Degree apprenticeships: What learners need to know

Welcome to the Degree Apprenticeship Toolkit

A practical guide to designing, delivering, and supporting degree apprenticeships in Aotearoa New Zealand. Degree apprenticeships are a powerful way to connect learning and earning. They combine a recognised degree with meaningful, paid employment, providing learners with valuable skills, employers with workforce-ready talent, and our country with a more resilient and equitable education system.

This toolkit has been developed to support all those involved in degree apprenticeships, and help make them a meaningful and successful experience. Whether you're leaving school and embarking on a career, or an existing employee looking to upskill, we've created this resource with you in mind.

Overview

This guide is designed for learners to help you understand whether degree apprenticeships are right for you and how you can make the most of this opportunity. It's one of the outcomes of work carried out by the Construction and Infrastructure Centre of Vocational Excellence (ConCOVE) to understand what is holding New Zealand back from adopting degree apprenticeships more widely.

Degree apprenticeship pilots were set up to promote the mainstream adoption of degree apprenticeships. This work resulted in four main reports:

• Guide for employers
• Guide for learners (this guide)
• Guide for tertiary education providers
• Enabling degree apprenticeships – a framework for policymakers

We acknowledge the many contributors to this guide.

Key terms used throughout this guide:

Academic advisor (or programme lead) The staff member who supports apprentices' academic progress at the education provider, helps align workplace evidence to assessment, and participates in reviews between the apprentice, employer and provider.

Block release / day-release Scheduled off-job study time. Block release clusters learning into multi-day/weekly blocks; day-release reserves a regular weekday.

Degree apprenticeship An earn-and-learn pathway where a person is employed and concurrently completes a recognised degree, with the majority of learning planned, supervised, assessed and credentialled in the workplace. Degree-level apprenticeships involve study from level 5 (including New Zealand Diplomas), undergraduate degrees (Diplomas and Bachelor's degrees) or postgraduate level (Honours and Master's degrees).

Dual admissions Two linked decisions: The employer hires the apprentice and the provider confirms academic readiness (often issued as coordinated, conditional offers).

E-portfolio / evidence log The tool or space apprentices use to collect workplace artefacts (photos, reports, checklists, reflections), mapped to outcomes.

Off-job learning Provider-led learning (online, hybrid or in-person) that complements and integrates with on-the-job tasks.

On-the-job learning Planned workplace tasks, rotations and projects that generate authentic evidence for assessment.

Protected study time Rostered, enforceable time within paid hours for apprentices to engage in off-job learning and assessment tasks.

Rotations / clustered placements Planned movement across teams, sites or functions to ensure breadth of experience and coverage of all outcomes.

Training agreement The legally binding agreement between apprentice, employer and provider that establishes the apprenticeship relationship, roles, duties, data-sharing, fees/costs, and dispute/variation clauses.

Training plan The living schedule that maps graduate profile outcomes to workplace tasks and off-job learning, specifies evidence types and deadlines, and is updated at each tripartite review.

Tripartite review A structured, scheduled meeting involving the apprentice, workplace supervisor, and academic advisor to assess progress, adjust the training plan, and surface any issues early.

Workplace supervisor The named person at the employer who oversees the apprentice's daily work, provides task-specific feedback, signs off on evidence, and participates in tripartite reviews.

How degree apprenticeships work and what they ask of you

What it is

• You earn a degree while working in a related role.
• You, the tertiary education provider and your employer commit to work together to connect real tasks to course outcomes.

How it runs

• Four days per week on the job, one day per week off-job.
• Learning is organised around work, and evidence is captured as you go.
• Regular check-ins with your workplace supervisor and academic staff.
• Rotations and job shadowing provide breadth.

What you get

• Paid employment.
• A pathway to professional registration.
• The same qualification as your peers studying on campus but with lower or no student debt.

Your contribution

• Managing your time across work and study.
• Open lines of communication.
• Keeping track of your evidence.
• Applying your learning in the workplace.

What happens

• You use your work as the raw material for your learning.
• You augment your learning on the job with learning and assessment curated by your tertiary education provider.
• You have regular check-ins with your workplace supervisor and academic advisor.

Align — Get system settings and partners working in sync

This phase is about ensuring you know what a degree apprenticeship is so you can make an informed decision about whether it's a good choice for you.

What you'll know by the end of this section:

• What a degree apprenticeship is (and is not)

What are degree apprenticeships?

Degree apprenticeships fuse the lecture theatre with the workplace. Apprentices are employees first and foremost. They earn a salary while working towards a degree, with much of their learning embedded in their day job.

The key thing about degree apprenticeships isn't the name. It's the characteristics, which are:

• Where the learning takes place (mainly in the workplace)
• What the learning involves (a mix of technical, professional and research skills), and
• What the learner is doing (being in paid employment in their relevant profession or a related field).

These programmes aren't made up of traditional lecture-based learning that might have a small component in the workplace. Often, for those types of programmes, you might be working on an internship for free or for a token amount, while trying to balance work, family and community commitments.

Explore — Make the right decisions early

What you'll know by the end of this section:

• Would a work-based degree work for me?

Would a work-based degree work for me?

Degree apprenticeships offer a distinctive earn-and-learn experience. Before committing, consider whether the model suits your situation.

What it is: You earn a degree while working in a related role. You, the tertiary education provider and your employer commit to work together to connect real tasks to course outcomes.

How it runs: Four days per week on the job, one day per week off-job. Learning is organised around work, and evidence is captured as you go. Regular check-ins with your workplace supervisor and academic staff. Rotations and job shadowing provide breadth.

What you get: Paid employment. A pathway to professional registration. The same qualification as your peers studying on campus but with lower or no student debt.

Your contribution: Managing your time across work and study. Open lines of communication. Keeping track of your evidence. Applying your learning in the workplace.

Design — Work together to make your solutions work for all

What you'll know by the end of this section:

• What you're signing up for.
• The right questions to ask.

Ideally, you'll be involved in the design of a degree apprenticeship programme that works for you. That might be more likely if you're already an employee, but it's more common that you'll need to advocate for yourself in a constructive way.

What are you signing up to?

You earn from day one, build experience that actually counts, and graduate ready to pursue professional registration or the next step up in your career.

• Support: You'll have a supervisor/mentor on the job, academic support on campus, and a clear training plan that links the skills employers need with the standards your degree requires.
• No more side quests: Your projects at work won't be side-quests: they become the raw material for assignments, assessments, and evidence that proves your capability.
• Reflect: You'll reflect on what's gone well (and what hasn't), and take feedback seriously.
• Translate: You'll turn theory into better decisions on site or in the office.
• Community: You'll belong to two communities, your workplace team and your fellow students, learning in one and applying it in the other.
• Manage: You'll manage your time across work shifts and study blocks, communicate with your mentor and lecturers, keep evidence of what you've learned, and meet milestones without dropping the ball on safety, quality, or teamwork.

Finding the right support

Once you start your degree apprenticeship, remember that you're not alone. The table below shows the people who can help you succeed. Use it as a map. Write down who you can go to or how to contact the relevant services and note how they can support you. Your goal is simple: know who to go to for what.

Support source	What they provide	Who to contact
Workplace	Daily coaching, task sign-offs, safety	Supervisor
Tertiary education provider	Academic requirements, learning support	Programme coordinator
Professional bodies	Mentoring, networking, registration guidance	Early career contact
Peers	Study groups, tips, moral support	Apprentice network

Deliver — Create the right learning and support

What you'll know by the end of this section:

• How to navigate the two systems: work and education.
• What evidence you can expect to use from the workplace.
• What obligations you have as a learner and employee.
• What you can expect to see in a training agreement and training plan.

Navigating a degree apprenticeship

Once you start a degree apprenticeship, you need to recognise that work and education run on different timelines, use different language, and involve different people.

What success looks like in your first 12 weeks:

• You've got two green lights: a job offer and programme admission, both in writing.
• Your study time is rostered (not just "when there's time").
• You run one calendar (work + study) and one evidence log.
• You meet regularly with your workplace supervisor and academic advisor and know how to raise issues or concerns.

Common pitfalls (and fixes):

• "I'll study when I can." → Put study time in the roster; protect it like a meeting.
• "I don't have time to collect evidence." → Add evidence little and often; such as a 10-minute Friday upload.
• "I'm not sure if I'm on track with work and study." → Ask for expected turnaround times and book a 10-minute fortnightly catch-up slot.

See the Learner Experience Swim Lane to get an idea about how the various elements fit together. Remember, the exact details of who does what and when may vary depending on your employer and tertiary education provider.

Practical strategies

One calendar with two views Merge your work roster with the teaching calendar. Block protected study time and assessment dates. Flag peak work periods early.

Translate work to learning Pick a real task, name the related learning outcome. Agree what evidence will prove it. Time it so it lands before the due date.

Maintain a steady cadence Maintain regular catch-ups with your workplace supervisor, academic advisor and joint meetings so you all stay on track.

Capture evidence as you go Use the tertiary education provider's learning management system to store photos, checklists, and brief reflections. Get regular sign-offs from your supervisor.

Learner Experience Swim Lane

The swim lane below shows the typical stages of a degree apprenticeship and the responsibilities of the learner, employer, and tertiary education provider at each stage.

Stage	Learner	Employer	Tertiary education provider
Discover and Apply	Consider role fit and prepare CV; attend information session	Advertise roles; signal inclusivity and supports	Run briefings; programme calendar and entry criteria
Screening	Sit diagnostics, submit evidence of prior learning and ask questions	Joint interview (focus on job readiness)	Joint interview (focus on academic readiness), map prior learning
Dual admissions	Accept joint conditional offers	Issue job offer	Approve degree admission
Draft Training Agreement and Plan	Sign Training Agreement; co-create Training Plan	Sign Training Agreement; co-create Training Plan; confirm release time and supervisor	Sign Training Agreement; co-create Training Plan; confirm academic schedule and advisor
Onboarding (weeks 1–2)	Attend work and study inductions; meet buddy/mentor, academic advisor and workplace supervisor	Arrange induction and work schedule and assign buddy/mentor	Arrange academic induction; provide learning and assessment resources
Early ramp (weeks 3–6)	Start tasks and capture evidence; attend off-job learning	Run early briefs/debriefs, protect study time and check on wellbeing	Quick check-ins; monitor engagement and early progress
Week 6 fit check	Reflect on progress	Suggest changes; adjust workload and rotations	Confirm supports
Term cycles (10–12 weeks)	Attend tripartite reviews, do–learn–reflect and submit assessments	Attend tripartite reviews; provide tasks mapped to outcomes; sign off, verify and assess evidence	Attend tripartite reviews, teach and assess, run reviews and monitor progress
Breadth and rotations	Complete planned off-job training and job shadowing	Swap rotations and enable placements if there are any gaps	Approve changes and assess evidence against course and programme outcomes
Capstone assessment	Deliver project and present learning	Release time for write-up	Assess per rubric; consult external experts as needed
Completion and progression	Graduate and seek provisional registration or next career step	Support post-graduation pathway	Issue qualification and support registration

Evidence

You'll use evidence from your previous work experience, studies, the workplace and from your off-job learning to show you have the full set of skills and knowledge expected from someone who finishes the degree. Below are some examples of evidence from the workplace that you can use.

Confidentiality and intellectual property

You'll need to check in with your workplace supervisor and academic advisor about any limitations on the information you can use.

Examples of evidence in the workplace

Regular reporting A weekly progress report and brief to the team can evidence the testing of a hypothesis, data gathering methods, identifying root causes and proposing options.

Risk assessment A task-specific risk assessment shows hazard identification, control selection, and ethical practice.

Projects A project can demonstrate an understanding of theoretical frameworks, problem framing, defining a baseline, testing a change, documenting limitations and interpreting the results with real metrics.

Quality inspections Quality inspections show application of standards, design and use of sampling methodologies and application of pattern analysis.

Site walks Stakeholder briefing or site walk with clients shows interpersonal communication and cultural competence, gathering of multiple perspectives, synthesis of findings and presentation of options with trade offs.

Advertising / digital artefacts Digital artefacts like models, schedules and dashboards cover information literacy and use of tools and can include sensitivity analysis to show how result changes when inputs shift.

Obligations and expectations

You're both an employee and a learner. That means you have normal employment rights and responsibilities, plus some study-specific commitments. The aim is simple: do safe, quality work, keep up with learning, and use your job to generate evidence for assessment.

Basic and minimum requirements

Apprentices will have an employment agreement, must be paid at least the minimum wage, and have paid and sick leave entitlement. You must follow workplace policies, turn up on time, and work in a safe, professional way.

You have rights too

You have the right to a safe workplace, fair treatment, rest breaks, and privacy. You can raise concerns and get support.

Training will matter

The training agreements and training plans will shape the employment of the degree apprentice.

Paid time off to study

You should have agreed and protected study time within your working week (e.g., day release or set hours). Use it well and flag clashes early so it can be rescheduled.

Opportunities

Expect chances to apply new skills on the job. Ask for tasks and rotations that match current assessments so one activity creates multiple pieces of evidence.

Align

Share evidence with your supervisor and assessor, agree what information is shared and how, and know the process if things change (role moves, timetable shifts, or issues arise).

Training agreements and training plans — an overview

When you start your degree apprenticeship, you'll sign two key documents:

Training Agreement = The Contract

• Legal agreement between you, your employer, and your tertiary education provider.
• Sets out everyone's rights and responsibilities for the whole apprenticeship.
• Covers pay and conditions, protected study time, health and safety, fees/costs, what happens if things change.
• Can only be changed if all three parties agree in writing.

Training Plan = The Learning Map

• Working document that shows what you'll learn, when, and how.
• Maps your degree outcomes to real workplace tasks.
• Lists your supervisors, rotation schedule, evidence you need, assessment deadlines, support arrangements.
• Gets updated every term at your three-way reviews.

In practice

• Your Training Agreement stays mostly the same throughout your apprenticeship.
• Your Training Plan changes as you progress — tasks get updated, rotations shift, new evidence gets added.
• Both documents work together: the agreement creates the framework, the plan fills in the detail.

Your role

• Read both documents carefully before signing.
• Ask questions if anything's unclear.
• Contribute to creating your Training Plan — you know what tasks you're doing at work.
• Suggest updates at your three-way reviews.
• Keep a copy of both documents handy.

Sustain — Learn, improve and grow your impact

What you'll know by the end of this section:

• How you can share your experiences, contribute to improvements, and help shape the future of the model for others who follow.

How you can contribute

Degree apprenticeships involve many changes to the way employers and tertiary education providers work together. As an apprentice, you'll have many insights into what works and what doesn't.

Ways to track your insights include:

• Keeping a note of things that went well, what was hard, what you'd change and how you were affected.
• Look for patterns like assessment peaks that collide with the busiest times at your job, or courses that aren't connected to the reality of your work.
• Use the feedback channels available to you like course surveys or the contact people for your programme.

Both your employer and the tertiary education provider will have complaints channels. Get advice about which to use and when, but always report unsafe, discriminatory or inappropriate behaviours through the formal channels.

Get involved and contribute to professional organisations as a student or associate member. They'll offer you opportunities to get involved in developing your networks and contributing to the wider profession. They're often involved in accrediting the degree you're doing, so will also be interested in your feedback.

You'll be representing your employer and tertiary education provider when you're at work and studying. That places obligations on you to represent them professionally, but also lends credibility to your views and opinions.

Put your hand up to participate in initiatives like 'Inspiring the Future Aotearoa' which introduces young people to role models (like you) that help them to realise their potential. You may supervise interns in your workplace, provide insights to campus-based students you share courses with and represent your employer and profession in the community.

Partner — Build partnerships that support shared goals

What you'll know by the end of this section:

• Who else you can work with to contribute to the development of your new profession.

Partner

This phase is about teaming up with the people and organisations who can help you reach your goals and using those relationships to make degree apprenticeships better for those who follow.

As a degree apprentice, you already have a network: your workplace supervisor and team, your tertiary education provider (lecturers, programme coordinator, learning and disability support), and your own communities and professional connections.

You can also give back by participating in activities and events organised by these groups, particularly as you're likely to be motivated by a range of factors beyond career progression and will have your own community and cultural responsibilities that influence your experience.

Look at how you can extend these relationships by joining and contributing to industry good organisations like the National Association of Women in Construction, student associations and industry/professional associations.

There are some useful lists of industry associations and professional bodies available online.