Apprenticeship frameworks

1Sector Skills Councils decide on relevant qualifications

2Frameworks include the same elements

3Government & Employers view

4Barriers & Challenges

About apprenticeships

Top Frameworks

Over 200 frameworks available

Business Administration

Customer Service

ICT Apprenticeships (Pro and User)

Travel and Tourism

Vehicle maintenance and repair

Hairdressing

Beauty Therapy

Children's Workforce

Health and Social Care

Hospitality and Catering

Exercise and Fitness

Sales (inc Telesales)

Retail

Cleaning

1473 vacancies in Hertfordshire today!

Pharmacy

Engineering

Aeronautical Engineering

Rail

Environmental Services

Logistics

Providing Security Services

Electro-tech

Plumbing

Driving goods vehicles

Food Manufacturing

Health

Health Informatics

SASE IMPLEMENTATION SPREADSHEET

The spreadsheet is updated regularly and provides:

• Links to completed frameworks

• Date available on the LAD

• Indicative 16-18 funding rates

• Last date for starts on the old ‘blueprint’ frameworks’

www.apprenticeships.org.uk/Partners/SASE/Implementation.aspx

www.apprenticeshipframeworksonline.semta.org.uk

www.cityandguilds.com/apprenticeshipsThen we update…

AND

England only

What does an apprenticeship framework look like?

Levels & Qualifications

LIST A BRIEF SUMMARY OF THE TASKS BELOW:

• Task 1.

• Task 2.

• Task 3.

• Task 4.

• Task 5.

DISCUSSION

What do your learners know about apprenticeships?

Do they know what is involved?

Do they have enough knowledge to choose an apprenticeship as an option?

What do they think they will do 16+?

Government& Employers views

THE FOCUS ON APPRENTICESHIPS

• Apprenticeships are a priority for economic growth and public funding

• £800m for 16-18

• £605m for 19+

• Government’s priority

• 16-18 starts increased by 5.5% (1 in 5 young people on apprenticeships by 2020)

• 19+ an additional 50,000 this year, rising to 75,000 a year by 2014

The reasoning – to produce a highly skilled workforce, giving value for money through the good use of public funds. The benefit to employers is financial support with an employee who can make a valuable contribution.

STOP PRESS50,000 more places

(40,000 for young unemployed and 10,000 for higher technical)

ECONOMIC GROWTH THROUGH

Secret of successNine in ten (89 per cent) employers view apprentices as key to the future success of their business over the next two years, as they fight their way out of recession

Value of vocationOver half (52 per cent) of those companies that already recruit apprentices believe that they offer greater value than hiring university graduates

Staff with skillsSeven in ten (71 per cent) of employers of apprentices say apprenticeships are a vital element in an organisation’s recruitment and training and development mix

Barriers to hiringDespite general recognition of the benefits of apprenticeships to business and the economy, eight out of ten (80 per cent) of all employers claim still there are barriers to hiring apprentices

Apprentices in demandIn spite of the barriers, seven in ten (71 per cent) of employers without apprentices say they could be encouraged to hire an apprentice, while almost all employers with apprentices (94 per cent) agree

Populus Survey of 500 employer in January 2011 (250 ran Apprenticeship programmes)

APPRENTICESHIPS RESEARCH - JAN 2011

Barriers & challenges

NATIONAL FUNDING RATES

The national rates for each learner

• There are other factors that increase this rate = Funding rate

• Employers are required to make a 50% contribution towards the fee for 19+

NATIONAL RATE (minimum)

16-18 apprentices £2,920

19-24 apprentices £2,615

25+ apprentices £2,092

PROFITABILITY

But more 19+ Places

Huge growth in 16-18 apprenticeship funding, also growth in 19+ which means increased competition for vacancies

Rate dependent on the level and framework. I.e. Intermediate IT Pro apprenticeship rate over £7k

PROVIDER PERSPECTIVES

Apprenticeship training providers are under pressureMinimum Levels of Performance / Protecting achievement

Learners need employment usually via websitewww.apprenticeships.org.uk

Learners must be able to study at appropriate levels

Opportunities forOur learners?

What are the

How does a Foundation Learning programme fit together?

PSD (Personal Social Development)

Preparing for Employment

Succeeding at Work

Community Involvement

Lifestyle

Enterprise

Planning for Life & Work

PERSONAL LEARNING AND THINKING SKILLS

• Independent enquiry

• Creative thinking

• Reflective learning

• Team working

• Self management

• Effective participation

Supporting our learners

towards employability

More flexibility under the QCF

ProviderAwarding

organisation (AO)w credit

unit x credit

unit

y credit unit

Credit accumulation - Greater choice and flexibility can support the provider in delivering more tailored courses to meet needs of wider group of learners and employers.

Qualification

w+x+y+z credits

z credit unit

QCF qualifications

1 credit = 10 hours of learning. The learning time is notional and is taken as the estimated number of hours it takes the average learner to complete all the learning outcomes of that unit.

Employability and Personal Development (7546)

Qualification details

Entry 2, Entry 3, Level 1 Award (9 credits) Certificate (15 credits)

2 mandatory units

Entry 3 and Level 1 Diploma (39 Credits) 2 mandatory units

Level 2 Award (7 credits) Certificate (13 credits) 1 mandatory unit

Learners best suited

Learners who are pre-employment, in employment or between jobs, and who are seeking to enhance their employability prospects/skills

Those facing barriers to employment, such as disabled people, older people and those with low skills

Learners who have been made redundant

Learners taking ESOL for Work qualifications

How it fits into an FL programme

Can be used as a ‘framework’ for an FL programme or where PSD needs to form a key part of the FL programme

Can be used to cover both the PSD and vocational elements of a programme where a learner still has to determine a vocational path or there isn’t a vocational qualification available at a suitable level

Can be used to support a wide range of activities – PSHE, community work, work experience, enrichment

Special features Combined qualification – combines vocational and PSD elements

Single point of registration for both the Award and Certificate at all levels – no need to state qualification size and level when registering learner

Unit 402 Effective skills, qualities and attitudes for learning and work

What is the aim of this unit?

The aim of this unit is to help the learner to be able to demonstrate positive qualities, attitudes and behaviours for learning and work, and to communicate and work effectively.

What are the learning outcomes?

There are three learning outcomes to this unit. The learner will be able to: 

1. demonstrate a range of positive qualities, attitudes and behaviour for learning and work

2. understand why effective communication is important

3. work effectively.

Outcome definitions

Positive qualities might include being honest, punctual, conscientious, attentive to detail, polite,

hard working.

Attitudes might include being positive, motivated.

Behaviour might include wearing appropriate dress, showing respect.

Unit 402 Effective skills, qualities and attitudes for learning and work

Guided learning hours

Although patterns of delivery are likely to vary considerably, it is recommended that 22 hours should be allocated for this unit.

Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS)

This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills.

How does this unit go beyond the requirements of Entry 3?

The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to explain the importance of positive and appropriate behaviour and consistently demonstrate appropriate codes of conduct. They also need to identify ways of working more effectively.

LIST A BRIEF SUMMARYOF THE TASKS BELOW:

• Task 1.

• Task 2.

• Task 3.

• Task 4.

• Task 5.

GROUP ACTIVITY

Units that support employability

Units that you already cover

Units that offer outcomes for activities

Units for vocational tasters

TAKE A BREAK

© CITY & GUILDS www.million-extra.co.ukwww.cityandguilds.com/apprenticeships

How do Functional Skills fit in the bigger picture?

Foundation Learning (FL)Entry level and level 1 QCF qualifications

GCSEs + A Levels

14-19 Diplomas Apprenticeships / Vocational

Train to Gain and NVQ replacements

Functional Skills

Let’s start with the definition…

What are Functional Skills?

Functional Skills are the fundamental applied skills in English, ICT and mathematics that help people to gain the most from life, learning and work.

Ofqual Functional Skills Criteria

Functional English

consists of 3 parts

Reading • Entry 1 -30 Minutes• Entry 2 & 3 -40 minutes

Writing• Entry 1 -30 minutes• Entry 2 & 3 -40 minutes

Speaking, listening and communication• Entry 1 1-0 minutes• Entry 2 & 30 -up to 30 minutes

each part is assessed separately

learners must complete all components to gain a certificate

certificate awarded at lowest level of achievement

dictionaries are allowed at all levels

Functional Maths

single assessment for each level

Entry 1 and 2 -60 minutes

Entry 3 90 minutes

Entry level may be done over 2 sittings

calculators and dictionaries are allowed at all levels

thematic tasks that require the candidate to determine which maths skills they need to use

Functional ICT

single assessment for each level

Entry 1 and 2 -60 minutes

Entry 3 -90 minutes

entry level may be done over 2 sittings

dictionaries and calculators are allowed at all levels

thematic tasks that require the candidate to determine which ICT skills they need to use

LIST A BRIEF SUMMARY OF THE TASKS BELOW:

• Task 1.

• Task 2.

• Task 3.

• Task 4.

• Task 5.

What have we learned

What do we know?