**Concerns Raised Over Welsh Schools’ Limited Promotion of Vocational and Apprenticeship Routes**
A recent investigation by Members of the Senedd (MSs) has highlighted an ongoing issue in Welsh education: secondary schools are failing to provide pupils with comprehensive information about non-academic educational pathways. The findings suggest too many young people are inadvertently pushed towards A-levels and university degrees, often without learning about potentially more suitable alternatives such as vocational courses and apprenticeships.
According to the Senedd’s economy, trade and rural affairs committee, this lack of exposure means students who might thrive in hands-on or work-based learning environments are steered into academic routes. While schools have established systems for guiding pupils towards further academic qualifications, similar support for apprenticeships and vocational courses is lagging behind. This, the committee argues, is not just an oversight but the result of “perverse incentives” which favour academic achievement as the primary measure of school success.
Andrew RT Davies, Conservative MS and committee chair, emphasised the importance of presenting all available options to students. He commented: “Many young people never hear about the full range of courses and do not see the potential career paths available outside the traditional university track.” This, he suggested, perpetuates a misconception that academic routes are inherently superior.
The education inspectorate, Estyn, corroborated these concerns, stating that information on apprenticeships is too often limited or presented as a secondary option. Estyn said, “There is a consistent social bias that regards apprenticeships as less prestigious than A-levels or degrees.” This sentiment is common, the inquiry heard, with organisations including the Institute of Civil Engineers Wales and the South West Wales Regional Skills Partnership noting that apprenticeships are still seen by many as a ‘fallback’ rather than a first choice.
Despite efforts by some sectors, this perception remains deeply ingrained across much of Wales. ColegauCymru, representing further education colleges, provided data showing that only around 2% of Year 11 leavers enter apprenticeships annually—a statistic described as a “clear indication” of the lack of knowledge and awareness among pupils under 16. They went on to identify a prevailing lack of engagement from schools and a need to educate not only students but teachers and parents about alternative pathways.
The complexity of apprenticeship routes also presents a barrier. Testimonies presented to the committee illustrated just how opaque non-academic options can be. One young person described only learning about apprenticeships much later, missing early opportunities for guidance. “The biggest issue is awareness,” the individual explained. “When I was unemployed, the job centre didn’t mention apprenticeships, and I never saw any information in school or from employers.”
Moreover, the report finds disparities in knowledge amongst teachers and careers advisers, especially around emerging industries like the digital and green sectors. This inconsistency leads to variation in the quality of advice offered to pupils across Wales and exacerbates the perception that vocational routes are overly complicated or less beneficial.
The committee has called for greater collaboration between schools, colleges, and employers to ensure clear, consistent messaging about vocational opportunities. One of their key recommendations is for the Welsh Government to ensure schools actively promote apprenticeships and vocational learning as valuable, high-quality alternatives to academic study.
Despite some recent improvements, the report concludes the academic-vocational divide persists in Wales. As the education sector seeks to develop a more inclusive approach, campaigners say schools must prioritise providing clear, unbiased guidance, ensuring every pupil has the chance to pursue the path that best suits their aspirations, aptitudes, and ambitions.