentices as they leave full-time education.
3. Encourage public sector: The Welsh Government should use conditions of funding to ensure that every NHS trust, local authority and sponsored body offers structured apprenticeship opportunities for young people as part of their workforce planning.
4. Targeted awareness campaigns: Wales needs distinct, sustained campaigns not generic marketing targeted at employers, parents, schools and young people.
5. Recruitment portal: We need a modern and effective portal to match school leavers with apprenticeship opportunities.
6. School performance measures: Stop pressurising schools to focus narrowly on qualification attainment and introduce destination data as a key measure of school performance.
7. Vocational pathways into teaching: Wales should introduce apprenticeship pathways into teaching to reflect its commitment to parity of esteem, strengthen recruitment and create clear progression routes from roles such as Higher Level Teaching Assistants (HLTAs).

Careers guidance can’t fix a system that doesn’t create enough opportunities. Right now, young people don’t need more guidance they need more great apprenticeship jobs to be guided into.

Expanding apprenticeships means investing in opportunity through clear ambition, sustained funding and a system that values where young people go, not just what grades they get.

Read Richard’s full report here.

Digital marketing drives modern business success, blending creativity and data to engage audiences. With rapid technological change and rising demand for skilled professionals, this apprenticeship offers a clear route to mastery—combining practical competence and professional knowledge to help learners and employers thrive in today’s competitive, digital-first economy.