The Apprenticeship The Apprenticeship FrameworkFramework

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Presenter:

Sue Tissiman

Director

DST Consultancy Ltd

What is an What is an Apprenticeship? - 1Apprenticeship? - 1Specification 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

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What is an What is an Apprenticeship? - 2Apprenticeship? - 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)

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Apprenticeship Apprenticeship ProgressionProgression

Level 5&

Above

Level 4

Level 3

Level 2

HIGHER APPRENTICESHIP

ADVANCED APPRENTICESHIP

APPRENTICESHIP

Higher Education (University)

GCSE’s

Diploma

GCSE’s A’Level’s

Diploma

Entry to Employment / Foundation

Learning

Young Apprenticeships

Foundation Degree

Higher Level Sector

Qualification

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Benefits to Young Benefits to Young PeoplePeople

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

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Benefits to EmployersBenefits to EmployersThe Warwick Institute of Employment ResearchThe 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

Qualifications and LevelsQualifications 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

Apprenticeship FootprintApprenticeship FootprintCompetency ElementKnowledge ElementTransferrable Skills - (Functional

Skills)◦English, Mathematics, Information

Communication Technology (ICT)Employment Rights and

ResponsibilitiesPersonal Learning and Thinking

Skills8

sometimes combined

StructureStructureAim

◦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, etcTesting

◦May also form part of a component of a framework

Guided Learning Hours - Guided Learning Hours - GLHGLHThere 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

Employment Rights and Employment Rights and Responsibilities - ERRResponsibilities - ERRThe 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

Personal Learning and Personal Learning and Thinking Skills - PLTSThinking Skills - PLTS

Six groups of skills together with functional skills are essential to success in learning

Independent EnquirersCreative ThinkersReflective LearnersTeam WorkersSelf-ManagersEffective Participators

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Good PracticeGood PracticeExercise

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?

Building Blocks – holistic Building Blocks – holistic approachapproachLook 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 sessionsUse this picture to ensure an

embedded approach and identify assessment/learning opportunities

The learner journeyThe 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?