The awards, which took place at Cardiff and Vale College, celebrate learners, tutors,��employers��and businesses who have helped promote work-based learning across Wales.��

The awards were created to recognise the importance of apprenticeships and work-based learning, not just as a valid education and career pathway for individuals but as an operational tool for employers.��

Maddy was awarded gold for her outstanding progress as an accounting apprentice. In her time on course, she has been praised for her strong academic performance as well as her commitment to championing the pathway. She has also competed in Skills Competition Wales.����

Speaking about her��award��win, Maddy Groves said:��“I feel like I’ve really been recognised for everything I put into my apprenticeship, and it’s so nice to have something to show for my hard work.��

“I’ve always been extremely vocal – especially on my LinkedIn – about the value of apprenticeships in the workplace, and how it is really overlooked when people leave school after A-Levels.��

“Receiving the award only reinforces my beliefs that it was the best thing to do;��for me and,��most likely,��for many other people across Wales.”��

��Currently working as an Accounts Trainee, Maddy balances full-time employment with studying Level 4 AAT��with �ڽ����� and the Association of Accounting Technicians qualification pathway. Her day-to-day role includes preparing year-end accounts for sole traders, partnerships, limited��companies��and charities. She also oversees��bookkeeping, VAT��returns��and CIS returns.��

��“It’s been so helpful to be doing the same things in my studies and my work,” Maddy explained.��“I feel like I can relate everything a lot better, which helps my understanding a lot.”��

��Her accounting journey began at Coleg Gwent, where she completed Level 2 AAT before progressing through her apprenticeship.��

��“I never wanted to go to university,” Maddy added. “This was my one and only path, and it has served me extremely well so far. Studying with �ڽ����� has been the best choice��as��the hybrid environment works so well for me.”��

Maddy also received��additional��support from �ڽ����� staff while competing in��a series of skills��competitions. She explained: “I had extra sessions with tutors, and external tutors, all provided for by �ڽ�����, which helped us get a place on the podium in Welsh Skills and reach the finals of WorldSkills.”��

��Looking ahead, Maddy plans to complete her Level 4 AAT qualification and eventually pursue chartered status through��the��Association of Chartered Certified Accountants.��

Asked what she would say to others considering an apprenticeship, she said: “Do it. You will not regret it one bit!��It’s��hard work, of course, but when you come out the other end you will be so glad that you did it.����

“Learning on the job means you gain practical work experience at the same time as gaining qualifications��–��at the end, there is no downside.”��

During the��Success Through Skills Awards, Strategic Director for the National Training Federation for Wales, Lisa��Mytton,��echoed this positive sentiment.��

She said: “Events like this shine a light on what really drives Wales forward — the talent, commitment and ambition of our learners, employers, and training providers.��

��“Apprenticeships are central to that progress. They give people the chance to build real careers, they give employers the skilled workforce they need, and they strengthen the Welsh economy from the ground up. When we invest in apprenticeships, we invest in��Wales’��future.”

Investment in training is no longer a ‘nice to have’, it’s what can set a business up for success. Workplace skills are the engine of creativity and innovation. As CIPD’s recent  mentions, the skills businesses help employees develop underpin both individual and organisational success. ��

Rather than being a cost to be factored in, effective learning and development is an investment that contributes to increased productivity and performance, engagement and retention, as well as a nurturing of skills that ensure employees are equipped with the knowledge and adaptability to navigate the many changes of the modern working environment.   ��

In the factsheet, the CIPD emphasises that organisations should understand current and future business needs before designing skills strategies, this helps align training with long-term goals not just immediate tasks. This ensures they get the most from their training investment.  ��

One of the most effective ways employers can build skills is through work-based learning, which seamlessly integrates learning into the flow of work. Apprenticeships allow employees to develop real, actionable skills while contributing to business outcomes. ��

For Welsh employers, there’s a significant opportunity many do not realise - work-based qualifications can be fully funded through the Welsh Government, helping remove direct training costs for employers. There are also  available to businesses looking to train their staff in anything from basic digital skills to green qualifications. ��

In addition, businesses that employ apprentices under the age of 25 may benefit from National Insurance relief, meaning they do not pay employer NI contributions on qualifying earnings for those apprentices.  ��

Combined, this funding and tax relief removes one of the most frequently cited barriers to recruitment – cost. This leaves employers free to prioritise focus on the progression of their workforce, not only improving performance but enhancing their reputation as employers of choice in a difficult labour market. ��

Organisations prioritising learning tend to build stronger leadership capability, with managers better equipped with the interpersonal, strategic and communication skills needed to lead a successful team. Continuous upskilling also helps businesses stay competitive, encouraging fresh thinking and the adoption of new technologies that drive productivity and growth. ��

If you’re looking ahead to your training budget and unsure how you can maximise its impact within your organisation, �ڽ����� can help. �ڽ����� works with employers to find the qualifications that fit your workforce.

Karl currently works as a Delivery Manager at Newport City Council and is now working towards his Level 5 qualification. Until recently, he managed four significant projects, including the DWP Restart Programme – the UK government’s flagship employability scheme – as well as various Welsh Government and Shared Prosperity Fund initiatives. His work involves managing staff and budgets, monitoring performance and compliance, and leading organisational change.

“There’s a lot of change within these projects,” Karl said. “When we have different budgets, it often means changes to delivery, staffing structures, or even what the project looks like. That’s where the ILM has really helped me – it’s given me new tools to work with.”

Despite his vast experience, Karl had never obtained a formal management qualification before enrolling on the��ILM Level 4.��Encouraged by his HR business partner, he saw the course as a way to validate his skills and future-proof his career.

“I’ve done lots of internal training, but nothing accredited. And sometimes when you go for jobs, they say you need a degree or a relevant qualification. I haven’t got a degree, so this helps me tick that box.”

Initially hesitant about returning to structured learning Karl found the course to be a practical and accessible route into formal learning. Balancing study with a demanding job and active family life can be challenging but both �ڽ����� and the council made the process manageable.

“We’ve got an agreement in work that 20% of our time can be used for learning,” he explained. “�ڽ����� have been brilliant. [My tutors] Rachel and Joanna understood that my personal time is tight, so they helped me fit the work into my working day where possible.”

He also appreciated the flexible format of the course. “The mix of written and oral assignments helped me manage my time. I prefer the talking side – I can sit and talk about anything – and I think it’s a faster way to demonstrate what you know.”

Karl found the content of the course immediately applicable to his role. Topics such as managing change, health and safety, recruitment, and strategic planning all resonated with his daily responsibilities.

“The managing change unit stood out because that’s such a big part of what I do. Same with recruitment, I’ve inherited projects with poor recruitment and it’s caused a lot of problems. The course has helped me identify the right people, not just in terms of skills but also team fit.”

He also praised the strategic planning modules. “When we were delivering Shared Prosperity Fund projects, I had to write cabinet briefings and business cases to justify our work. That’s where the strategic planning element came in. I was able to identify gaps in service delivery and make the case for new projects.”

He also found simple analysis tools like SWOT and PESTLE made a difference. “These help you plan and justify decisions. Sometimes they’re just a way to check yourself and make sure you’re on the right track.”

Despite learning a lot of new skills throughout the course, it was just as much about honing the skills Karl had already garnered throughout his career.

“I’ve been managing since 2008, this course hasn’t just helped me do my job better – it’s given me recognised qualifications that back up my experience.”

While Karl currently has no plans to leave his role, he sees the ILM qualifications as a key part of his long-term career development. “It validates my experience. If I ever do want to move – within the council, to another local authority, or even another industry – it gives me options.”

From an organisation’s perspective, work-based learning has also been a positive at all different levels of operation. Jane Westwood, HR Business Partner at Newport City Council, explained: “The council have partnered with �ڽ����� as our main workplace apprenticeship partner for more than eight years now.

“The range of qualifications offered fits in with the diverse roles throughout the whole council – from refuse collection, to caring, to accounts, and health and safety. There will always be the appropriate qualification to align with someone’s roles.

“We also introduced apprentices to the council where we particularly wanted to recruit younger people to join the authority. To date we have placed more than��45 specific apprentice roles with many achieving permanent positions.

“The way �ڽ����� deliver their qualifications allow all staff options to upskill – for their current role or for their career progression.

“At Newport City Council we believe our staff are our priority as they deliver our services to the public.��To have staff trained allows us to deliver the best service possible,���ڽ����� work with the individuals and their managers to achieve this.”

Explore �ڽ�����’s management qualifications��here.

The Level 4 Preparing for Leadership and Management in Health and Social Care qualification will enable learners to develop and demonstrate their knowledge, skills and understanding in the context of health and social care settings.

In workplaces across the UK, creating an environment where everyone feels valued and supported is more important than ever- enabling more people to enter the workplace and boost productivity.�� By providing equal access to training and development, upskilling can help level the playing field, ensuring that every employee – regardless of their background – has the tools they need to succeed and progress.��

When it comes to a deeper understanding of the experiences of marginalised groups, upskilling can also play its part. Psychologist, Alice Miller, said that ‘empathy grows as we learn’ and this rings true with work-based learning. Many courses, on topics such as safeguarding and mental health, or awareness training can give employees a better perspective of the challenges others face and what they can do to support. Training gives insight and wider context to issues that employees may hear of day-to-day but have not directly experienced.��

At �ڽ����� and ALS ‘improving lives through learning’ is a mantra that not only defines our work but also the courses that we teach.

We offer an array of qualifications that can help promote inclusivity within your organisation. Here are a few highlights:��

Mental health first aid��

With mental ill health now being the most common cause of work-limiting conditions amongst workers 44 years old and younger, training in this field has never been more beneficial or vital.��

In this course, learners gain improved knowledge of mental illnesses and interventions, as well as the appropriate strategies needed to administer first aid. The course also acts as a confidence booster, helping learners to support individuals struggling with their mental health and wellbeing.��

British Sign Language��

Created in collaboration with Signature, aims to bridge communication gaps and support employers and employees in generating a more diverse and accessible working environment. With over 500,000 people in Wales reported to have hearing loss, the significance of such training cannot be overstated.����

Throughout the course, participants are taught through a combination of face-to-face teaching, self-study and online resources. Initial topics include basic pleasantries and everyday life. Being able to converse, even a few words and phrases can ensure those with hearing impairments feel included and valued in conversations.��

Dementia awareness��

With almost 1,000,000 people living with dementia in the UK according to Alzheimer’s Society, learning about this common illness can ensure workplaces are more accessible and you are equipped with the knowledge to support those with the condition.��

This course provides essential knowledge about dementia, including its symptoms, stages, and impact on individuals and families. It also shares practical skills to care for those affected with empathy and understanding.��

Safeguarding/protecting vulnerable adults��

Safeguarding isn’t just important to specific industries it’s a universal responsibility across all workplaces. The ability to spot concerns and to put protective measures in place is a fundamental skill.��

This course provides essential knowledge on the responsibilities around safeguarding, particularly with regards to vulnerable adults. The course informs participants on how to safeguard vulnerable people and practitioners in the workplace, as well as how to respond to evidence or concerns of abuse.��

No matter the course or qualification, upskilling goes beyond being a path to progression, it can be a tool for building an inclusive workplace. By equipping employees with skills that foster understanding, empathy and accessibility, organisations can break down barriers. From mental health awareness to BSL, these courses enable teams to create environments where everyone feels valued and supported. ��

Google search data and industry trend reports have already pointed to the areas of focus for business leaders this year. These searches reflect not just the topics people want to learn about, but the skills that organisations are seeking to future-proof their workforce.

1. AI courses
It comes as no surprise that curiosity surrounding AI continues to be widespread as learners and employers seek to utilise new platforms in the workplace. As such,��foundational��training into skills like prompt design and applied AI is soaring.��

If you too have found an increasing curiosity of AI training, ALS’s����provides learners with a structured foundation in AI concepts and applications��and is��ideal for professionals looking to build credible, certified knowledge in this��ever-developing field.

2. Upskilling and��reskilling
Anyone currently looking for work can attest to the job market’s challenging and highly competitive landscape at the moment. This may be a reason why searches for upskilling and reskilling remain strong, with workers looking to get ahead of the competition with a new suite of skills or even retraining into an entirely different field.

It’s not just individuals who are contributing to these numbers though, organisations are investing in��training programmes��that help employees learn new��skills��or��move seamlessly��into��different roles.��This culture of developing from within rather than hiring new talent is something��we’ve��seen more of in recent years as organisations look to avoid the hassle and rising costs of new hires.��

3. Leadership��development
A consequence of nurturing talent within an organisation rather than hiring is the rise of accidental managers. These are employees who have risen to leadership positions due to their knowledge and skills in their field rather than their people management skills. As such, formal leadership training is becoming more sought after, equipping these talented managers with the soft skills needed to thrive in their roles.

�ڽ�������has��seen increased popularity in its��range of��ILM-accredited��management qualifications.��These courses��are designed to help both emerging and established leaders grow their capabilities. Learners��have shared that��these qualifications provide recognised credentials that back up��their��experience and improve performance.

4. Microlearning��tools
With an endless wealth of��knowledge��always at our fingertips, it can��often feel like��information overload.��It’s��no wonder then, that many people are looking to��‘microlearning’ to��consume��information��in��bite-sized chunks.��

With��work��time at a premium and attention spans shorter, professionals increasingly turn to��short, focused modules or resources that fit around the workday.��This can be in the form of��a��video, a��professional��thinkpiece��or a podcast. Training providers are aware that learning trends have changed, and that��more and more��learners are looking to consume information this way.��

�ڽ����� offers��a number of��learner resources with microlearning in mind. If��you’re��looking for��a��short, informative��podcast��to boost your CPD hours, you can find����Each episode tackles a topical theme affecting businesses, such as digital trends or Net Zero.��The episodes are 20 minutes or shorter so perfect as an introduction to microlearning.

5. Personalised��learning��paths

Finally, personalised learning paths��have already��ranked��high��in 2026��as learners��seek��training that adapts to their unique roles, experience��levels��and aspirations.��Organisations��are��also��looking to��tailor programmes��based on��performance,��preferences��and career goals. This shift from “one-size-fits-all”��to��customised journeys is reshaping how��learning and development is done within organisations.��

If you’re looking to improve your organisation’s learning and development programme, �ڽ����� offers a wide range of upskilling pathways, whether it’s to improve digital competency, polish soft skills or gain further knowledge in a role-specific niche.

2025 proved to be a pivotal year for work-based learning. Despite a challenging economic backdrop for many sectors, upskilling remained firmly at the forefront of both employers’ and employees’ minds. In Wales in particular, persistent skills shortages and rapid technological change meant that many organisations began reassessing how they attract, develop and retain talent.

As we move into 2026, Richard looks at the trends business leaders are likely to encounter in the coming months and��how responding to them can strengthen both organisational performance and the wider working landscape in Wales.

A human focus in an increasingly AI-enabled world

The rollout and development of artificial intelligence reached new levels of maturity in 2025. AI tools became commonplace across industries, moving well beyond experimental use and into day-to-day operations for organisations of all sizes.

This rapid adoption has highlighted both the opportunities AI presents and the importance of using it responsibly. Alongside efficiency gains, many organisations are now recognising the need for clearer governance, digital confidence and practical understanding among staff.

As AI tools increasingly automate routine tasks, including some traditionally entry-level roles, new skills are emerging. Employees are being asked not just to use technology, but to guide, question and manage it effectively. In many cases, this means workers developing a level of oversight and decision-making capability, even if they do not hold formal management roles.

In response to this shift, �ڽ�����’s sister company ALS collaborated with the British Computer Society in 2025 to deliver the Essentials Certificate in Artificial Intelligence. Designed to build understanding of AI as a business tool, the qualification also explores ethics, governance and risk. Despite launching late in the year, uptake has already shown strong demand from organisations looking to introduce consistent, organisation-wide AI literacy.

Looking ahead, 2026 is likely to see more leaders prioritising structured digital training��that equips people to work confidently alongside AI. The focus will not simply be on deploying new tools, but on ensuring the workforce has the skills, judgement and awareness needed to use them well.

You can explore �ڽ�����’s suite of digital qualifications here.

Development as a driver of retention

The challenge of retaining skilled employees is not new. However, it remains a defining issue for many organisations, even in a labour market where recruitment conditions have shifted.

Throughout 2025, discussion around employee turnover frequently centred on pay, flexibility and benefits. While these factors still matter, research increasingly shows that career progression and skills development play a central role in long-term engagement,��particularly for younger workers.

A report by LHH found that 59% of Gen Z workers prioritise career progression and skills development when considering a role – a higher proportion than any other age group. This reflects a broader shift in expectations. Employees want to understand how their role will evolve and what support is available to help them grow.

In 2026, more organisations are likely to look beyond short-term incentives and instead focus on clear development pathways. Work-based learning plays a big part in this, allowing individuals to build relevant skills while remaining productive in their roles.

For employers, investing in structured development supports retention, improves performance and helps address skills gaps internally. For employees, it provides tangible progression and confidence that their employer is invested in their future.

Net Zero moves from awareness to action

Towards the end of 2025,��Wales’��third carbon budget was announced, which targets an average 58% reduction in greenhouse gas emissions by 2030 compared to 1990 levels. These ambitions underline the scale of change��required��and the role��Welsh businesses��will need to play in achieving them.��

For organisations, reaching net zero is not��just about��compliance.��It’s��a��shift in how��they��operate,��plan��and invest for the future. At the same time, it presents an��opportunity for growth, particularly for SMEs looking to engage in emerging supply chains linked to renewable energy, the circular economy and green infrastructure.��

As we move into 2026, businesses can no longer treat net zero as a distant��objective. Increasingly, leaders are recognising that sustainability goals and workforce development go hand in hand. Delivering meaningful change depends on having people with the right skills,��knowledge��and confidence to implement��new approaches��in practice.��

At the heart of this is training and green skills.��Training is��key to��educating��us��on the reasons why we are in a climate crisis, our legal obligations, and tools and techniques on how we can slow the impacts of our business activities.��

If 2025 was the year��Wales’��Net Zero plans came onto our radar, 2026 is the year we will be developing our strategies to make these plans work for business.��

Rethinking apprenticeships as an organisational tool

In the summer of 2025, as exam results were released, figures showed that around 32% of Welsh 18-year-olds had applied to university, compared with 41% across the UK. This highlighted the increasingly diverse routes young people are considering as they plan their futures.

Alongside higher education, apprenticeships continue to play an important role in supporting individuals to gain practical skills while building meaningful careers. At the same time, both the Welsh and UK Governments have identified apprenticeships as a key mechanism for tackling skills shortages and supporting economic growth.

Despite this, misconceptions about apprenticeships still exist. In reality, they can be used at all stages of a career, from entry-level roles to leadership development, and across a wide range of sectors.

As businesses look ahead to 2026, many are beginning to view apprenticeships as a strategic workforce planning tool rather than a standalone training option. When aligned with business needs, they offer a cost-effective way to develop talent, improve productivity and bring fresh thinking into organisations.

For businesses in Wales looking to develop or refine their work-based learning approach, �ڽ����� offers fully-funded training across a wide range of qualifications, for both individuals and employers looking to build the skills they need for the future.

Training over Treats.

��Swap quick perks for long-term progress with fully funded staff training.

We deliver fully-funded programmes across more than 30 sectors – helping you grow skilled, confident and motivated teams. Our programmes support staff at every stage of their career, from entry-level roles through to senior leadership.

We believe real success isn’t served up instantly, it’s built over time.��

The FinTech Wales Community Academy��will offer paid, hands-on workplace experience for learners aged 18 to 19��who are not currently in full-time education, employment, or training. Through funding provided by the Jobs Growth Wales+ programme, participants will have the opportunity to earn a nationally-recognised qualification��while completing placements with some of Wales’ most recognisable fintech organisations, including Monmouthshire Building Society, Hodge Bank, Creditsafe, and Final Rentals.

Designed to address skills shortages and broaden access to high-growth careers, the academy delivers training through �ڽ����� Training. Learners will work towards an Agored Award in Digital Skills for Business Level 2, developing practical skills in:

• Data management

• Digital collaboration tools

• Online security

• Professional communication

Speaking about the launch of the academy,��Rhys Griffiths, Head of Skills at FinTech Wales, said:

“We are thrilled to launch the FinTech Wales Community Academy. This programme has been shaped by employers coming together to collaboratively tackle skills challenges within the sector. By investing in people, we’re not only creating valuable career pathways for young people but also strengthening the future of fintech in Wales. This is about collaboration, shared ambition and building a sustainable talent pipeline for the industry.”

Having recently completed its own community academy,��Monmouthshire Building Society��is excited to be part of the programme.��Kristy Maloney, Head of Savings, said:

“We’ve seen first-hand the positive impact of providing an opportunity to explore a new career – it’s exciting for the participants and for us as an organisation. Through working in collaboration with FinTech Wales, Hodge Bank, Final Rentals and Creditsafe, we’re able to continue making a difference and build the talent pipeline here in Wales. We can’t wait to meet the potential stars of the future.”

Lucy Wilkinson, Digital Services Route Manager at �ڽ����� Training, added:

“We’re proud to offer a programme where learners not only gain hands-on experience across the fintech sector but also achieve a recognised digital skills qualification along the way. Being part of Jobs Growth Wales+ allows learners to hone their numeracy, literacy and employability skills, all while receiving support and guidance from experienced tutors. They will also get the chance to work with different organisations, make new connections and get a taste for the world of work. At the end of it, our learners will leave ready to take their next step with a qualification that opens doors for them.”

Those interested in applying can find full details and application information here.

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.