Meeting Employer Skills Needs

Transcription

1 Meeting Employer Skills Needs Consultation on Criteria for Higher Apprenticeships at Degree Levels Great employers. Great opportunities. Great prospects. Apprenticeships deliver.

2 Foreword Higher Apprenticeships 1 are being designed to support higher level skills development critical to the economy: they respond to employers higher level skill needs, support business growth, meet individuals career aspirations and enhance opportunities for social mobility. Our vision is for a new family of Apprenticeships spanning craft, technical and professional levels that open up work-based learning routes to the professions and senior job roles. In recent years there has been a renaissance in Apprenticeship training with the number of Apprenticeship starts reaching 457,200 in the 2010/11 academic year. Apprenticeships have, however, largely been confined to craft and technician level job roles. With the launch of the Higher Apprenticeship Fund 2 by the Prime Minister in the summer of 2011 this started to change and accelerated with approximately 30 partnerships awarded funding to develop and implement Higher Apprenticeships at Levels 4 and 5 (Higher Education Certificate and Foundation Degree levels). These partnerships are demonstrating that there is substantial employer demand across a wide range of industry sectors for Apprenticeships at Levels 4 and 5 and for Apprenticeships in development at Level 6 (Bachelor s degree level) and Level 7 (Master s degree level). The Government has asked the National Apprenticeship Service to consult on the statutory requirements for Apprenticeships at Levels 4 and 5 and its extension to Levels 6 and 7 as a route to professional status and senior job roles. We are excited at the progress already made in the development of Higher Apprenticeships and want to build on and learn from the success of the Government s 25 million investment through the Higher Apprenticeship Fund. Higher Apprenticeships are about putting employers in the driving seat and developing and delivering learning programmes on the basis of business need. It is therefore our expectation that in most cases employers would fully fund the training associated with Apprenticeships at Level 5 and above without financial support from Government. So it is important that the relevant specification of standards for Higher Apprenticeships strikes the right balance between ensuring excellence, consistency and national recognition, and allowing space for employers to innovate and develop the Higher Apprenticeships most needed by their sector. Accordingly, we are inviting feedback on how the statutory Specification of Apprenticeship Standards for England (SASE) should be developed for Higher Apprenticeships, as well as on the names that should be used to describe Higher Apprenticeships at different levels. We now need employers and partner organisations to respond. Employers, individual learners and Government want to see Apprenticeships at degree levels. For employers, Higher Apprenticeships are enabling them to develop their workforce to a higher level of skill. For individual learners, Higher Apprenticeships give unique access to employment combined with developing valuable higher level and professional skills, and opportunities for career progression. By including opportunities for professional accreditation and membership, Higher Apprenticeships present a significant new route for enhancing social mobility. To ensure the success of a Higher Apprenticeship culture we need more employer-driven partnerships across all sectors and industries. Higher and further education, private training providers, sector skills councils, professional bodies and awarding organisations will all need to play a crucial role in supporting employers to develop a Higher Apprenticeship culture. We look forward to working together on this consultation and to utilising our joint expertise in higher vocational learning to the immediate and long term benefit of employers and learners. David Way Chief Executive 1. Higher Apprenticeships are being developed as higher education level learning programmes through which individuals develop the knowledge and competencies required to perform specific job roles. 2. The Higher Apprenticeship Fund was launched by the Prime Minister in July 2011 to invest 25 million in the development of new Higher Apprenticeship Frameworks led by employers, in conjunction with other stakeholders, to the benefit of industry and SMEs (See Annex 3). 2

3 Introduction 1. To ensure Higher Apprenticeships best meet the needs of employers and individuals, and to support their continued development and expansion, the National Apprenticeship Service are consulting on how the current Specification of Apprenticeship Standards for England (SASE) 3 can be improved for Higher Apprenticeships at Levels 4 and 5, and how it should incorporate new Higher Apprenticeship frameworks at Level 6 and above. We are also inviting views on the naming and terminology for Higher Apprenticeships, in order to best reflect and promote the value they offer to employers and apprentices. 2. This consultation document is available to employers, learning providers, further education colleges, universities, awarding organisations, professional bodies, sector skills councils and others. 3. We welcome your views and have set out a number of specific questions relating to the SASE for Higher Apprenticeships, and on the naming of Higher Apprenticeships. This consultation affects Higher Apprenticeship provision in England only. 4. Timeline for Consultation Consultation period 03 September October 2012 Compilation of responses 08 October vember 2012 Decisions made 03 December December 2012 Communication 03 January March 2013 Commencement 01 April We look forward to receiving your views and comments on the questions raised in this consultation paper. Please respond to the consultation by downloading it from the National Apprenticeship website at partners/frameworks/sase/higherapprenticeshipsconsultation.aspx and return your response, once completed, by the end of the consultation period to the following address: higherapprenticeshipconsultation@apprenticeships.gov.uk 6. When responding please state whether you are responding as an individual or representing the views of an organisation. If you are responding on behalf of an organisation, please make it clear who the organisation represents and, where applicable, how the views of members were assembled. 7. You may make copies of this document without seeking permission. 3. The Specification of Apprenticeship Standards for England (SASE) sets out the minimum requirements to be included in a recognised English Apprenticeship framework. 3

4 Rationale and Issues for Consultation Context and rationale 8. The Government wishes to support the needs of the economy and the aspirations of employers and individuals to develop work-based higher level skills through Higher Apprenticeships. 9. The SASE sets out the minimum requirements that Higher Apprenticeships at Levels 4 and 5 must contain. The SASE also provides clarity and consistency over what constitutes a Higher Apprenticeship Framework 4 and a robust set of standards to provide parity between Higher Apprenticeships and qualifications at the same level. Higher Apprenticeship Frameworks at Levels 6 and 7 are not currently recognised through SASE. 10. The continued development of Higher Apprenticeships at Levels 4 and 5, and the new developments at Levels 6 and above present the opportunity to revisit the content and format of the SASE for Higher Apprenticeships. The Government wishes to ensure that Higher Apprenticeships genuinely meet the needs of employers and individuals in a range of sectors and occupations, as well as allowing innovation in the design and delivery of frameworks. We also wish to consider how to position Higher Apprenticeships alongside higher education qualifications within the Framework for Higher Education Qualifications (FHEQ). This consultation invites viewpoints from those involved in Higher Apprenticeships and others on how the SASE can best develop to support the criteria and design of Higher Apprenticeships. 11. We recognise that further education colleges and private training organisations have a long established expertise in the delivery of Apprenticeships and many now offer higher education courses. It is our intention that they will build on this combined expertise to offer Higher Apprenticeships in collaboration with their partner universities and higher education institutions. 12. The consultation focuses on: 1. Whether and how the SASE could be revised for Higher Apprenticeships at Levels 4 and 5 2. How the SASE should best incorporate Higher Apprenticeships at Level 6 and above 3. Consideration of the naming of Higher Apprenticeships at Level 4 and above. 13. The consultation does not include issues relating to funding, which is being dealt with separately by the Government, the National Apprenticeship Service and other stakeholders. The consultation is also separate from the Richard Review which is looking at the content and delivery of Apprenticeships for the future An Apprenticeship Framework is a document which covers all the statutory requirements for an Apprenticeship programme in England and is used by colleges, employers and training organisations to make sure that all Apprenticeship programmes are delivered consistently and therefore to national standards, no matter where in England the Apprenticeship takes place. See 5. On 11 June 2012 the Department for Business, Innovation & Skills and the Department for Education appointed Doug Richard to lead an independent review into the future of Apprenticeships See 4

5 Considerations for the Consultation The Specification at Level 4 and Level Apprenticeships are designed to develop the knowledge and occupational competencies an individual needs, to perform a specific job role, by combining learning with work. Current SASE requirements for Level 4 and 5 Apprenticeship frameworks encompass provision drawn from the Qualifications Credit Framework (QCF) and FHEQ and give: A minimum standard and credit value Combinations of qualifications (separate and integrated knowledge and competency qualifications) Details on the volume and balance of learning and training Additional mandatory requirements i.e. English and mathematics, ICT (where relevant), Employers Rights and Responsibilities (ERR) and Personal Learning and Thinking Skills (PLTS) A minimum number of Guided Learning Hours for on and off-the-job training Minimum entry requirements and clear progression routes 15. An edited extract of the current Specification of Standards for Higher Apprenticeships in England is included in Annex We wish to consider whether these requirements remain appropriate for Apprenticeship frameworks at Level 4 and 5 and also whether and how they should apply at Level 6 and above. Below we discuss issues relating to each element. 17. The current minimum credit value for a Higher Apprenticeship is 37 credits on the QCF. The minimum credit value of 37 credits was determined in the context of Apprenticeships at Level 2 (Intermediate Level Apprenticeship) and Level 3 (Advanced Level Apprenticeship). 37 credits is significantly below the credit values typically associated with higher education programmes which are part of the FHEQ in England. Some examples of the typical credit values of higher education qualifications are 120 credits for a Certificate of HE, 240 credits for a Foundation Degree and 360 credits for a BA/BSc (Hons).Therefore we would welcome views on whether the SASE minimum credit value should be increased to better equate with the volume of achievement and scope expected of higher level provision such as degrees. 18. Apprenticeships involve the development of both the knowledge and competence required to perform a defined job role. By definition apprentices must be employed. It remains our intention that Higher Apprenticeships must continue to contain both knowledge and competency elements linked to a job role, which could be separate qualifications within the framework, or integrated into a single qualification. We recognise that at higher levels, knowledge and competency components may be more likely to be combined in a single integrated qualification. In addition, where applicable, for a given job role or occupation, professional qualifications and professional registration may also form an integral part of a Higher Apprenticeship framework and will fulfil the knowledge and/or competency requirements. Through this consultation we wish to understand how best to incorporate professional qualifications into Higher Apprenticeship frameworks. This issue is to determine the range and type of qualifications that should be included within an Apprenticeship framework at Levels 4 and above. Inclusion of any qualification within an Apprenticeship framework does not imply that it is eligible for public funding. 19. We expect requirements to include content on Employee Rights and Responsibilities will remain within the SASE for Higher Apprenticeships as this gives an important and wider benefit to employers and individual learners. However we welcome your views on this and whether current requirements for English and mathematics and Personal Learning and Thinking Skills should remain or be adapted for Higher Apprenticeships, including what might take their place. 20. Entry to Apprenticeships at higher levels may require the prior achievement and/or evidence of attainment of previous knowledge and qualifications, including appropriate levels of mathematics, English and ICT. The consultation seeks to find out whether it should be for framework developers alone to determine the minimum entry requirements for their occupation or sector. 5

6 The Specification at Level 6 and Above 21. We do not intend that the specification for the content at Level 6 and above should be prescriptive. Employers and others developing new Higher Apprenticeship frameworks at this level should have the freedom and flexibility to work with employers and professional bodies, awarding organisations, Higher Education Institutions, further education colleges and private training organisations to develop the content that best meets the demand for skills. We wish to allow sufficient freedom to support direct links with professional recognition and chartered status where possible, giving added value and credibility to Higher Apprenticeships at this level. 22. We expect that framework developers will determine the duration of Higher Apprenticeships at Level 6 and above. However, we would suggest that Higher Apprenticeships at this level are likely to take at least three years and possibly as long as six years to complete depending on the requirements for professional recognition and registration, the sector and the past experience of the apprentice. 6

7 Consultation questions Higher Apprenticeships Levels 4 & 5 Credit Values Credit values play an important role as a measure of achievement at all learning levels. In both FE and HE, a credit is worth 10 notional hours of learning. SASE currently specifies a minimum of 37 QCF credits for an Apprenticeship framework. However, developed frameworks at Levels 4 and 5 have resulted in a wide span of credit values depending on the occupational area and qualifications included. Also, higher education qualifications at Level 4 and 5 on the Framework for Higher Education Qualifications (FHEQ) typically have higher credit values. To ensure consistency and parity: Question 1a Should we increase the minimum credit value for Higher Apprenticeships so that it better aligns with credit values expected of equivalent provision in the FHEQ? If yes, what should the minimum credit values be for Higher Apprenticeships at Level 4 and at Level 5? (In HE, a Level 4 Certificate of Higher Education is worth 120 credits and at Level 5, a Foundation Degree equals 240 credits). Suggested minimum credit value for Level 4: Suggested minimum credit value for Level 5: 7

8 Question 1b Should we maintain a specification of the minimum credit value for each component of the Higher Apprenticeship Framework? Should we specify a minimum credit value for a framework as a whole? 8

9 Entry Requirements and Functional Skills There are currently no statutory minimum entry requirements to access a Higher Apprenticeship. However, individual framework developers may set minimum entry requirements for learning or work experience as appropriate to a given occupation or sector. We propose that this should remain the case for Higher Apprenticeships at Level 4 and 5. Higher Apprenticeship frameworks must specify that an apprentice must achieve (or has achieved in the past) at least a GCSE Grade A*-C in English, mathematics and ICT (unless ICT is not relevant to effective performance in the occupation or sector to which the framework relates) or Functional Skills at Level 2. Where an apprentice has not achieved this in the past they may undertake Functional Skills in English, mathematics and ICT as part of their Higher Apprenticeship framework. Question 2a Currently Level 2 Functional Skills in mathematics and English are a mandatory requirement for Higher Apprenticeships at Levels 4 and 5. Should the current arrangements for Functional Skills remain the same? 9

10 Question 2b Only qualifications achieved within the past 5 years can be considered as current and therefore not require an apprentice to repeat those qualifications as part of their Apprenticeship. Should the current validity of pre-existing qualifications in mathematics and English be extended, including those to a period exceeding five years? If yes, please specify what an appropriate period would be for Higher Apprenticeships at Levels 4 and 5. 10

11 Question 2c Should framework developers/designers have the option to incorporate mathematics and/or English at a higher level into a framework where it is relevant to the sector and/or occupation? 11

12 Employee Rights and Responsibilities (ERR) A Higher Apprenticeship framework must include the opportunity for completion of ERR, specify where achievement of ERR is located within the framework and how it is to be evidenced. We believe Employee Rights and Responsibilities should remain as a feature of Higher Apprenticeship frameworks and currently sector skills councils or the relevant standard setting body have responsibility for determining the level, nature and assessment of ERR. Question 3a Should the ERR element be retained as part of the requirements for Higher Apprenticeships at Levels 4 and 5? 12

13 Question 3b Should framework designers/developers retain responsibility for the level, nature and assessment of the ERR element of the framework? 13

14 Personal Learning and Thinking Skills (PLTS) Higher Apprenticeship frameworks must specify that an apprentice achieve the six Personal Learning and Thinking Skills outcomes: demonstrating independent enquiry, creative thinking, reflective learning, team working, self management and effective participation. A Higher Apprenticeship framework must specify where the achievement of the PLTS is located in the framework, either within a qualification or elsewhere, and how achievement is to be evidenced. Question 4a Should the requirements for PLTS remain the same for Higher Apprenticeships as detailed currently within SASE? 14

15 Question 4b Many occupations and roles will also require other transferable skills and attributes of higher level working, for example management, leadership and entrepreneurial skills, which might differ by sector or occupation. Are there other relevant transferable skills which should be included within Higher Apprenticeships at Levels 4 and 5? If yes, please specify which transferable skills might also be included. 15

16 Minimum Guided Learning Hours 6 on and off the job Currently, a Higher Apprenticeship framework must specify the number of Guided Learning Hours (GLH) that an apprentice must receive to complete the framework. This currently must be a minimum of 280 GLH of which at least 100 GLH or 30% (whichever is greater) must be delivered off-the-job and clearly evidenced. The remaining GLH must be delivered on-the-job and clearly evidenced. We wish to consider whether the inclusion of minimum GLH is appropriate for Higher Apprenticeships and if so how they should align with other qualifications at a comparative level delivered in higher education. Question 5a Are the current minimum Guided Learning Hours appropriate for Higher Apprenticeships at Level 4? 6. Guided Learning Hours are all times when a member of staff is present to give specific guidance. This includes lectures, tutorials, and supervised study. It also includes time spent by staff assessing learners. It is expected that the ratio of GLH to learning will decrease the higher the level of learning as more independent learning is expected to happen. 16

17 Question 5b Are the current minimum Guided Learning Hours appropriate for Higher Apprenticeships at Level 5? 17

18 Other requirements at Levels 4 and 5 Question 5c Are there other requirements not discussed above that you believe should be built into Higher Apprenticeship frameworks at Levels 4 and 5? If so what are these? 18

19 Higher Apprenticeships - Level 6 and above Apprenticeship provision at Level 6 and above is not currently part of the SASE. We want to ensure that we provide a consistent approach for those who are developing Higher Apprenticeships at this level. Whilst we want to have clear national standards in place, we also want to allow sufficient flexibility for employers to innovate and develop the Higher Apprenticeships most relevant to the needs of their business and their sector. Credit Values Currently there are no specified minimum credit values for Higher Apprenticeships at Level 6 and above. We invite views on whether we need to specify a minimum credit value for Higher Apprenticeships at Level 6 and above. A Bachelor s Degree at Level 6 is typically worth 360 credits in higher education. Question 6a What should the minimum credit value be for a Higher Apprenticeship at Level 6 and at Level 7? Answer for Level 6 Answer for Level 7 19

20 Question 6b Should credit values at Level 6 and above align with equivalent qualifications on the FHEQ (e.g. Bachelor s degrees at Level 6 and Master s degrees at Level 7)? Answer for Level 6 Answer for Level 7 20

21 Qualification Content and Professional Qualifications Professional qualifications and professional recognition can be an integral part of Higher Apprenticeships particularly at Level 6 and above, adding value and supporting the credibility of the framework, leading to professional and chartered status. If Higher Apprenticeships at Level 6 and above align with and incorporate appropriate professional qualifications and/or recognition: Question 7a Should Higher Apprenticeship achievement at Level 6 and above lead to professional recognition? 21

22 Question 7b Should Higher Apprenticeship achievement at Level 6 and above lead to professional registration? 22

23 Entry Requirements and Functional Skills We propose that Higher Apprenticeships at Level 6 and above should involve an expectation that learners will have or develop a high level of professional specialist knowledge, gained through work or study, and relevant to their job role. Question 8a What level of knowledge, experience or qualification would you expect an individual to have attained before they undertake a Higher Apprenticeship at Level 6 and above? Please indicate if: There should be no standard mandatory requirements for prior level of knowledge, experience or qualification Minimum entry requirements should be set by the framework developer/designer GCSEs should be the minimum A Levels should be the minimum Advanced Apprenticeships should be the minimum Question 8b Should this minimum level of knowledge, experience or qualification be specified within the SASE for Higher Apprenticeships at Level 6 and above? 23

24 Question 8c Should the prior achievement of mathematics and English at Level 2 become a mandatory entry requirement for Higher Apprenticeships at Level 6 and above, thereby removing the requirement to complete Functional Skills as a component of the framework? 24

25 Employee Rights and Responsibilities (ERR) We propose that the requirement to include Employee Rights and Responsibilities remain the same as for Higher Apprenticeships at Level 4 and 5. This means that a Higher Apprenticeship framework at Level 6 or above must specify that an apprentice must achieve the ERR national outcomes, and specify where achievement of ERR is located within the framework and how achievement is to be evidenced. Question 9a Should ERR be included within Higher Apprenticeship frameworks at Level 6 and above? 25

26 Question 9b Should framework designers/developers retain responsibility for the level, nature and assessment of the ERR element of the framework for Higher Apprenticeships at Level 6 and above? 26

27 Personal Learning and Thinking Skills (PLTS) We propose that Higher Apprenticeships at Level 6 and above include PLTS commensurate with the level of learning and the job role as this is an important part of the wider knowledge and skills required whilst an apprentice. Question 10a Should PLTS be included for Higher Apprenticeships at Level 6 and above? (if yes, also answer Question 10b) (if no, go to Question 11) 27

28 Question 10b If you think PLTS should be included in Higher Apprenticeships at Level 6 and above should they differ from those required for Higher Apprenticeships at Level 4 and Level 5? (please comment) 28

29 Minimum Guided Learning Hours As for Level 4 and Level 5, we wish to consider the minimum Guided Learning Hours (GLH) for Higher Apprenticeships at Level 6 and above, and whether, for example, Guided Learning Hours should align with other qualifications at a similar or comparative level delivered in higher education. Question 11 Are the current minimum Guided Learning Hours appropriate for Higher Apprenticeships at Level 6 and above? 29

30 Length of a Higher Apprenticeship at Level 6 We believe that it should be left to framework developers to determine the length of time it takes to complete a Higher Apprenticeship at Level 6 and above. Early indications are that in some cases of delivery this is likely to be at least three years and possibly longer depending on the sector, and past experience of the apprentice. Question 12 Should there be a statutory minimum length of time to complete a Higher Apprenticeship at Level 6 and above? 30

31 Other requirements at Level 6 and above Question 13 Are there other requirements, not discussed, that you believe should be specified in a Higher Apprenticeship framework at Level 6 and above? (please comment) 31

32 Naming of Apprenticeships at Level 4 and above We want to consider the naming convention for Higher Apprenticeships that best reflects the need of the different levels, differing sectors and varied occupations. We want views on whether the term Higher Apprenticeship appropriately reflects the nature and value of these frameworks to employers and individuals and whether there would be benefit in renaming the frameworks at higher levels. Question 14a Should the name differ by Level (Level 4, Level 5, Level 6 and Level 7) of Higher Apprenticeship? 32

33 Question 14b What do you think should be the appropriate name(s) or title(s) for Higher Apprenticeships at these levels? 33

34 Question 14c Would a variation by sector be desirable? 34

35 Other information We welcome any other information you may wish to provide which will help to shape the development of Higher Apprenticeships. You may wish to make specific or additional observations in support of the review of Higher Apprenticeships at Level 4 and Level 5 and for the inclusion of criteria for Level 6 and above Apprenticeship provision within the SASE. Statement 35

36 Contact Details Name: Organisation: Contact: 36

37 Annex 1: Organisational Background National Apprenticeship Service 23. The National Apprenticeship Service (NAS) has end to end responsibility for the delivery of Apprenticeships in England. Our organisation is designed to drive the expansion of Apprenticeship opportunities and provide a dedicated, responsive service for both employers and learners. We work in partnership with employers, learning providers and other key stakeholders to focus on the delivery of an expanded, high quality Apprenticeship programme. 24. The NAS promotes, supports, funds and co-ordinates the delivery of Apprenticeships. A core part of the NAS role is to work directly with employers, and its dedicated team provides a tailored service for small, medium and large employers to actively promote and increase the number of Apprenticeship opportunities. The NAS also supports the process of recruiting an apprentice through its Apprenticeship Vacancies, which is an online system where employers can advertise their Apprenticeship job vacancies and potential apprentices can apply for them. 25. The NAS keeps the delivery of the Apprenticeship system under constant review to ensure that delivery is as efficient as possible. It supports training providers to continue to enhance their offer, and works with the Learning and Skills Improvement Service (LSIS) to ensure quality provision. In addition, it continues to work with the Alliance of Sector Skills Councils to ensure that standards are maintained so that Apprenticeships remain a high quality training route for individuals and employers. 26. The NAS is responsible for running marketing and communications campaigns to promote the benefits of Apprenticeships to employers and learners. During National Apprenticeship Week in February 2012, NAS launched its latest campaign New Era for Apprenticeships to promote Apprenticeships to employers, young people and parents. Skills Funding Agency 27. The Skills Funding Agency is a partner organisation of the Department for Business, Innovation and Skills (BIS) and it exists to fund and promote adult further education (FE) and skills training in England. Additionally, the Agency houses the National Apprenticeship Service (NAS), and provides a range of important services and information to help ensure that NAS meets its goals. This includes sharing provider budget allocations, contracting and performance management functions, performance management information and provider assurance. 37

38 Annex 2: Glossary 7 Competencies qualification (also known as the competence qualification) The qualification(s) required to demonstrate the competencies needed for performance in a particular occupation or job role and which must be at least the same level as the framework. The same competency qualification can only be used ONCE in an Apprenticeship framework that will be used in England. The Skills Funding Agency in England will view frameworks which include a competency qualification which has already been approved in another framework, to be a duplicate framework and will not (where applicable to FE funding) fund another framework which includes the same competencies qualification. Credit Every unit and qualification within the QCF has a credit value showing how much time it takes to complete (one credit represents, notionally, 10 hours). There are 3 sizes of qualification on QCF: Award, Certificate and Diploma. In terms of size, an Apprenticeship framework is equivalent to the Diploma which is 37 credits or more. Functional Skills qualifications do not have a QCF credit value. However, Functional Skills, GCSEs with enhanced functional content and Key Skills all carry a notional value of 5 credits each within an Apprenticeship framework. Higher education has its own separate credit framework. Employee Rights and Responsibilities Apprentices will learn about their rights and responsibilities as paid employees and these are based on nine national outcomes summarised in the SASE. This can be taught as part of an induction programme, as part of the knowledge qualification, or in other ways. Entry conditions These are defined in the SASE and are those conditions necessary to ensure that individuals can complete the framework. They must comply with the principles of equality and diversity and there must be evidence to justify entry conditions. Equality and diversity Apprenticeships must be inclusive and must ensure equality of opportunity for all to access and progress within Apprenticeships, including those with a learning difficulty, There must be evidence of justification for any legal restriction which means that it still complies with equality and diversity principles.. Framework A document which contains the qualifications and other requirements to meet the statutory Apprenticeship requirements of the Government in England. This is used by Higher Education Institutions, further education colleges, training providers and employers to ensure that wherever the Apprenticeship takes place, in England the framework content and delivery is consistent. This does not mean that all apprentices will achieve the same outcome or the same learning experience as there is scope for sectors to go beyond the minimum required by the SASE. Framework developer Typically, the organisation that will develop the framework for submission to the Issuing Authority. The Framework for Higher Education Qualifications (FHEQ) The FHEQ (England, Wales and rthern Ireland) has been developed to assist universities to locate their awards at the appropriate level and thus maintain academic standards. It applies to degrees, diplomas, certificates and other academic awards (other than honorary degrees and higher doctorates) granted by a university in the exercise of its degree awarding powers, The FHEQ provides information on the outcomes and attributes that each qualification represents. Functional Skills Core elements of English, mathematics and ICT that provide individuals with the skills and abilities they need to operate confidently, effectively and independently in life, their communities and work. Individuals possessing these skills are, typically, more able to progress in education, training and employment. 7. See Apprenticeship Frameworks Online, 38

39 Issuing Authority Organisations designated by the Secretary of State in England to issue Apprenticeship frameworks for a particular sector. There is only one Issuing Authority for each occupational sector. Personal Learning and Thinking Skills (PLTS) These six skills apply to England only. Skills included are creative thinking, independent enquiry, reflective learner, effective participator, self management and team working. Progression (routes) Defined in the SASE and described by the framework developer. Progression routes must be clearly stated in the framework both INTO Apprenticeships (from other programmes) and FROM Apprenticeships (including into Further and Higher Education). Qualifications and Credit Framework (QCF) A framework for creating and accrediting qualifications in England, Wales and rthern Ireland to recognise smaller steps of learning that enables learners to build up qualifications bit by bit. It helps learners achieve skills and qualifications that meet industry needs and enables work-based training to be nationally recognised. Sector An industry or part of an industry, covering groups of related occupations. Sector Skills Councils Employer-driven organisations that are licensed by the four Home Governments to help employers get the skills and qualifications they need to remain competitive. Specification of Apprenticeship Standards for England (SASE) Published by the Department for Business Innovation and Skills, Department for Education and the National Apprenticeship Service. It sets out the minimum requirements to be included in a recognised English Apprenticeship framework. Standard Setting Organisations and Bodies Employer driven organisations that help employers achieve the standards in skills and qualifications they need to remain competitive. Statutory requirements The legal requirements laid down in the SASE about what an apprenticeship framework must include.

40 Annex 3: Current Higher Apprenticeship developments and frameworks 28. To accelerate the expansion of Higher Apprenticeships, the Government provided 25m of investment through the Higher Apprenticeship Fund, resulting in 30 partnerships consisting of key employers, trade and industry bodies, sector skills councils, awarding organisations, HE, FE, private training providers and other stakeholders. These Higher Apprenticeships Fund partnerships are developing 40 new frameworks with a promise of around 25,000 new Higher Apprenticeship places by Activity includes framework development, employer and learner engagement, and building the capacity and capability of training providers, including FE, HE and private organisations. It spans a wide range of sectors including Accounting, Construction, Project Management, Life Sciences and IT, Software, Web & Telecoms Professionals. The second tranche of the Higher Apprenticeship Fund created further innovative opportunities in industries such as Aviation and Space Engineering. Frameworks are being developed at Level 4 and 5, but also include for the first time Higher Apprenticeship frameworks at Level 6 and 7, equivalent to bachelor s degrees and postgraduate degree levels in the Framework for Higher Education Qualifications (FHEQ). 29. Higher Apprenticeship frameworks currently available for delivery are listed in the table below and more are being developed through the Higher Apprenticeships Fund activity. Framework name Level Accounting 4, 5 Advanced Manufacturing Engineering 4 Life Sciences & Chemical Science Professionals 4, 5 Vehicle Maintenance and Repair 4 Facilities Management 4, 5 Construction, Technical and Professional 5 Business and Administration 4 The Water Industry 4 Professional Services 4 Food and Drink 4 Management 5 IT, Software, Web & Telecoms Professionals 4 Supply Chain Management 5 Contact Centre Operations 4 Employment Related Services 4 Providing Financial Advice 4 Automotive Management and Leadership 5 Project Management 4 Public Relations 4 Express Logistics 5 Human Resource Management 5

41 Annex 4: Current Specification of Higher Apprenticeship Standards Specification of Apprenticeship Standards for England (SASE): Relevant sections on Higher Apprenticeship Frameworks (2009), edited. 8 Qualifications Related to the Sector Higher Apprenticeship frameworks must specify the total number of credits which an apprentice must attain on the Qualifications and Credits Framework (QCF). This must be at a minimum of 37 credits except where the framework specifies a Higher National Certificate (HNC) or Higher National Diploma (HND) qualification or Foundation Degree without a QCF credit value. Higher Apprenticeship frameworks must identify the competencies qualification which must be achieved by the apprentice to qualify for an Apprenticeship certificate, and which is the qualification required to demonstrate competence in performing the skill, trade or occupation to which the framework relates. The competencies qualification must be at the specified level of the framework; underpinned by National Occupational Standards (NOS); and be approved by the relevant SSC or Sector Body. To avoid duplication of frameworks in the same skill, trade or occupation, each framework must have a different competencies qualification. Higher Apprenticeship frameworks must identify a technical knowledge qualification which must be achieved by the apprentice to qualify for an Apprenticeship certificate. A technical knowledge qualification is the qualification required to demonstrate achievement of the technical skills, knowledge and understanding of theoretical concepts and knowledge and understanding of the industry and its market relevant to the skill, trade or occupation to which the framework relates. The technical knowledge qualification must be underpinned by National Occupational Standards (NOS); and be approved by the relevant Sector Skills Council (SSC) or Sector Body. Functional Skills / GCSE (with enhanced functional content) and Key Skills A Higher Apprenticeship framework at Level 4 must identify either: a. a competencies qualification at Level 4 and a separate technical knowledge qualification, each of which must carry at least ten credits on the QCF; or b. an integrated qualification at Level 4 which combines competence and technical knowledge elements which are separately assessed, each of which must carry at least ten credits on the QCF; or c. a competencies qualification at Level 4 which must carry at least ten credits on the QCF and a separate Foundation Degree or HND or HNC to meet the requirement for a separate technical knowledge qualification. A Higher Apprenticeship framework at Level 5 must identify either: a. a competencies qualification at Level 5 and a separate technical knowledge qualification, each of which must carry at least ten credits on the QCF: or b. an integrated qualification at Level 5 which combines competence and technical knowledge elements which are separately assessed, each of which must carry at least ten credits on the QCF; or c. a competencies qualification at Level 5 which must carry at least ten credits on the QCF and a separate Foundation Degree or HND or HNC to meet the requirement for a separate technical knowledge qualification; or d. a Foundation Degree at Level 5 which combines competence and technical knowledge elements where the competence element is at least 50% of the Foundation Degree and where at least 50% is delivered through on-the-job training. Where the competencies qualification is a Foundation Degree, it must be endorsed by the Awarding Higher Education Institution as at least 50% competence-based. 8. Edited to present all elements relevant to Higher Apprenticeships. Original document can be found at uk/about-us/news/~/media/documents/sase/ specification-of-apprenticeship-standards-for-england.ashx

42 A Higher Apprenticeship framework must specify that an apprentice must achieve (or have achieved) at least one from the following options (a-k): a. a Functional Skills qualification in English to Level 2; or b. a GCSE qualification (with enhanced functional content) in English to at least grade C (Level 2 equivalent). Functional Skills/Key Skills/GCSE (with enhanced functional content) qualifications account for 5 credits each towards the total credit value of the framework; or c. a Key Skills qualification in Literacy to Level 2 achieved either before September 2013 as part of the Apprenticeship or before September 2012 and within the 5 years immediately prior to starting an Apprenticeship; or d. a GCSE qualification in English to at least grade C achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship; or e. an A Level or AS Level qualification in English Language to at least grade E achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship; or f. an A Level or AS Level qualification in English Literature to at least grade E achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship: or g. an A Level or AS Level qualification in English Language and Literature to at least grade E achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship; or h. a GCSE or O Level qualification in English to at least grade A achieved before September 2012 and prior to starting the Apprenticeship; or i. an A Level or AS Level qualification in English Language to at least grade A achieved before September 2012 and prior to starting the Apprenticeship; or j. an A Level or AS Level qualification in English Literature to at least grade A achieved before September 2012 and prior to starting the Apprenticeship; or k. an A Level or AS Level qualification in English Language and Literature to at least grade A achieved before September 2012 and prior to starting the Apprenticeship. A Higher Apprenticeship framework must specify that an apprentice must achieve (or have achieved) at least one from the following options (a-k): a. a Functional Skills qualification in Mathematics to Level 2; or b. a GCSE qualification (with enhanced functional content) in Mathematics to at least grade C (Level 2 equivalent); or c. a Key Skills qualification in Application of Number to Level 2 achieved either before September 2013 as part of the Apprenticeship or before September 2012 and within the 5 years immediately prior to starting an Apprenticeship; or d. a GCSE qualification in Mathematics to at least grade C achieved before September 2012 within the five years immediately prior to starting the Apprenticeship; or e. an A Level or AS Level qualification in Mathematics to at least grade E achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship; or f. an A Level or AS Level qualification in Pure Mathematics to at least grade E achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship: or g. an A Level or AS Level qualification in Further Mathematics to at least grade E achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship; or h. a GCSE or O Level qualification in Mathematics to at least grade A achieved before September 2012 and prior to starting the Apprenticeship; or i. an A Level or AS Level qualification in Mathematics to at least grade A achieved before September 2012 and prior to starting the Apprenticeship; or j. an A Level or AS Level qualification in Pure Mathematics to at least grade A achieved before September 2012 and prior to starting the Apprenticeship; or k. an A Level or AS Level qualification in Further Mathematics to at least grade A achieved before September 2012 and prior to starting the Apprenticeship.

43 A Higher Apprenticeship framework must specify that an apprentice must achieve or have achieved (unless Information and Communications Technology (ICT) is not relevant to effective performance in the occupation or sector to which the framework relates) at least one from the following options (a-g): a. a Functional Skills qualification in Information and Communications Technology (ICT) to Level 2; or b. a GCSE qualification in ICT (with enhanced functional content) to at least grade C; or c. a Key Skills qualification in ICT to Level 2 achieved either before September 2013 as part of the Apprenticeship or before September 2012 and within the 5 years immediately prior to starting an Apprenticeship; d. a GCSE qualification in ICT to at least grade C achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship; or e. an A Level or AS Level qualification in ICT achieved before September 2012 and within the five years immediately prior to starting the Apprenticeship; or f. a GCSE or O Level qualification in ICT to at least grade A achieved before September 2012 and prior to starting the Apprenticeship; or g. an A Level or AS Level qualification in ICT to at least grade A achieved before September 2012 and prior to starting the Apprenticeship. Employee Rights and Responsibilities (ERR) A Higher Apprenticeship framework must specify that an apprentice must achieve the standards of attainment set out in the Employee Rights and Responsibilities (ERR) national outcomes. To achieve the ERR national outcomes the apprentice must demonstrate that he/she: a. knows and understands the range of employer and employee statutory rights and responsibilities under Employment Law. This should cover the apprentice s rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; b. knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training must be an integral part of the apprentice s learning programme; c. knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities. Details of Access to Work and Additional Learning Support must be included in the programme; d. understands the role played by their occupation within their organisation and industry; e. has an informed view of the types of career pathways that are open to them; f. knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; g. knows where and how to get information and advice on their industry, occupation, training and career; h. can describe and work within their organisation s principles of conduct and codes of practice; i. recognises and can form a view on issues of public concern that affect their organisation and industry. A Higher Apprenticeship framework must specify where achievement of the ERR national outcomes is located within the Apprenticeship framework, either within a qualification or elsewhere, and how achievement is to be evidenced.

44 Personal Learning and Thinking Skills (PLTS) A Higher Apprenticeship framework must specify that an apprentice must achieve the standards of attainment set out in the Personal Learning and Thinking Skills (PLTS) national outcomes. To achieve the six PLTS outcomes the apprentice must demonstrate the following skills: a. Independent enquiry - apprentices can process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and wellreasoned decisions, recognising that others have different beliefs and attitudes; b. Creative thinking apprentices think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value; c. Reflective learning apprentices evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning; d. Team working apprentices work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes; e. Self management apprentices organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities; f. Effective participation apprentices actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. A Higher Apprenticeship framework must specify where achievement of the PLTS is located within the Apprenticeship framework, either within a qualification or elsewhere, and how achievement is to be evidenced Guided Learning Hours (GLH) A Higher 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. Guided learning relates to training which is designed to achieve clear and specific outcomes which contribute directly to the successful achievement of the Apprenticeship framework. 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. A Higher Apprenticeship framework must specify the number of GLH that an apprentice must receive within 12 months of starting a framework. This must be a minimum of 280 GLH. A Higher Apprenticeship framework must specify that, after 12 months of starting a framework an apprentice must receive a minimum of 280 GLH in each subsequent 12 month period. Where an apprentice completes an Apprenticeship part way through the final 12 month period (which is after the first 12 months), an apprentice must receive a proportion of the minimum of 280 GLH which is at least equal to the proportion of the final 12 month period spent on the Apprenticeship.