Dr Kristen Reid & Dr Fran Myers, The Open University Business School, The Open University.
Northern Ireland’s increasing policy focus on apprenticeships and work-based learning for 16-18-year-olds places growing responsibility on employers to support younger learners effectively. While these routes are central to skills development, productivity and inclusive growth, far less attention has been paid to whether employers – particularly their line managers and workplace mentors – are adequately prepared for the roles they are expected to perform. Relevant to Assembly deliberations concerning forthcoming bills relating to employment, training and education, this presentation draws on British Academy-funded research and a broader set of studies from The Open University, alongside established practice in Northern Ireland through the Mid-Ulster Manufacturing and Engineering Graduate Apprenticeships (MEGA), to share insights about workplace support systems and how they shape learner outcomes and economic value and in future could support skills strategies, economic development priorities and equitable learner outcomes in Northern Ireland. It is based on over 30 in-depth interviews across the apprenticeship and work-based learning ecosystem, including apprentices, line managers, employers, professional bodies and trade associations.
Provisional findings from the studies evidence line managers and workplace mentors occupying pivotal but often under-recognised positions. In practice, these individuals are responsible not only for overseeing skills development, but also for significant elements of pastoral care, learner well-being, assessment support and regulatory compliance, which frequently are assumed with little formal preparation, guidance or recognition. The presentation highlights how current on-the-job learning requirements specified in policy frameworks largely devolve responsibility to employers, who in turn often delegate that role to individual managers. That, however, is done without adequate support, which can result in inconsistent learner experiences and inequitable outcomes, particularly for younger apprentices navigating the transition into work.
The research also shows the significance of organisational context: larger employers are more likely to have established apprenticeship leads and structured support systems, while managers and mentors in small and medium-sized enterprises (SMEs) often report having to ‘muddle through’, leading to isolation, uncertainty and additional pressure. Providing comparative insights from across the United Kingdom, the research suggests those challenges are not unique to Northern Ireland, but locally developed intermediary models can mitigate their impact. It draws attention to the role of professional bodies, trade associations and regional partnerships in acting as bridging organisations for SMEs. MEGA provides such an example, highlighting how coordinated support, peer networks and shared resources can strengthen work-based learning ecosystems and improve learner experiences.
Bringing the research findings together, the presentation identifies four areas where policy could strengthen employer capacity and support high-quality work-based learning at scale. Those are: (1) the development of accessible online resource banks and induction toolkits for managers and mentors; (2) clearer role expectations; (3) opportunities for professional development and networking; and, (4) mechanisms for sharing effective practice across sectors and funding models. And it highlights that the research evidence suggests that sustainable productivity growth and equitable learner outcomes are best achieved when participation requirements are matched by proportionate support for employers, enabling line managers and mentors to deliver consistent skills development, progression and well-being support across diverse organisational contexts.
This seminar took place on 3 June 2026.
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Policy Briefing
Presentation