Bridging the gap between Apprentice Schemes and Traditional Qualifications within the United Arab Emirates’

This research evaluated the historical and socio-cultural dimensions between academia and vocationally driven qualifications with an emphasis on apprentice schemes within the UAE. Based on this, critical research was carried out to identify how the cultural dimensions of the UAE have shaped how individuals view learning and educational choices. Whilst it was evident that academia in the form of university education was part of the DNA of most UAE nationals, it was essential to quantify through this research as to whether apprentice schemes could synchronize with other learning choices to the indigenous population of the UAE. Based on this synopsis, the research explored and provided a critical insight that focused on, whether bridging the gap between academia and apprentice schemes could be achieved. Throughout this research, the historical educational values of the UAE population were uncovered to help understand the importance and symbolic nature of academic qualifications and how educational choices affected their internal and external socio-cultural standings. More importantly the research helped develop a themed model that required focus and engagement at the highest level. The themes held within this model are, learning, stigma and perception, branding, financial and institutional all of which interacted with each other whilst highlighting the tensions and resistance associated with changing a system that on the surface was not broken. What was recognised throughout this research was that academia was the predominant educational stream, the literature supported areas such as how social classes will eventually play an integral part in the overall acceptance of apprentice schemes and vocational qualifications, which was further supported by the same perceptions and stigmas extracted from the qualitative data. Being a researcher, a Director of a Learning Academy and a resident of the UAE allowed reasonable access to governmental, semi-governmental, and private organizations which in turn helped to collect and examine meaningful qualitative data through a triangulation mechanism using a thematic approach-based questionnaires and semi-structured interviews, known as stage one and stage two from students, postgraduates, employees, organisational decision makers and governmental policy makers. More importantly, recognition and funding were without doubt one of the key drivers make these schemes a success, without governmental support and associated accreditation bodies and the lack of transparent funding, such initiatives would fail.