Solicitor apprenticeships- a new and improved education and training route to qualification as a solicitor? A study of the perceptions of solicitor apprentices and trainee solicitors

Abstract

Solicitor apprenticeships – a new and improved education and training route to qualification as a solicitor? A study of the Perceptions of Solicitor Apprentices and Trainee Solicitors. Abstract The long-established route to qualification as a solicitor in England and Wales involves students undertaking 3 stages of training; an academic stage via a law degree, a vocational stage via the Legal Practice Course, and a practical stage which involves a period of work-based learning via the training contract. In a significant change to this route to qualification, trailblazer apprenticeships leading to qualification as a solicitor in England were approved in Autumn 2015 by the Department of Business, Innovation and Skills (solicitor apprenticeships are not currently available in Wales). Such trailblazer apprenticeships were developed by employers’ panels as part of a government initiative to improve and develop apprenticeships. The first solicitor apprenticeships began in 2016. This thesis outlines the history of apprenticeships and explores the main themes and perspectives of apprenticeship as a model of learning. It considers the background to solicitor apprenticeships in the changing landscape of legal education and explores issues of skills acquisition during both training routes, as well as reflecting on the widening participation debate. This thesis uses interview data which is analysed through a phenomenological lens. In so doing, the expectations, motivations, experiences and perceptions of a group of apprentices in an international law firm are recorded. Trainee solicitors were also interviewed to gauge their experiences of their training routes and also their attitudes and perceptions of apprentices. This thesis seeks to give a voice in particular to the apprentices on their journey to qualification. The findings indicate diverse perceptions among the study’s participants which reflects the intricate evolution of professional apprenticeships. The key findings suggest that apprenticeship, as a model of learning, is held in high regard and there is a clear appreciation and articulation of the benefits it can offer in terms of skills acquisition within the workplace. There is also evidence that the apprenticeship route can help widening participation within the legal profession. However, another key finding was the perceived stigma of apprenticeship and its rightful place within a professional environment. There was clear concern for parity of esteem between the apprentices and trainees. The study suggests such apprenticeships are currently struggling to find an identity within the legal profession. This thesis critically discusses the findings in light of the relevant literature. It also offers a synthesis of the key themes which emerged from those findings. The thesis suggests that whilst solicitor apprenticeships face issues of confused identity, this novel training route also offers a number of opportunities for it to grow in both reputation and prestige. The thesis outlines further the implications of this empirical study and suggests recommendations for professional apprenticeships and training. It concludes with outlining suggestions for future studies