The Apprenticeship Framework

1. The Apprenticeship Framework Presenter: Sue Tissiman Director DST Consultancy Ltd

2. What is an Apprenticeship? - 1 • Specification of Apprenticeship Standards for England (SASE) • An Apprenticeship consists of the following: • competency based element; • knowledge based element; • key skills / functional skills • The length of an Apprenticeship will vary according to the qualification, the nature of their work and the competence of individual Apprentices • Delivered by public and private sector providers

3. What is an Apprenticeship? - 2 • Paid employment with nationally recognised training that is externally validated. • Apprenticeships are available at levels 2, 3 (and some at 4). • Over 180 frameworks are available at levels 2 and 3. • Higher level Apprenticeships are currently available in: Accountancy (FSSC) Contact Centres (Council for Administration) ICT Professionals (e-Skills UK) Purchase and Supply Management (Skills for Logistics) Engineering Technology (SEMTA)

4. Apprenticeship Progression

5. Benefits to Young People 91% of apprentices claim it has given them positive career benefits with 61% saying it was a very positive experience which has given a good basis for a satisfying career and 30% saying it was reasonably positive experience which has brought some career benefits. Only 1% claim to have had a negative experience and it being a waste of time. Apprentices’ earning power has increased significantly and over three quarters  (76%) of apprentices believe that without their apprenticeship they wouldn’t be earning their current salary. Over two thirds (67%) of apprentices hope to take part in further learning with 36% have either completed further learning already or currently in learning. Over half (54%) of apprentices who completed an advanced apprenticeship showed an interest in pursuing a degree-level equivalent course

6. Benefits to EmployersThe Warwick Institute of Employment Research Apprenticeships allowed employers to secure a supply of the skills they required Costs of recruiting experienced workers from the external labour market seen as more expensive because of recruitment and induction costs Often supply in the external labour market is limited Apprentices provided a pool of skilled people to select from for future promotion Apprentices were seen as relatively loyal: more likely to stay with the company and steeped in company values Apprentices seen as bringing new ideas into organisations The costs of Apprenticeship training is recouped relatively quickly

7. Qualifications and Levels The required components for apprenticeships is determined by the sector skills council as part of the framework This must meet SASE requirements before an awarding organisation can offer this qualification There may be more than one qualification which can be used

8. Apprenticeship Footprint • Competency Element • Knowledge Element • Transferrable Skills - (Functional Skills) • English, Mathematics, Information Communication Technology (ICT) • Employment Rights and Responsibilities • Personal Learning and Thinking Skills sometimes combined

9. Structure • Aim • this is an explanation of what the unit is about • Learning outcomes • What the learner will know and understand • Assessment criteria • What the learner can do e.g. describe, identify, explain, perform, etc • Testing • May also form part of a component of a framework

10. Guided Learning Hours - GLH • There will be a recommendation by the awarding organisation – sector skills council • These will vary according to learner and length of programme - it is up to the provider to decide this - based on learner’s ability and level of existing knowledge • GLH will include direct contact as well as directed study and on-the-job training • An apprenticeship programme should log the SASE requirements

11. Employment Rights and Responsibilities - ERR • The ERR workbook is issued by the Sector Skills Council and may form a mandatory part of a framework • It may, in some instances, be embedded within either the competence or knowledge based components • It is, however, a useful tool to use to underpin knowledge and understanding for both the competence and knowledge elements • May also map to Personal Learning and Thinking Skills - PLTS

12. Personal Learning and Thinking Skills - PLTS Six groups of skills together with functional skills are essential to success in learning • Independent Enquirers • Creative Thinkers • Reflective Learners • Team Workers • Self-Managers • Effective Participators

13. Good Practice Exercise • How are you going to approach Functional Skills? • How are you going to approach competence element? • How are you going to approach the technical certificate – knowledge element? • What methods are you going to use? • What resources are you going to use? • How will you ensure it is an embedded and robust approach – SMARTER?

14. Building Blocks – holistic approach • Look at the overall picture of both the technical certificate (knowledge) and Competence units chosen • Use these building blocks each time you work with your learner • Use this picture to plan your sessions • Use this picture to ensure an embedded approach and identify assessment/learning opportunities

15. The learner journey Ask yourself – • What needs to take place at each stage? • Is there any internal/external intervention? • How long is each stage of the journey?