End-point assessments (EPAs) have become a defining feature of modern apprenticeships in England, serving as the ultimate measure of an apprentice’s occupational competence (MacArthur, 2023). Employers play a pivotal role in ensuring the success of apprenticeships by providing the necessary resources, support and environment for learners to thrive. However, the challenges surrounding EPA completion rates highlight a critical need to redefine success by examining how employers contribute to, or hinder, the process (Guy et al., 2024). This blog post delves into the complex relationship between employers and EPA outcomes in the English apprenticeship system, shedding light on barriers, strategies and opportunities to foster greater achievement in apprenticeships.

The employer’s role in EPA success

Apprenticeships depend on meaningful employer involvement, from initial recruitment through to final assessment preparation (Pan & Ressin, 2022). Employers deliver hands-on training, mentoring and integration into the workplace, forming the core of the apprentice’s development. They also support progression through the ‘gateway’, a formal checkpoint that confirms whether the apprentice has gained the required knowledge, skills and behaviours to be assessed (MacArthur, 2023). Crucially, when employers treat the final assessment as a valuable indicator of occupational competence and align training with its requirements, apprentices are better prepared, more confident and more likely to succeed (Guy et al., 2024).

‘By embracing their role as facilitators of both practical and theoretical competence, employers can help redefine success and improve completion rates.’

Challenges in employer engagement

Despite their integral role, employers face several challenges that undermine EPA completion rates:

1. Misaligned priorities: Some employers prioritise on-the-job skills and mandatory qualifications over the EPA, despite it being essential for completing the apprenticeship (Guy et al., 2024).
2. Resource constraints: Small and medium-sized enterprises (SMEs) often struggle to allocate sufficient time and resources to support apprentices through the rigorous EPA process (Pan & Ressin, 2022).
3. Limited understanding of EPA requirements: Many employers lack familiarity with EPA criteria and processes, resulting in inconsistent or inadequate preparation for apprentices (MacArthur, 2023).
4. Barriers to collaboration: A lack of structured communication between training providers, EPA organisations and employers creates gaps in aligning on-the-job learning with EPA standards (Guy et al., 2024).

Strategies for success

To redefine success and improve EPA outcomes, employers must adopt proactive strategies that prioritise the apprentice’s holistic development:

1. Promote EPA as a value-added process: Employers should view EPA not as a bureaucratic hurdle but as a testament to occupational competence that enhances organisational reputation and workforce quality (MacArthur, 2023).
2. Invest in training and support: Employers can provide structured study sessions, mentorship and access to mock assessments to build apprentices’ confidence and competence ahead of the EPA (Guy et al., 2024).
3. Enhance collaboration: Establishing robust partnerships with training providers and EPA organisations ensures alignment between workplace tasks and EPA criteria. Joint planning sessions and regular feedback loops can address gaps in preparation (Pan & Ressin, 2022).
4. Advocate for policy support: Employers, particularly SMEs, should seek government incentives or subsidies to offset the resource burden of apprenticeship programmes, including EPA preparation (MacArthur, 2023).

Opportunities for improvement

The path forward involves leveraging these strategies to create a sustainable ecosystem for apprenticeship success:

• Data transparency: Routine publication of EPA completion rates by standard and employer could drive accountability and best-practice sharing (Guy et al., 2024).
• Targeted support for SMEs: Providing centralised resources and regional hubs for apprenticeship coordination can address disparities in employer capacity (Pan & Ressin, 2022).
• Expanding the role of EPAs: Integrating EPA insights into broader organisational development plans could enhance their perceived value among employers (MacArthur, 2023).

Employers are central to the success of final assessments and the broader apprenticeship model. By embracing their role as facilitators of both practical and theoretical competence, they can help redefine success and improve completion rates. Moving forward, greater collaboration, investment and advocacy are needed to overcome barriers and unlock the transformative potential of apprenticeships.

To fully realise this potential, those involved in apprenticeship delivery must critically reflect on their own practice. Are existing structures truly supporting apprentices through to completion? How well are workplace experiences aligned with assessment expectations? What more could be done in partnership with training providers to enhance outcomes and ensure lasting impact?

References

Guy, R., Read, L., Hann, L., & Thomas, D. (2024). Apprenticeship completion, EPA, and the role of employers. Gatsby Foundation. https://www.gatsby.org.uk/app/uploads/sites/2/2025/07/2024-10-01-apprenticeship-completions-and-epa.pdf  

MacArthur, V. (2023). The Advanced Clinical Practice Integrated Degree Apprenticeship: History, challenges, and implementation. International Journal for Advancing Practice, 1(1), 37–39. https://doi.org/10.12968/ijap.2023.1.1.37   

Pan, Y.-C., & Ressin, M. (2022). Degree apprenticeship end-point assessment dilemma: Balancing business contribution and academic exploration. New Vistas, 8(1), 14–21. https://doi.org/10.36828/newvistas.195