Apprenticeship, Higher Apprenticeship and Degree Apprenticeship

Transcription

1 Apprenticeship, Higher Apprenticeship and Degree Apprenticeship A Guide for HEIs The University Vocational Awards Council University Vocational Awards Council Web: a.anderson@bolton.ac.uk Phone:

2 Contents Click on the heading below to go to the section. 1. Introduction What is Apprenticeship? Why HEIs should Consider Involvement in Apprenticeship The Apprenticeship Reforms Degree Apprenticeships Higher Apprenticeship Frameworks Apprenticeship Funding How to Get Involved in Apprenticeship Annex 1 - Higher Apprenticeship Timeline

3 1. Introduction This e-guide has been produced by UVAC. It will be updated on a regular basis and Higher Education Institutions (HEIs) and their partners are encouraged to provide case study material and suggest revisions and links to supporting material which would help HEIs consider and, as appropriate, develop their role in apprenticeship. The e-guide focuses specifically on new apprenticeship standards and the associated reforms to apprenticeship which are currently being implemented. Information is, however, also provided on existing higher apprenticeship frameworks, which are currently available for delivery, but which will be replaced by apprenticeship standards. The aim is for all new apprenticeship starts to be on standards by 2017/18. The guide also provides information on apprenticeship funding and on new developments such as degree apprenticeships. As such, the guide is aimed at assisting HEIs (working with their partners) and, on the basis of employer demand, to consider their involvement in the implementation and delivery of new apprenticeship standards, the delivery of existing higher apprenticeship frameworks and new degree apprenticeships. The guide has been primarily produced for HEIs, but Further Education Colleges (FECs), training providers and other partners may also find it of value. Further advice and guidance on apprenticeship is available from University Vocational Awards Council (UVAC). 2. What is Apprenticeship? Apprenticeships are designed to enable individuals in employment gain the knowledge, skills and behaviours required for a defined occupation. Under the apprenticeship reforms, employers working with professional bodies (as and where appropriate), have formed Trailblazers (recognised by government) to develop nationally recognised apprenticeship standards - short, succinct documents that define the knowledge, skills and behaviours for occupations and related high level assessment plans. Government defines apprenticeship as follows: An apprenticeship is a job, in a skilled occupation, that requires substantial and sustained training, leading to the achievement of an apprenticeship standard and the development of transferable skills to progress careers. Source: BIS/DfE This definition builds upon earlier definitions. Higher apprenticeship (covering apprenticeship at level 4 to level 7) has been defined as follows: 2

4 Higher apprenticeships are national work-based programmes based on employer need that enable individuals in employment to develop the technical knowledge and competence to perform a defined job role. As such, a higher apprenticeship is not just a learning programme, but an approach to workforce development and enhancing business performance. Professor Joy Carter, Chair of UVAC and HE Champion for Higher Apprenticeships and Ian Ferguson, CBE, Chairman of Trustees, Metaswitch Networks and Employer Champion for Higher Apprenticeships, in Developing Quality Higher Apprenticeship Frameworks for England, April 2013 Any apprenticeship (based on either an apprenticeship standard or framework) that also includes achievement of a full bachelor s or master s degree can be referred to as a degree apprenticeship. The potential importance of the apprentice agenda to the higher education sector is demonstrated by the following facts and figures. Apprenticeship Facts and Figures Government s planned investment in apprenticeship in was over 1.5bn. Apprenticeships, including higher and degree apprenticeships attract government coinvestment/funding Apprenticeships have been developed from level 2 (intermediate) up to and including level 7 Around 50 higher apprenticeship frameworks at levels 4 to level 6 have been approved. The higher apprenticeship frameworks developed can be accessed at As explained in this guidance higher apprenticeship frameworks are being replaced by employer developed apprenticeship standards As at March 2015, 34% of apprenticeship standards approved were at HE level Apprenticeship standards have been approved in some key occupational/hei subject areas including: solicitor, chartered legal executive, manufacturing engineer, construction site management, professional accountant, network engineer, and software developer. The apprenticeship standards approved and details of those under development are available at Substantial numbers of employers and major national employers are involved in Trailblazers developing apprenticeship standards. Details of employers and professional bodies involved in specific Trailblazers are outlined at There were over 850,000 apprenticeship participants in 2013/14, of which 18,100 were higher apprentices Over 220,000 workplaces employ an apprentice Advanced level (level 3) apprentices earn between 77,000 and 117,000 more over their lifetime than those with lower level qualifications; this rises to 150,000 for those doing higher apprenticeships (level 4 7) 70% of employers using apprenticeships report higher productivity and improved quality of product/service A National Audit Office Report estimates that adult apprenticeships deliver 18 of economic benefits for each 1 of government investment. 3

5 3. Why HEIs should Consider Involvement in Apprenticeship Policy - Apprenticeship is a priority for the Coalition Government. The importance of higher apprenticeship and the university role has been highlighted by the Secretary of State, Rt Hon Vince Cable MP. Higher apprenticeships are an important solution to the sub-degree gap, and there are already some superb schemes, for which entry is as competitive as getting into Cambridge... The kind of programme, including a sponsored degree, has huge advantages both for employers (who gain staff with theoretical as well as practical knowledge tailored to their specific needs) and for individuals (who gain a career-focused degree, earn good money while they study and graduate free without student loans). Previous governments did not support this route effectively. Higher apprenticeship funding is difficult to claim and poorly administered. We are changing that by routing funding directly to employers, enabling them to purchase training apprenticeships can include full undergraduate and master s degrees, funded through employer and government co-investment. This is an essential step to making higher apprenticeships the norm rather than a niche in the overall skills programme making it as plausible to complete a degree via an apprenticeship as to go to university for 3 years. This is a huge opportunity for universities, who think of their customers in terms of employers as well as individuals. Doing so can attract significant investment, as well as Introducing cutting-edge practice into their degree programmes Vince Cable, Cambridge Public Policy Lecture on the Future for HE & FE, April 2014 The Secretary of State has also stated: The Government s ambition is for it to become the norm for young people to achieve their career goals by going into an Apprenticeship or to university to in the case of some Higher Apprenticeships doing both. Vince Cable, Secretary of State for Business, Innovation and Skills From a higher apprenticeship perspective, this is a significant statement, recognising both the university role in apprenticeship and that an individual can potentially have the best of both worlds and gain a degree while working, earning and learning through a higher apprenticeship. Degree Apprenticeships were launched at 10 Downing Street in November 2014 and are potentially a very significant development. Degree apprenticeships are apprenticeship frameworks and standards which include a full bachelor s or master s degree. Apprenticeship is also a priority for the Labour Party. An analysis of the Labour Party s potential approach to higher education and Apprenticeship can be found by UVAC members in the members area of the UVAC website. The position of the three main Westminster parties on apprenticeship and technician level skills demonstrates that whatever the outcome of the 2015 General Election, technician level skills and developing alternatives to traditional full-time bachelor s degree programmes are likely to be policy priorities. 4

6 In addition to political priorities there are other reasons why HEIs may want to review the apprenticeship agenda: Demographics - The number of year olds reached a peak in The decline in year olds will continue to decline until 2021 (rising thereafter) by when the population of this age group will be 14% lower than in To maintain the level of current recruitment to HE in the short to medium term, HEIs will have to recruit a higher proportion of the cohort. Higher apprenticeships and degree apprenticeships could represent a way for HEIs to recruit new cohorts of learners - those who, in future, want to choose an alternative to a traditional full-time bachelor s degree. Involvement in apprenticeship could also represent a useful approach to widening participation and access both in delivering programmes at level 4 and above and supporting progression to higher education from advanced apprenticeship. The University of Greenwich has undertaken extensive work in tracking apprenticeship progression which HEIs may find of value. 1 International Students - While international (non-eu) full-time undergraduate entrants increased in both and , the level of growth was substantially lower than that experienced prior to and compared with competitor countries 2. Future immigration controls and changes to student visas could have an impact on international entrants to HE. The Dominance of Full-Time Bachelor s Degree Provision - English higher education provision is characterised by the dominance of full-time bachelor s degree provision. Full-time UK and other EU undergraduate entrants to universities and college in England in 2013/14 were 8% higher than in 2012/13, following a dip from 2011/12. UK and other EU full-time undergraduate entrants to universities and colleges in England were 384,000 in 2010/11, 398,000 in 2011/12, 351,000 in 2012/13 and 378,000 in 2013/14 3. In comparison: UK and EU part time undergraduate entrants fell from 259,000 in 2010/11 to 139,000 in 2013/14. Entrants to foundation degree programmes at English HEIs have fallen substantially between 2010/11 and 2012/13 with full time entrants falling from 21,000 to under 13,000. International comparisons on short cycle professional education and training qualifications make interesting reading. The percentage of adults aged who have short cycle professional education and training as their highest qualification (OECD 2014 survey of adult skills) was lower in England than in France, Japan, the USA and Germany As outlined, all three main Westminster political parties are interested in alternatives to traditional full-time three year bachelor s degrees. Yet the full-time bachelor s degree is increasingly dominant. The attitude and subsequent decisions of individual learners and employers will be the key determinant of the success or otherwise of alternatives to traditional full-time three year bachelor s degrees. Future developments and trends in this area should be reviewed. 1 Progression of Apprentices to Higher Education, BIS/University of Greenwich, Ibid 2 5

7 Subject Focus of Recent Growth in First Degrees - The growth in the number of first degrees awarded between 2002 and 2012 has been very uneven 4 : Humanities 81.3% Business/Administration 77% Creative Arts/Design 76.3% Physical Sciences 23.7% Engineering/technology 16.3% Computer Science 6.5% Whether such demand will continue in the future may be an issue. Employment opportunities may be an issue for prospective students. In December 2011 (thirty months after graduating) 37% of creative art and design graduates were in non-graduate jobs. In comparison after the same period only 16% of engineering and technology graduates were in non-graduate jobs 5. It seems probable that more industrial planning and devolution at city level could incentivise and support HE provision which is linked to skills and labour market requirements. The Employer as Purchaser of Higher Education The expansion of HE provision in recent decades has been funded by the state and, latterly, by the state and individuals with access to state backed loans. The reforms to apprenticeship focus on the employer as purchaser of the learning and accreditation required for the apprenticeship. As such the employer (not the individual) will purchase what they consider most appropriate and cost effective from a provider of learning, i.e. private training provider, FEC or HEI. As outlined in section 7 of this guide, for apprenticeships based on apprenticeship standards, employers will purchase provision and a Government co-investment will be provided based on the principle that for every 1 that an employer invests in training an apprentice, the Government will pay 2 up to a clear cap. This funding will apply to HE qualifications when used to deliver the requirements of the apprenticeship standard and could prove very attractive to employers. This funding system will also apply to new degree apprenticeships. Employers value apprenticeship with over 220,000 workplaces employing at least one apprentice. Learners, Loans and Debt As the apprenticeship funding model is based on the employer and government funding the cost of the training and accreditation provision, the apprentice will not pay tuition fees or therefore need to access a student loan if an HE programme is used to deliver the requirements of the apprenticeship standard. Essentially, when used to deliver the requirements of the apprenticeship standard the apprentice/student will have their tuition fees paid by the state and their employer 6. The apprentice/student will also be employed and earn a salary. The prospect of earning while you learn, no student debt and a job from day one will potentially be highly attractive proposition to many prospective HE students and their parents, particularly at a time when average 4 Source: The Edge Foundation, compiled from data from HESA, Higher Education Statistics for the UK 2001/02 (accessed via and 2011/12 (accessed via 5 Futuretrack Stage 4: transitions into employment, further study and other outcomes, prepared by Warwick Institute for Employment Research for the Higher Education Careers Service Unit, November Subject to the caps and rules outlined in Section 7 of this guide 6

8 student debt is forecast as 44,000 7 and when YouGov research commissioned by the Guardian has identified that almost 60% of parents are dissatisfied with fee levels 8. Competition - An increasing number of universities, FECs, independent, private sector training providers, awarding organisations and professional bodies are exploring the potential of higher apprenticeship. While apprenticeship will present HEIs with a range of opportunities, it also poses a range of competitive challenges; employers may use further education or professional qualifications and purchase provision from training providers. For universities, apprenticeship may present opportunities for new innovative development and delivery partnerships. Professional bodies are particularly interested in exploring how apprenticeship can support the development of new pathways to professional membership, indeed professional bodies have a key role as apprenticeship standards must link to professional registration (where this exists). Apprenticeship an alternative to existing HE provision? Apprenticeship is often positioned as an alternative to university. It need not be. University qualifications can be used to deliver the requirements of an apprenticeship standard if this is what an employer wants 9. Apprenticeship provision is, however, solely focused on those in work and achieving the skills, knowledge and behaviours set out in the apprenticeship standard and assessment plan. Accordingly, apprenticeship represents an alternative to traditional full-time HE provision. The new approach to apprenticeship signifies some key shifts in the overall skills system, which could have substantial implications for HE. These include: An emphasis on employer leadership and control - The employer is in the driving seat as the standard setter, customer and actual purchaser of learning and accreditation for the apprenticeship A shift in apprenticeship focus from predominately level 2 and 3 to level 3 and HE levels - apprenticeship is moving into HE vocational territory New HE programmes and models of delivery based on employer demand as alternatives to fulltime three year bachelor s degrees A wider range of HE programmes, but greater government support for those focused on STEM and skills needs determined by employers and encompassing prescribed HE (e.g. foundation and bachelor s degrees), non-prescribed HE (awarding organisation and professional body qualifications) and non-accredited learning provision An opening up of the market and encouragement for new providers to enter the market on the basis of employer demand A wider range of and differentiation in the type of institution and providers of higher level learning programmes - with potentially lower or different cost bases and different pricing structures Institute for Fiscal Studies report Payback Time for the Sutton Trust Subject to the requirements of the apprenticeship standard 7

9 Some breakdown in the divides between HE, FE and private training providers and new designation of providers Competition and opportunities for HE collaboration with FECs, awarding organisations and professional bodies to deliver learning and accreditation to meet the requirements of a national apprenticeship standard Growing policy focus on technician levels 4 and 5 Greater diversity between localities, reflecting devolved decision making and control Interest in exploring how employers should make a greater contribution to the cost of HE provision Greater uncertainty. The HE sector has experienced substantially more certainty and stability in comparison to further education and skills provision. A blurring of the boundaries between HE and FE and skills provision will open up provision, but also potentially expose HE to the prospect of change and uncertainty in skills policy and provision Winners and Losers responsiveness to employer demand will be key to the success of any HEI seeking to be involved in apprenticeship. 4. The Apprenticeship Reforms The UK Government 10 is currently introducing reforms to apprenticeship in response to a major review of apprenticeship conducted by Doug Richard - The Richard Review of Apprenticeships - published in November While acknowledging the success of apprenticeship, the key aims of the reforms to apprenticeship are focused on the following: Employer Driven - Employers designing Apprenticeships to meet their needs Simplicity - Replacing complex apprenticeship frameworks with short, simple apprenticeship standards written by employers Quality - Improving quality through more rigorous testing and grading at the end of an apprenticeship Giving Employers Purchasing Power - Government funding for the training of apprentices will involve routing funding through employers. To take forward the reforms to apprenticeship, government has invited employers to work together and form Trailblazers to work and consult across their respective sectors and design apprenticeship standards and assessment plans for apprenticeships. 10 The apprenticeship reforms apply to England only 8

10 Government describes 11 the core of an apprenticeship standard as: A short and clear role description setting out the main activities that someone in this occupation would do in language that can be easily understood by someone without technical knowledge. A definitive list of the skills, knowledge and behaviours that you as employers would expect from someone who is a fully competent professional in this occupation. Apprenticeship standards are short documents of no more than two sides in length written in clear language that can be easily understood by potential apprentices, their parents and employers and training providers. Employers, working, where appropriate, with professional bodies (and not SSCs or HEIs, FECs, awarding organisations etc.) develop apprenticeship standards. Standards will meet professional registration requirements in sectors where they exist. There will be only one apprenticeship standard for an occupation. Apprenticeship standards are not qualifications and government does not expect qualifications to be specified as part of the standard unless employers agree that a specific qualification or qualifications should be required (e.g. because of statutory regulations in your sector) as a precursor to end assessment. Any qualification stated in the apprenticeship standard will be a mandatory requirement for all apprentices to achieve in order to successfully complete their apprenticeship 12. From discussions with Trailblazers, UVAC believes that at HE levels most apprenticeships will involve the acquisition of a qualification during the apprenticeship training programme. The actual qualification used will be determined by employers and, where appropriate, will relate to statutory and/or professional body requirements and may include, QCF/FE, HE, professional and vendor qualifications. A nationally accepted and approved apprenticeship standard for a particular occupation at higher education levels will have implications for universities designing and delivering qualifications and programmes in these areas. Employers and learners may want to know how particular HE qualifications relate to an apprenticeship standard. Individuals completing advanced apprenticeship may also want to know how this will support entry to appropriate higher education programmes. HEI admissions staff will want to be aware of this development. Where professional registration exists for an occupation, an apprenticeship standard must link to professional registration and individuals completing the apprenticeship must have the evidence to prove they have met the competence needed to secure professional registration. For advanced and higher apprenticeship, apprentices must achieve level 2 English and Maths if this has not been achieved prior to starting the apprenticeship. 11 The Future of Apprenticeships in England Guidance for Developers of Apprenticeship Standards and Related Assessment Plans October Ibid 3 9

11 Approved Apprenticeship Standards - Apprenticeship standards produced by employers and approved by government are available at: As at March 2015, 44, representing 34% of the apprenticeship standards developed were at Higher Education level (level 4 certificate of higher education to level 7 master s degree level). Apprenticeship standards currently developed at HE level cover the following occupations: Level 4 Actuarial technician, Construction technician, Conveyancing technician, Cyber intrusion analyst, Data analyst, Dental practice manager, Digital media technology practitioner, Network engineer, Software developer, Software tester, Senior chef culinary arts, Unified communications troubleshooter, Aircraft maintenance certifying engineer (Fixed and Rotary Wing), Hospitality manager, Investment operations specialist, Junior management consultant, Nuclear welding inspection technician, Paraplanner, Professional accounting taxation technician, Public sector commercial professional, Retail manager, Senior housing/property management. Level 5 Dental technician, Healthcare assistant practitioner, Laboratory scientist. Level 6 Building services engineering site manager, Chartered legal executive, Civil engineering site manager, Construction design manager, Construction quantity surveyor, Construction site manager, Control/technical support engineer, Electrical/Electronic technical support engineer, Manufacturing engineer, Product design & development engineer, Licensed conveyancer, Professional accountant, Relationship manager (Banking), Aerospace engineer, Aerospace software development engineer, Chartered surveyor, Embedded electronic systems design and development engineer, Digital & technology solutions professional. Level 7 Solicitor, Outside broadcast engineer. Apprenticeship Standards Under Development - Apprenticeship standards that are currently being developed by employer Trailblazers are listed at The names of employers and professional bodies involved in the development of the apprenticeship standards is also published at Apprenticeship standards are not assigned a level until developed. 10

12 Apprenticeship standards currently under development that appear to be at HE level are as follows: Level 4 FE teacher, Passenger transport manager, Welder, Dental hygiene therapist, Dental laboratory manager, Senior early years practitioner, Head greenkeeper/golf course manager, Level 5 FE qualified teacher, HR advisor, Early years centre leader, Senior paraplanner, Senior journalist Level 6 FE graduate lecturer Level 7 HR director/consultant, Management consultant Timescales - Phase 1 of the apprenticeship standards began in October 2013 in eight sectors. A second phase of Trailblazers began in March 2014 in a further 29 sectors and a third phase of Trailblazers was announced in October 2014 covering 37 sectors. Three further rounds of Trailblazers are scheduled in Further apprenticeship standards at HE level, subject to employer demand, will be developed. Government intends that all apprenticeship starts will be on apprenticeship standards from the 2017/18 academic year. As such, apprenticeship standards will replace existing apprenticeship frameworks. Once an apprenticeship standard has been developed and approved the Trailblazer is asked to undertake three further activities: Develop an assessment plan Provide the SFA with information on the planned costs of delivery so the appropriate funding cap can be allocated to the apprenticeship standard Work with education and training providers to develop their provision to meet the requirements of the apprenticeship standard. All apprenticeships based on standards will have an end-point assessment where an apprentice will be required to demonstrate competency across the whole standard. End-point assessment will be synoptic assessing skills, knowledge and behaviours in an integrated way and will, in most cases, be graded. An apprentice will only be able to complete the apprenticeship by passing the end-point assessment. Independence must be ensured in the end point assessment. The achievement of qualifications during an apprentice s training does not count towards the achievement of an end-point assessment. An apprenticeship standard will only be available for delivery when both the standard and assessment plan is approved and a funding band (identifying a core government contribution) has been assigned to the standard. 11

13 Grading As part of the reforms to apprenticeship, government is introducing grading to apprenticeship to stretch the most able and recognise their progress during the apprenticeship. A pass grade will demonstrate full competency against the apprenticeship standard. Government has stated that there should be at least one grade above pass to recognise exceptional performance. In some cases on the basis of industry circumstance government may grant an exemption from grading. Provider Reference Groups - BIS are encouraging Trailblazers to work with education, training and assessment providers while undertaking the above activities. BIS has asked the Association of Colleges (AoC), Association of Employment and Learning Providers (AELP) and UVAC to support Trailblazers in this process. As part of this development AoC, AELP and UVAC are supporting the establishment of provider reference groups to plan for and support the implementation of apprenticeship standards, for more information contact UVAC. Apprenticeship Certification Responsibility for the issue of apprenticeship certificates remains with the Federation for Industry Sector Skills and Standards (FISSS) to ensure simplicity and consistency. The apprenticeship certificate is not a qualification, but serves to confirm the apprenticeship has been successfully completed. 5. Degree Apprenticeships The following information was provided to UVAC by BIS. SFA has/will be producing further information. Degree apprenticeships are a model bringing together the best of higher and vocational education, and see apprentices achieving a full bachelor s or master s degree as part of their apprenticeship. These involve employers, universities, and professional bodies working in partnership. Apprentices are employed throughout, and spend part of their time at university and part with their employer; employers and universities will have flexibility to decide how best to structure this, e.g. via day release or block release. Apprentices will complete a rigorous end assessment which tests both the wider occupational competence and academic learning required for success in that profession, in this case incorporating a bachelor s or master s degree. This degree programme can be structured in one of two ways: Employers, universities and professional bodies can come together to co-design a fullyintegrated degree course specifically for apprentices, which delivers and tests both academic learning and on-the-job training. We think this will be the preferred approach for many sectors, as the learning is seamless and it does not require a separate assessment of occupational competence. Alternatively, sectors may wish to use existing degree programmes to deliver the academic knowledge requirements of that profession, combine this with additional training to meet the full apprenticeship training requirements, and have a separate test of full occupational competence at the end of the apprenticeship (e.g. delivered by a relevant professional body). In either case, degrees earned via this route will be awarded by world class universities so will be held in equal esteem as degrees undertaken via the full-time traditional undergraduate route. 12

14 Degree apprenticeships are being particularly targeted at year old school leavers as an alternative to traditional HE. The same Government/employer co-investment funding regime applies to degree apprenticeships as to other apprenticeships, meaning the learner does not pay tuition fees. As with all apprenticeships the individual learner is employed. Apprentices apply to the employer offering the degree apprenticeship which then works with relevant universities to select students with the most potential to be successful in both the degree and career. Companies committed to offer Degree Apprenticeships in the digital sector include: Accenture, BT, Capgemini, CGI, Ford, Fujitsu, GlaxoSmithKline, HMRC, Hewlett Packard, IBM, John Lewis, Lloyds Banking Group, Network Rail and Tata Consulting Services. Universities involved in Degree Apprenticeships in the digital sector are Aston, Exeter, Greenwich, Loughborough, Manchester Metropolitan, University College London, University of the West of England and Winchester. More information on the digital degree apprenticeships is available at Nine degree apprenticeships were announced by the Prime Minister on 12 th March in the following areas: Chartered Surveying Electronic Systems Engineering Aerospace Engineering Aerospace Software Development Defence Systems Engineering Laboratory Science Nuclear Power Engineering Public Relations Places will be available from this September. Places are also being advertised for starts this September on the Degree Apprenticeships on offer in: Digital Automotive Engineering Banking Relationship Management Construction 13

15 6. Higher Apprenticeship Frameworks This section of the guide outlines current features of higher apprenticeships based on frameworks i.e. programmes that are currently being delivered and will continue to be delivered until replaced by higher apprenticeships and degree apprenticeships based on new apprenticeship standards developed by the employer trailblazers. Around 50 higher apprenticeship frameworks have been approved and are eligible for SFA funding subject to the SFA procurement process. Please contact the SFA for further information. HEIs may want to consider involvement in existing higher apprenticeship frameworks by: Seeking approval for an appropriate qualification to be included in an apprenticeship framework to accredit the technical knowledge or technical knowledge and occupational competency requirements specified in the framework. A list of approved higher apprenticeship frameworks is available at Considering how to support progression from advanced apprenticeship frameworks to HE programmes. The University of Greenwich, supported by BIS has undertaken considerable tracking work and analysis in this area As outlined above it is important to note that existing higher apprenticeships based on frameworks and the higher apprenticeship frameworks system will be replaced by the development of new apprenticeship standards. The full implementation of the reforms to apprenticeships will take place during 2015/16 and 2016/17 with the aim that all new apprenticeship starts from 2017/18 are on new apprenticeship standards. The guidance presented in this section applies to current higher apprenticeship frameworks. A higher apprenticeship framework is a nationally approved learning programme; a framework, which defines the technical knowledge and occupational competence identified by a framework developer as required for a specific job role at a specific level. The higher apprenticeship framework identifies which qualifications have been approved as delivering/accrediting the technical knowledge and occupational competence requirements of the higher apprenticeship. Issuing authorities (usually Sector Skills Councils (SSCs)) will advise on the incorporation and approval of qualifications to accredit the technical knowledge and occupational competence requirements of higher apprenticeship frameworks. The key features of a higher apprenticeship (in addition to its focus on developing the technical knowledge and competence for a defined job role) are as follows: All higher apprentices must be employed in a real job throughout their apprenticeship Higher apprenticeship delivery must be led and based on employer skills requirements. A higher apprenticeship is both a learning programme and an approach to workforce development focused on developing the performance and productivity of an employer s workforce 14

16 As with intermediate and advanced apprenticeships, higher apprenticeships based on frameworks must comply with the Specification for Apprenticeship Standards in England (SASE) which is underpinned by statute. SASE, among other requirements, specifies the minimum credit requirements for higher apprenticeships at levels 4 and 5 this is 90 credits and at levels 6, 120 credits. The statutory requirements for apprenticeship are contained in the Apprenticeship Schools Children and Learning Act (ASCLA) 2009 The Government is amending this Act to enable the reforms to apprenticeship described elsewhere in this guide As of April 2013 higher apprenticeship frameworks could be developed at level 6 (bachelor s degree level) and level 7 (master s degree level) in addition to level 4 (certificate of higher education level) and level 5 (foundation degree level). The issue of new higher apprenticeship frameworks ceased in August Prescribed HE qualifications (e.g. bachelor s and foundation degrees) can be used to accredit the technical knowledge and/or the occupational competence components of a higher apprenticeship as can non-prescribed HE qualifications e.g. FE/QCF qualifications and professional qualifications. Higher apprenticeships can also incorporate HNCs/HNDs Higher apprenticeship frameworks were approved as complying with SASE by the designated issuing authority - usually a Sector Skills Council (SSC). Click here for a list of SSCs. Where appropriate a higher apprenticeship framework outlines how the learning programme leads to associate and/or full membership of a professional body 13 A national registration system for apprentices is in operation. HEIs and others recruiting apprentices should ensure they are registered on Apprenticeship Certificates England (ACE). Registration is a very simple process and details can be found at A national certification system is also in operation for higher apprenticeship frameworks (as distinct from component qualifications) and it is a legal requirement that this is followed. As with registration, certification is a very simple process and details can also be found at Apprenticeship Certificates England (ACE) Employers taking on a higher apprentice are required to enter into an Apprenticeship Agreement with the apprentice. The SFA/NAS guidance on Apprenticeship Agreements outlines that An Apprenticeship Agreement is an agreement between an employer and an apprentice under which the apprentice undertakes to work for the employer and is in the form prescribed by s32 of the Apprenticeships, Skills, Children and Learning Act 2009 (ASCLA) 14 and states that the agreement is entered into in connection with a qualifying Apprenticeship framework. A simple proforma agreement and guidance are provided by the SFA on their website here. 13 Developing quality Higher Apprenticeship frameworks for England, Apprenticeship Schools Children and Learning Act (ASCLA)

17 Transition HEIs are still being encouraged by BIS and SFA to consider participating in the delivery of existing higher apprenticeship frameworks, but should note the aim is that from 2017/18 all new apprenticeship starts will be based on the new standards. 7. Apprenticeship Funding Higher Apprenticeship Frameworks - Following the 2014 Budget the funding model for apprenticeship frameworks is simpler. For FE and HE qualifications government will co-invest with employers in the delivery of HE qualifications on the same basis as FE qualifications. The rate of funding for individuals starting an Apprenticeship at age 19 and above will be 50% of the agreed cost of the HE qualification. SFA is undertaking a procurement exercise and HEIs interested in the delivery of frameworks should contact the Skills Funding Agency. Funding Model for Higher Apprenticeship Frameworks FE & HE Qualifications Levels 4-6 Fully funded Government co-invests with employers Professional Qualifications No Government funding No Government funding Apprenticeship Standards A simple employer-routed funding system is being trialled in 2014/15. A key object of the new funding system is to give employers greater control and purchasing power over apprenticeship training. For every 1 that an employer invests in training an apprentice, the government will pay 2 up to a clear cap (maximum total government contribution). Extra funding will be provided to support small businesses with fewer than 50 staff, for apprentices aged and for successful completion Funding Model for Trailblazers Source - BIS 16

18 Employers can purchase the training and accreditation required for the apprenticeship from a training provider, further education college or HEI. Development Funding and Provider Readiness HEFCE s Catalyst Fund call in September 2014 included a dedicated call for expressions of interest for innovative activity that will develop technical education in HE and support the government s industrial strategy. The call made specific reference to apprenticeship and HEFCE has invited four institutions (two HEIs and two FECs) to develop full bids. UVAC has agreed with HEFCE to support and advise HEI and FEC projects funded through the Catalyst Fund that include a focus on apprenticeship. 8. How to Get Involved in Apprenticeship In recent years HEIs have experienced difficulties in responding to the apprenticeship agenda. Apprenticeships were predominately based on further education processes and crucially Government funding was not available for HE qualifications when used in apprenticeship. The situation has and is still changing. Firstly, public funding is available to support the use of HE qualifications when specified in apprenticeship frameworks or used by employers to deliver the requirements of an apprenticeship standard. Apprenticeship is also on the basis of employer demand - moving from a predominately intermediate (level 2) and advanced (level 3) programme to a programme focused on advanced (level 3) and higher level skills. HEI engagement in apprenticeship is being actively encouraged by BIS and SFA. HEFCE has also highlighted the potential importance of the apprenticeship agenda and technical level skills. UVAC would suggest HEIs adopt the following approach to apprenticeship: Start with employers and employer demand (and work with partners as appropriate) on the basis of their interest in apprenticeship standards and frameworks Explore SFA financial support for prescribed HE qualifications in higher apprenticeship frameworks be aware of the changeover from apprenticeship frameworks to standards. If there is existing demand from employers consider contacting the relevant SSC/issuing authority regarding the inclusion of an HE qualification within an existing apprenticeship framework. To support this process the Skills Funding Agency has/is producing leaflets on: Funding, funding agreements and data requirements for HEIs delivering apprenticeships How HEIs can request that HE qualifications are added into existing higher apprenticeship frameworks Higher apprenticeships and degree apprenticeships in general. Identify apprenticeship Trailblazer occupations with which a university/partners have synergy and where employer interest is or may be apparent Liaise with apprenticeship Trailblazers - use UVAC as an introducer Consider involvement in degree apprenticeships Raise apprenticeship with HEFCE at a regional level 17

19 Liaise at a LEP level re. apprenticeship frameworks and standards, local priorities and employer interest in apprenticeship Monitor the approaches of other HEIs and awarding organisations, professional bodies, FE and private/alternative providers 18

20 Annex 1 - Higher Apprenticeship Timeline Summer Prime Minister announces Higher Apprenticeship Fund to support development of higher apprenticeship frameworks November Richard Review published (remit includes higher apprenticeship) April Specification of Apprenticeship Frameworks in England revised to encompass Level 6 and 7 and HE qualifications at these levels October 2013 Prime Minister announces apprenticeship reforms and first Trailblazers Autumn Statement m to fund 20,000 higher apprenticeship starts over 2 years March First round Trailblazer apprenticeship standards published and further Trailblazers announced Budget 2014 announced Government would fund HE within higher apprenticeships and provided 20m additional funding for HE within higher apprenticeships over 2 years May 2014 Trailblazer funding model announced for 2014/15 starts August Second round Trailblazer apprenticeship standards published September First Apprenticeship starts using new standards November 2014 Government announces new degree apprenticeships model 2017/18 - All new apprenticeship starts to be on standards 19