Apprenticeships are a powerful way to get people into work. But too often, they’re poorly understood or overlooked – both by employers and potential apprentices. Behavioural science, and the COM-B model in particular, provides a practical way to diagnose and overcome the barriers that prevent people from engaging with apprenticeships.
What is COM-B?
COM-B is a behaviour change framework which says that a behaviour (B) only occurs when three things are in place:
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Capability – people need the right knowledge and skills
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Opportunity – the environment needs to allow or enable the behaviour
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Motivation – people need to want to do it.
If any one of the three is missing, the behaviour is unlikely to happen. The model is a helpful tool for identifying why people aren’t taking up apprenticeships – and how communications and wider intervention can support them.
Step 1. Define the Behaviour
Start by being specific. What behaviour do you want to change?
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“Increase the number of 16–18 year olds applying for an apprenticeship in [sector].”
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“Encourage SMEs to take on their first apprentice.”
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“Get current apprentices to complete their programme rather than drop out.”
The more clearly the behaviour is defined, the easier it becomes to identify barriers.
Step 2. Identify the Barriers Using COM-B
Now put yourself in the shoes of your target audience and ask: what might stop them from doing this? Use the COM-B categories to structure this thinking.
Capability barriers
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Do young people know what an apprenticeship actually is and how it works?
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Do they understand how it differs from university and that they still gain a recognised qualification?
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Do employers understand the process and requirements for recruiting and employing an apprentice?
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Do both groups have the practical skills (e.g. CV writing, job application skills) to take the next step?
Opportunity barriers
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Are there enough apprenticeship opportunities locally or in the right sector?
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Do people have easy access to information and tools to search and apply?
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Are teachers, parents and peers reinforcing the idea that apprenticeships are a worthwhile option?
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Do employers have the time, resource, guidance, or system support to navigate the process?
Motivation barriers
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Do young people believe apprenticeships are seen as “second best” compared to university?
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Do they believe an apprenticeship will lead to a good career and salary?
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Do employers feel motivated to invest in training and development of a young person?
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Are there tangible incentives (or consequences) that encourage or discourage the behaviour?
Step 3. Use the Insights to Design Your Campaign or Intervention
Once you’ve identified the key barriers, you can design specific interventions to tackle them.
| Barrier | Potential Intervention |
|---|---|
| Low awareness of apprenticeship routes (Capability) | Clear, engaging explainer content and case studies |
| Employers unsure of how to get started (Capability) | Step-by-step guidance toolkit and helplines |
| Negative perceptions compared to university (Motivation) | Reframe apprenticeships as a “paid degree” with real experience |
| Parents unaware of benefits (Opportunity) | Parent-facing communications and information sessions |
| Lack of time or capacity in SMEs (Opportunity) | Financial incentives or administrative support |
Step 4. Test and Learn
COM-B doesn’t stop at planning. Once your campaign or intervention is live, continue to test what works and what doesn’t. Are certain messages resonating more with parents than young people? Are employers reacting better to peer stories than to policy information? Capture what you learn and adapt.
In Summary
Applying the COM-B model to apprenticeships helps move beyond general messaging to a more targeted and effective approach:
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Define the specific behaviour you want.
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Identify barriers using Capability, Opportunity and Motivation.
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Design interventions that directly address those barriers.
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Test and refine based on what you learn.
This approach doesn’t just improve communications – it improves outcomes by directly influencing the real-world factors that drive behaviour.