ser workshop delivered by pbd n.
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  1. SER WORKSHOP DELIVERED BY PBD Delivering Apprenticeships and Engaging Employers • 15 June 2011

  2. Delivering Apprenticeships Agenda Welcome, H&S, introductions, about PBD Qualifications, frameworks and SASE Eligibility Key and Functional Skills Urban myths Skills Funding Agency funding Managing performance Managing quality Minimum contract levels The future funding landscape LUNCH! Recruiting learners and engaging employers (Breda Leyne, Cogito Development Projects) Networking

  3. Delivering Apprenticeships About PBD family owned directors’ backgrounds in business, teaching, early years assessing focus on quality SFA funding, mainly apprenticeships wide geographical spread moving into new sectors e-portfolios / e-learning

  4. Delivering Apprenticeships Statutory authority ASCL Act 2009 SASE effective 6.4.11 Sets out minimum standards for frameworks Applies to frameworks in all sectors Compliance is a statutory requirement SASE controls the work of SSCs

  5. Delivering Apprenticeships Framework components

  6. Delivering Apprenticeships Eligibility Age Residence Educational qualifications Employment status

  7. Delivering Apprenticeships Eligibility • Generally cannot start until the start of the contract year following 16th birthday • Related to school leaving age • Care with 16 year old learners • No upper limit Age

  8. Delivering Apprenticeships Eligibility Broadly speaking: • a UK passport holder • indefinite leave to enter/remain • EU national or spouse/civil partner of an EU national • Child, grandchild, dependent parent or dependent grandparent of someone in (c) Many other rules – if in doubt, refer to SFA Eligibility Guidance and document conclusions Residence

  9. Delivering Apprenticeships Eligibility “Anyone who has obtained a higher education qualification at Level 4 or above as defined on the NQF or QCF, including being awarded a first degree by a recognised university or other recognised HE institution, is ineligible for Apprenticeship funding, except those who have participated in the New Deal.” Emphasis here is on funding, not attainment Educational qualifications

  10. Delivering Apprenticeships Eligibility Must be under contract of employment with an employer and hence paid National Minimum Apprenticeship Wage (currently set at £2.50 ph for 16-18s, or for 19+ in first year of apprenticeship) 16 hour pw minimum (30 hour expectation) Volunteers and self-employed ineligible, unless the sector has special exemption rules No more program led apprenticeships • Employment status

  11. Delivering Apprenticeships Meeting the functional/key skills requirements

  12. Delivering Apprenticeships Meeting the functional/key skills requirements SASE prescribes different ways of meeting the requirements – which include FS, KS and some GCSE/A levels The awarding organisation decides the rules for assessing KS / FS: portfolio, assignment, exam etc.

  13. Delivering Apprenticeships Meeting the functional/key skills requirements Sometimes, the awarding organisation will offer an exemption from the KS exam requirement to candidates with specified GCSE results. In most cases, these GCSE results will meet the SASE requirements in their own right, so this is irrelevant. However, a GCSE grade D/E (which doesn’t count for SASE) will still exempt candidates from a L1 KS exam, provided the qualification is less than 3 years old.

  14. Delivering Apprenticeships Urban myths • “Apprentices now have to be employed for 30 hours a week” • “Since 6 April, all our apprentices have to do key/functional skills in ICT” • “We have to record all the hours spent with learners in order to meet the audit requirements for 280 GLH per year” • “We need to keep copies of learners’ passports and exam certificates” • “Auditors won’t accept ILRs unless the learner has signed them in ink” • “We can’t claim a framework unless all the additional employer requirements are met”

  15. Delivering Apprenticeships Urban myths “Employment must be for 16 hours per week or more, although it is expected that this will be greater than 30 hours per week. It is no longer required that permission is obtained from the Agency where a learner is employed less than 30 hours but 16 hours or more and wishes to follow an Apprenticeship.” SFA Funding Guidance 2010/11 Minimum working week

  16. Delivering Apprenticeships Urban myths SASE requires key/functional skills in ICT unless the SSC considers that “ICT is not relevant to effective performance in the occupation or sector.” In the sectors where we work, ICT is now required in: early learning and childcare business and administration team leading and management but not in playwork customer service Note that, where the requirement does apply, it is to frameworks started (not claimed) after 6 April 2011 • ICT

  17. Delivering Apprenticeships Urban myths • Who does what? • ASCL Act 2009 – specifies the areas which SASE must cover • SASE lays down the minimum standards which individual frameworks must achieve • SSCs devise frameworks in compliance with SASE, specifying which qualifications, whether ICT included, how ERR/PLTS addressed etc. • Awarding organisations produce the qualifications • SFA determines funding rates for each qualification and funding stream • Guided learning hours

  18. Delivering Apprenticeships Urban myths • s.27, Apprenticeships, Skills, Children and Learning Act 2009 • The requirements specified by the Specification of Apprenticeship Standards for England must include...... • (b) requirements for a recognised English framework to include..... the requirement that an apprenticeship certificate ..... may be issued to a person only if they have received both on-the-job and off-the-job training • Guided learning hours

  19. Delivering Apprenticeships Urban myths • Specification for Apprenticeship Standards for England • (6 Apr 2011) • An Apprenticeship framework must specify the number of Guided Learning Hours (GLH) that an apprentice must receive to complete the framework. • This must be a minimum of 280 GLH of which at least 100 GLH or 30% (whichever is the greater) must be delivered off-the-job and clearly evidenced. The remaining GLH must be delivered on-the-job and clearly evidenced...... • ......This SASE requirement for on-the- job and off the job guided learning is intended to meet the requirement in Section 27 (2) (b) of the ASCL Act for on-the- job training and off-the-job training • Guided learning hours

  20. Delivering Apprenticeships Urban myths • FAQs forming part of SASE • The SASE includes a new requirement of Guided Learning Hours (GLH). What does GLH mean? • The Education Act introduces an entitlement for young people to receive 280 hours of guided learning each year. Whilst this primarily applies to young people it will also apply to all learners undertaking an Apprenticeship. • Guided learning hours

  21. Delivering Apprenticeships Urban myths • FAQs forming part of SASE • What will be the Audit requirements for providers in terms of GLH? • The GLH within an Apprenticeship is an entitlement for the learner as part of the Education Act. Therefore providers will need to ensure that the programme of learning they deliver includes the requirements of the GLH for the individual sector framework. They will not be required to record individual hours. • For certification purposes, the provider will be required to declare that the apprentice has completed the GLH requirement as set out in the individual sector framework. • Guided learning hours

  22. Delivering Apprenticeships Urban myths • s.1, Education and Skills Act 2008 • This Part applies to any person who is resident in England and who: • (a) has ceased to be of compulsory school age, • (b) has not reached the age of 18, and • (c) has not attained a level 3 qualification • Guided learning hours

  23. Delivering Apprenticeships Urban myths • s.1, Education and Skills Act 2008 • (1) For the purposes of this Part, relevant training or education is “sufficient” in relation to any relevant period if it amounts in aggregate to: • (a) at least 280 hours of guided learning, in the case of a relevant period which is one year...... • Guided learning hours

  24. Delivering Apprenticeships Urban myths • s.9, Education and Skills Act 2008 • (2) For the purposes of this Part, a person participates in a particular number of hours of guided learning by— • (a) participating in actual guided learning for that number of hours, or • (b) completing a course or courses which can reasonably be expected to be adequate to enable persons completing it or them to achieve any standard required to attain an accredited qualification to which that number of hours of guided learning has been assigned. • Guided learning hours

  25. Delivering Apprenticeships Urban myths s.24, Education Act 1997 Any accreditation of a qualification [by the QCA] must assign to the qualification a number of notional hours (to be known as “the number of hours of guided learning”) representing an estimate of the amount of actual guided learning which could reasonably be expected to be required in order for persons to achieve the standard required to attain the qualification. • Guided learning hours

  26. Delivering Apprenticeships Urban myths My conclusions • Any QCF qualification must have a notional GLH figure attached • This is a measure of the expected effort to achieve the qualification (also used by SFA to set funding levels) • The law says that young people can meet the 280 hour requirement either by actually doing 280 hours or by completing a course with a notional value of 280 hours • SASE is required to lay down rules for apprenticeships and has adopted the statutory rules for 16-17 year olds • In so doing it has also borrowed the definition of GLH • This is presumably why SSCs require providers to certify compliance but do NOT expect timesheets • Guided learning hours

  27. Delivering Apprenticeships Urban myths Passports “The provider should retain evidence to support their assessment of the eligibility of all learners entering the programme..... The Agency does not require providers to photocopies of passports or other documents but they must record a list of the evidence seen including serial or reference numbers as appropriate” Exam certificates There are no minimum qualifications for an apprenticeship, so this would prove nothing. • Passports and exam certificates

  28. Delivering Apprenticeships Urban myths PBD’s experience since 2009! “Providers must retain a robust and reliable form of evidence to support funding claims, including evidence of learner existence, eligibility and achievement. From 1 August 2011, providers will be able to hold evidence in electronic format. This may include holding data on electronic platforms and in scanned format, including learner signatures.” SFA Guidance Note 7, April 2011 • Ink signatures

  29. Delivering Apprenticeships Urban myths Will additional employer requirements still be included in frameworks? “Framework developers may still include additional employer requirements in their issued frameworks for the purpose of informing both the employer and the apprentice of additional learning that may be undertaken in order to support employment in the sector. However, they will not be mandatory for an apprentice to complete in order to achieve their completion certificate.” SASE Q&As • Employer requirements

  30. Delivering Apprenticeships SFA Funding • Funding is based on learning aims • Each qualification within a framework is a separate aim • Some aims are not funded – consult the LAD

  31. Delivering Apprenticeships SFA Funding • Funded aims have a value expressed in SLNs (see the LAD) • For 2010/11, SLN rates are: • 16-18 £2,920 • 19-24 £2,732 • 25+ £2,186 • Start by multiplying these rates by the multiple for the qualification

  32. Delivering Apprenticeships SFA Funding • This amount is then ‘adjusted’ in various ways: • Co-funding (expected employer contribution, currently 50%) • Provider related factors • Learner related factors • The result is a cash amount to be paid for delivering the aim

  33. Delivering Apprenticeships SFA Funding • For the main competency aim, 25% is held back until completion • The remaining 75%, and all of the other aims, are paid in instalments over the expected time in learning • For colleges, payments are made on a fixed profile and adjusted at the end of the year • For other providers, payments are made in arrears, based on monthly claims of the learners in learning at the end of the month. • An extra instalment is paid in the first month

  34. Delivering Apprenticeships SFA Funding

  35. Delivering Apprenticeships SFA Funding

  36. Delivering Apprenticeships SFA Funding

  37. Delivering Apprenticeships SFA Funding

  38. Delivering Apprenticeships SFA Funding Learners who complete early balancing payment of all outstanding instalments, plus 25% retention, paid on completion Learners who leave without completing in first six weeks – funding clawed back but no effect on success rate after six weeks – no clawback, no more money, learner counts as a leaver and affects success rate

  39. Delivering Apprenticeships Managing contract value • Contract value finalised around P8 of previous year • Separate pots for 16-18 and 19+ • Standard monthly profile • Quarterly ‘checkpoints’ with increasingly tight tolerance

  40. Delivering Apprenticeships Managing contract value - underperformance • Third title 18pt (delete if not needed)

  41. Delivering Apprenticeships Managing contract value - underperformance • Third title 18pt (delete if not needed)

  42. Delivering Apprenticeships Managing contract value - underperformance • Third title 18pt (delete if not needed)

  43. Delivering Apprenticeships Managing contract value - underperformance • Third title 18pt (delete if not needed)

  44. Delivering Apprenticeships Managing contract value - overperformance • “For unto everyone that hath shall be given, and he shall have abundance, but from him that hath not shall be taken away even that which he hath” • Dangerous balancing act • Relationship with contract manager is key

  45. Delivering Apprenticeships Managing quality • For apprenticeships, MLP based on overall success rate • 53% threshold for 2011/12 • Operates at sector level – age groups and qualification levels aggregated • Also used in allocating surplus funds Minimum levels of performance

  46. Delivering Apprenticeships Managing quality Concept of ‘hybrid year’ – later of planned end and actual end dates Success rate for 10/11 = Aims completed in 10/11 Aims with a hybrid year in 10/11 Overall success rate

  47. Delivering Apprenticeships Managing quality In other words, if planned end date is in: Future year - ignore This year - in scope Past year - in scope if they were still in learning at the start of this year Overall success rate

  48. Delivering Apprenticeships Managing quality At the end of the year, look at all learners in scope and identify those who have left (those still in learning move into scope for next year). At least 53% of in scope leavers must have left because they achieved their framework This approach is helpful as you can identify the target group early on in the year, and monitor Overall success rate

  49. Delivering Apprenticeships Managing quality Overall success rate

  50. Delivering Apprenticeships Managing quality Overall success rate