DIGITAL INDUSTRIES TRAILBLAZER APPRENTICESHIP STANDARDS SUBMISSION TO BIS

Transcription

1 DIGITAL INDUSTRIES TRAILBLAZER APPRENTICESHIP STANDARDS SUBMISSION TO BIS 14 FEBRARY 2014

2 DIGITAL INDUSTRIES TRAILBLAZER APPRENTICESHIP STANDARDS Contents Introduction Background and Rationale The Apprenticeship Standard for Software Developers The Apprenticeship Standard for Network Engineers The High Level Approach to Assessment for Software Developers and Network Engineers Letters of Support from Employers: Accenture Bango BT Capgemini Cisco Gospelware HP John Lewis Lloyds Microsoft The Royal Signals The Test Factory Letter of Support from BCS

3 DIGITAL INDUSTRY TRAILBLAZER APPRENTICESHIP STANDARDS BACKGROUND AND RATIONALE Introduction Employers of IT professionals, in the IT and telecoms sector and in other sectors, are delighted to have the opportunity to work together to create standards that meet their needs and establish assessment and quality assurance processes that are determined and overseen by employers. Context The UK IT sector reported its fastest improvement in profitability for six years in 2013, with almost 44% of UK tech firms planning to hire more staff over the next 12 months. It remains one of the UK s priority sectors. With the continued development and evolution of technology, such as cloud computing, data analytics and cyber security, occupations have changed rapidly and new jobs have developed to match these changes. However there has been a significant lack of new people entering the industry, with traditional career routes not providing the numbers required or matching the expectation of employers. Summary of Actual/Forecast Changes in IT and Telecoms Professional Employment, Apprenticeships have been seen as a viable mechanism for attracting new people to the sector and have increased significantly both in numbers and acceptance over the last four years. They are increasingly seen as a valuable entry route for many companies, both IT and non-it, and for large and small employers. Significant growth has been achieved through the existing apprenticeship frameworks, especially by SMEs with over 65% of all new apprenticeships coming from these companies. There has also been an increased uptake of higher level apprenticeships (level 4 QCF). In the past two years, 23,630 people have embarked on an IT apprenticeship compared with only

4 13,120 in the previous two years. And, there are now over 700 people on an IT higher apprenticeship, from a baseline of almost zero two years ago. Comparison between the Number of IT Professionals and Applicants to IT-Related HE Courses, (UK domicile) Despite these successes, the employers recognise that there are opportunities to accelerate the numbers of apprenticeships being offered and to increase the quality so that all employers, especially SMEs and non-it businesses, can benefit from the quality that many of the large IT employers who offer apprenticeships already enjoy. Moreover, the fact that the sector has only recently recognised the apprenticeship route means that there is not a clear and consistent approach to apprenticeships across the sector. Research in 2011 (NSA Insight on IT Apprenticeships) shows that one of the top three reasons that employers do not take on an IT apprentice is that they perceive that IT apprenticeships do not cover the roles they are seeking to recruit, highlighting the need to review the relevance, scope and content of apprenticeships. Our Vision In line with the Trailblazer initiative, the Digital Industries Steering Group has developed standards for two job roles: software developer and network engineer, both at QCF level 4. These new standards offer the following benefits. Employer-led and easy to understand: An employer-defined standard of competence for two apprenticeship occupations with relevance across the sector and for all employers of IT apprentices A simple-to-understand statement of what full competence looks like for each of the two occupations Employer-led and rigorous:

5 An approach to assessment which covers full competence An independent, employer-led approach to assessment to ensure that the assessment is relevant, consistent and enables transferability Employer-led and adding value to the sector: The beginning of a sector-wide rationalisation and consistency of apprenticeship occupations, with clear progression routes Apprenticeship standards that are recognised by professional bodies This process has highlighted a much wider opportunity to provide thought leadership in this area and establish a suite of apprenticeship occupations that firmly reflects both current industry requirements and is future proofed to recognise the rapid pace of technology developments. The two standards that have been developed therefore need to be viewed in a much wider context that includes not only these destinations but also: enables a rationalisation and consistency of occupations accurately reflects real career and progression routes contains a core set of skills common to entry level IT professional occupations covers a set of specialist options (at level 3) that lead from this core to higher level destinations, and responds to the changes to full-time computing education at school and college. The steering group has the ambition to develop this bigger picture. The sector believes the Trailblazer initiative offers employers a huge opportunity to fundamentally change how the sector grows and develops the next generation of IT professionals. The Steering Group The Digital Industries Trailblazer Apprenticeship Standards have been developed by an employer steering group made up of senior representatives of employers in the IT and telecoms sector, as well as employers of IT apprentices from other industries. The group included two SMEs. The following employers are members of the steering group. Jez Brooks (chair) Kerry Nash Amar Gill Damian Brown Rebecca Plant Kathryn Baddeley Beth Rowlands Nina Souster Helen Camilleri Damian Jacobs Dominic Gill IBM Accenture BA BT Capgemini Cisco Fujitsu HP John Lewis Lloyds Microsoft

6 Sandy Williams David Barlow Lucy Warren Kevin Beales Chris Starling James Lawrence NCA The Royal Signals Telefonica The Test Factory Virgin Media Visa Richard Lester, from BCS, is also a member of the steering group. The steering group is supported by e-skills UK. The group has met seven times since the announcement of the Trailblazers at the end of October. In addition, two sub-groups, each focusing on one of the standards, have met between meetings to develop the detailed thinking. Several members of the steering group have also attended the three BIS workshops. Consultation and Engagement The steering group developed the first draft standards for both occupations by the end of December, to enable broad consultation to take place during January. An online consultation started in early January and ran to 10 February. Members of the steering group actively promoted the consultation through their own networks and channels. For example, Microsoft communicated this via: Microsoft blog with over 2,000 visitors per month Microsoft Twitter with 3,200 followers Microsoft LinkedIn with 4,800 members Microsoft partner newsletter with a reach of 75,000 The consultation was also promoted via: the websites of e-skills UK, BCS and the IET the newsletter from e-skills UK to 14,500 employers and stakeholders with an interest in skills an from e-skills UK to 490 employers with a specific interest in apprenticeships, and the other Trailblazer steering groups. In addition, a number of face-to-face consultation events were held, including: a workshop with nine SMEs in the north east a workshop with four SMEs in Telford, and a half-day workshop with providers (QA, NiTP, Remit, TDM, Bright Vision, Just IT and Firebrand). Individual meetings took place with Pearson, OCR, City and Guilds, the IET and the UKITA.

7 Feedback from the Consultation We had a very positive response to the consultation, with a wide variety of constructive comments and practical suggestions for improvement. All responses have been considered and the standards have been redrafted to reflect the comments. A full report has been produced and the main findings are summarised below. Respondents displayed a passionate interest in the future of IT apprenticeships and there was a strong interest in these two roles and a clear demand for further apprenticeship roles to be developed. The draft standards were broadly endorsed, with between 67% and 81% agreeing that each aspect of the early drafts reflected the roles - and with suggestions for how these could be made even more relevant. Whilst there was some anxiety that any changes could undermine the successes of the current Apprenticeship programmes, it was also clear that there is scope for significant improvement particularly for SMEs and for those who only employ a small number of IT apprentices. It is clear there would be demand for greater numbers of apprentices within the sector, should the model be made more responsive to employer needs, particularly from those who have already used apprenticeships.. There are varying roles, levels and job titles in the areas of software development and network engineering across the sector and many aspects of the feedback reflected the need to map and develop apprenticeship roles more consistently. Whilst these two roles were clearly seen as level 4 specialist roles, there is a need to develop a more generic foundation apprenticeship at level 3, offering core and options, to give apprentices breadth and an understanding of IT generally. SMEs in particular need flexibility for their apprentices who are likely to cover a variety of functions, reinforcing the need for a foundation, level 3 apprenticeship role to supplement these higher-level, specialist roles. Whilst many employers set entry requirements in terms of formal qualifications, other employers, particularly SMEs, selected on the basis of aptitude and potential, and were keen to retain this. The consultation highlighted the diversity of roles in software development and the need for flexibility to support apprenticeships within all size of businesses and across sectors. The feedback, particularly from SMEs, placed importance on the need for a wider range of technical skills and knowledge. The use of code and testing were identified as specific gaps in the draft. A greater emphasis on team working and attention to detail was also requested, particularly by those outside of the IT and telecoms sector. The consultation highlighted that there was confusion around the level of the network engineer role, with many commenting that this title implied a high level position. Some respondents requested that a lower level apprenticeship be developed to allow people to progress into the role of network engineer over a longer timeframe. Responses showed a need for a broader base of technical skills and knowledge, including firewalls. A range of soft skills were also viewed as important, particularly by those employers not in the IT and telecoms sector, with interpersonal skills highlighted as a specific requirement. There was some mixed feedback about the need for globally-recognised industry and professional qualifications. Whilst these were highly valued by some and can certainly be

8 seen to be valued in job advertisements, others felt the need for this requirement to include the phrase or equivalent. Business understanding, behaviours and interpersonal skills were seen to be particularly important by SMEs and those not in the IT sector and these were strengthened in the standards. Respondents asked for consistent and relevant assessment, with sufficient independence to ensure cross-sector recognition and portability. High quality training and support were identified as a critical factor for the successful delivery of apprenticeships, and this was seen as particularly important by SMEs and those outside the IT sector, who may not have the in-house expertise and resources to fully support apprentices. The funding and administrative model that supports apprenticeships was recognised as critical with some employers fearful of what the changes might mean to them. It was noted that significant funding and support is required to provide training for apprentices, particularly in the early stages. All of these points, and others, have been reflected in the final apprenticeship standards. The Apprenticeship Standards A standard has been produced for each of the two job roles. These set out the minimum competencies required for these two roles in terms of what a fully competent person would be able to do at the end of their apprenticeship. They also set out the underpinning knowledge and understanding that is required and highlight the key business, interpersonal and professional skills that a fully competent person in that role would need to demonstrate. It is clear from the consultation that there is also a need to produce supporting documentation, particularly for providers and others involved in delivery and assessment, setting out clear, more detailed definitions and specifications with examples of what this means for delivery. The steering group is committed to producing this as an aid for effective and consistent implementation. A Proposed Suite of Apprenticeship Occupations In addition to developing these two standards, the steering group has also developed a proposed suite of future potential apprenticeship roles to illustrate the totality of the apprenticeship occupations, to show how these two occupations fit within this overall suite and to highlight the potential progression routes. The following diagram illustrates the current thinking as to future potential apprenticeship standards that will need to be developed. This suite has been, and will continue to be, subject to wide consultation and ongoing development.

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10 This approach has also helped the steering group to identify the priorities for the development of apprenticeship standards in round two of the Trailblazer developments. The High Level Approach to Assessment The two sub-groups undertook detailed consideration of the approach to assessment and completed the proforma provided by BIS for each standard. The steering group reviewed these and, on the basis of them, set out the high-level approach and principles for assessment against each standard. The steering group recognise that there is a significant amount of work to do at the next stage in further developing and defining how and by whom these assessments should be made and in ensuring that the approach is equally suitable for large and small employers. The steering group will seek to engage with relevant expertise, including providers and awarding organisations, in this next stage of development. The group is keen to investigate innovative, online alternatives to traditional approaches including the use of blended approaches. The steering group also recognise that this more detailed work may lead to having to refine some aspects of the proposed high level approach. The Technician Register BCS, the Chartered Institute for IT, working with the Gatsby Foundation, is currently setting up a register of IT technicians. IET, the Institute of Engineering and Technology, currently has a technician register for those in the engineering sector, including IT roles in that sector. The Gatsby Foundation are working with BCS to develop a broader IT technician register which will be relevant for IT professionals working across a variety of different sectors and in a variety of different roles. This new register will recognise professional bodies, such as BCS, the IET and others, and licence them to award places on the new register. The work on the new register includes the development and promotion of a new register of professional competence that provides a recognised, vendor-neutral certification for those employed in the IT profession at a level equivalent to technician certifications in other professions, and aligned to the Skills Framework for the Information Age (SFIA) level 3. Research indicates support for the IT technician designation and for the establishment of the register. Gatsby s analysis indicates a significant need and it was clear from early discussions that there was an exciting opportunity to dovetail work on this professional register with the development of the Trailblazer apprenticeship standards. The register is to recognise what Gatsby call technicians. In our sector, the term technician currently means different things to different people and is not a commonly used term. For us, and for Gatsby, the following definition applies: A technician is a worker in a field of information technology who is proficient in associated skills and techniques, and is competent in practical application of the relevant theoretical principles. A registered IT technician: uses IT knowledge and understanding to apply technical and practical skills, demonstrated and accredited at SFIA level 3 or above contributes to the design, development, manufacture, construction, commissioning, operation or maintenance of IT products, equipment, processes, systems or services accepts and exercises personal responsibility uses effective communication and interpersonal skills, and

11 makes a personal commitment to an appropriate code of professional conduct, recognising obligations to society, the profession and the environment. SFIA is a comprehensive and globally-recognised resource for skill definition in the IT industry. It is owned by the not for profit SFIA Foundation, comprising BCS, IET, e-skills UK and the itsmf. The Chartered IT Professional (CITP) status is positioned at SFIA level 5 and the new IT technician standard is positioned at SFIA level 3. A place on the register indicates the person holding it has a core of understanding and can demonstrate at least one specialist skill at SFIA level 3 with assured competence, and is signed up to a professional code of conduct. A person holding such a place can demonstrate competence in the workplace including the adoption of professional behaviours. It is not a qualification it is professional recognition of being able to do a job well. Throughout consultation, employers have recognised the importance of behaviours in the workplace, the need for evidence of professionalism, and the importance of providing structure and coherent professional recognition and progression. This is precisely what the alignment of the standards with the register brings, whilst encouraging apprenticeships as a valuable and meaningful route into the profession. BCS has confirmed that this alignment between the IT technician registered standard with the Trailblazer apprenticeship standards has been successful. When someone is awarded such an apprenticeship, showing that the standard has been met, they will be eligible to apply for a place on the new professional register of IT technicians.

12 TRAILBLAZER APPRENTICESHIP STANDARD: DIGITAL INDUSTRIES APPRENTICESHIP STANDARD OCCUPATION: SOFTWARE DEVELOPER Typical job roles: Duration: Apprenticeship level: Developed by: Web developer, application developer, mobile app developer, games developer, real time systems developer, software developer 24 months minimum 4 Digital Industries Trailblazer Steering Group Role Profile The primary role of a software developer is to be able to build and test simple, high-quality code across front end, logic and database layers. A developer will typically be working as part of a larger team, in which they will have responsibility for some of the straightforward elements of the overall project. The developer will need to be able to interpret design documentation and specifications. However, the customer requirements will typically be defined and agreed by more experienced or specialist members of the team, such as a business analyst or technical architect. Entry Requirements Individual employers will set the selection criteria, but this is likely to include A levels, a level 3 apprenticeship or other relevant qualifications and experience and/or an aptitude test, with a focus on functional maths. Technical Competencies Logic: writes good quality code (logic) with sound syntax in at least one language User interface: can develop effective user interfaces for at least one channel Data: can effectively link code to the database/data sets Test: can test code and analyse results to correct errors found using either V-model manual testing and/or using unit testing Problem solving: can apply structured techniques to problem solving, can debug code and can understand the structure of programmes in order to identify and resolve issues Design: can create simple data models and software designs to effectively communicate understanding of the program, following best practices and standards Analysis: can understand and create basic analysis artefacts, such as user cases and/or user stories Deployment : can understand and utilise skills to build, manage and deploy code into enterprise environments Development lifecycle: can operate at all stages of the software development lifecycle, with increasing breadth and depth over time with initial focus on build and test. Can apply good practice approaches according to the relevant paradigm (for example object oriented, event driven or procedural) Can interpret and follow: software designs and functional/technical specifications company defined coding standards or industry good practice for coding testing frameworks and methodologies company, team or client approaches to continuous integration, version and source control

13 Technical Knowledge and Understanding Understands and operates at all stages of the software development lifecycle Understands the similarities and differences (taking into account positives and negatives of both approaches) between agile and waterfall software development methodologies Understands how teams work effectively to produce software and contributes appropriately Understands and applies software design approaches and patterns and can interpret and implement a given design, compliant with security and maintainability requirements Understands and responds to the business environment and business issues related to software development Understands and operates effectively in their own business s, their customers and the industry s environments Understands and applies the maths required to be a software developer (e.g. algorithms, logic and data structures) Professional, interpersonal and business skills Attributes and behaviours Uses published standards and development guidelines Maintains a productive, professional and safe work environment Communicates effectively and works both independently and as part of a team Records and reports information accurately to a wide range of internal and external stakeholders Progresses allocated tasks in accordance with the organisation reporting and quality systems Applies structured techniques to problem solving Applies strong interpersonal skills when dealing with colleagues, customers and clients Flexible attitude Ability to perform under pressure A commitment to quality A thorough approach to work Logical thinking and creative approach to problem solving A passion for IT Professional Recognition This apprenticeship is recognised for entry onto the register of IT technicians confirming SFIA level 3 professional competence and those completing the apprenticeship are eligible to apply for registration. Vendor and Professional Training and Certification Apprentices will achieve at least one, current, internationally-recognised vendor or professional certification or equivalent, as specified by the individual employer.

14 TRAILBLAZER APPRENTICESHIP STANDARD: DIGITAL INDUSTRIES APPRENTICESHIP STANDARD OCCUPATION: NETWORK ENGINEER Typical job roles: Duration: Apprenticeship level: Developed by: Network technician, network engineer, systems engineer, network administrator 24 months minimum 4 Digital Industries Trailblazer Steering Group Role Profile The primary role of a network engineer is to design, install, maintain and support communication networks within an organisation or between organisations. Network engineers need to maintain high levels of operation of communication networks in order to provide maximum performance and availability for their users, such as staff, clients, customers and suppliers. They will understand network configuration, cloud, network administration and monitoring tools, and be able to give technical advice and guidance. Entry Requirements Individual employers will set the selection criteria, but this is likely to include A levels, a level 3 apprenticeship or other relevant qualifications and experience and/or aptitude tests with a focus on functional maths. Technical Competencies Can design simple networks from a well-defined specification and apply appropriate security products and processes Can install and configure network components, including switches, routers and firewalls Can optimise the performance of network systems and services Can monitor, test and adjust network systems and performance to meet accepted standards using diagnostic tools, analysers and other equipment Can apply diagnostic tools and techniques to identify the causes of network performance issues Can apply structured approaches to troubleshooting network issues and repair faults in hardware, software products and the network Can undertake system upgrades to network hardware, software and operating systems Can integrate network related software into an existing network environment Can interpret written requirements and technical specifications for network activities and maintain accurate records of network maintenance activities Can log and respond to network service calls and provide technical network support to end users as required Can document work done in accordance with agreed procedures Technical Knowledge and Understanding Understands and applies the principles of networking, protocols and associated technologies (specifically this should include the latest published versions of OSI layer model, IP, TCP/IP, routing and switching, WANs, LANs)

15 Understands the causes and consequences of system failure including load balance and storage protocols and responds appropriately Understands the architecture of a typical business IT system, including hardware, OS, server, virtualisation, middleware and applications Understands and responds to security threats, firewalls and vulnerabilities Understands the importance of service level agreements, standards and/or agreed response times and operates within these parameters Understands and operates effectively in the business environment and responds to business issues related to network engineering Understands and applies the applied maths required to be a network engineer (e.g. algorithms, data, binary, probability and statistics) Professional, interpersonal and business skills Uses published standards and design guidelines Maintains a productive, professional and safe work environment Communicates effectively and works both independently and as part of a team Records and reports information accurately to a wide range of internal and external stakeholders Progresses allocated tasks in accordance with reporting and quality systems Applies strong interpersonal skills when dealing with colleagues, customers and clients Attributes and behaviours Flexible attitude Ability to perform under pressure A commitment to quality A thorough approach to work Logical thinking and creative approach to problem solving Passion for IT Professional Recognition This apprenticeship is recognised for entry onto the register of IT technicians confirming SFIA level 3 professional competence and those completing the apprenticeship are eligible to apply for registration. Vendor and Professional Training and Certification Apprentices will achieve at least one current, internationally-recognised vendor or professional certification or equivalent as specified by the individual employer.

16 TRAILBLAZER APPRENTICESHIP STANDARD: DIGITAL INDUSTRIES HIGH LEVEL APPROACH TO ASSESSMENT OCCUPATIONS SOFTWARE DEVELOPER NETWORK ENGINEER A requisite of any good training programme will be regular, on-going assessment and review of progress against the standard with open and constructive feedback to the learner during the learning process. This will continue to be an important element of these delivery of any apprenticeship programmes. What is the timing for formal assessment? 30% of the formal assessment against the standard will take place during the first 12 months of the 24 month (minimum) programme and 70% of the formal assessment will take place at the end. What will be assessed? 25% of the formal assessment will be against the knowledge and understanding, and 75% will be against the competencies 60% on a portfolio of evidence and 15% on a synoptic test. How will these assessments be made? Assessment of knowledge and understanding (25% of marks): The assessment of knowledge and understanding will be based on two assessments, one of which will be the selected vendor or professional certification or equivalent * One of these assessments will take place within the first year Whilst each of these is likely to be graded, these individual grades will not count towards the grading against the overall apprenticeship standard Assessment of competence (75% of marks) The assessment of competence will be based on two things: How will this be graded? 60% of the total marks will be based on an assessment of a portfolio of evidence ** against the technical competencies completed in the workplace. This will be graded at the end of the programme. 15% of the total marks will be based on a final synoptic assessment based on a project ** at the end of the programme to test the application of the knowledge, skills and professional behaviours. This will be graded at the end of the programme. Each of these four elements must be passed to achieve a pass and be accredited as a software developer or network engineer as this will show full competence against the standard. The grade, whether pass, merit or distinction, will be awarded on the basis of the portfolio and the final synoptic assessment.

17 * It is recognised that there are currently a wide variety of qualifications. The development of the detailed approach to assessment will seek to rationalise and to standardise these so that only those that are highly respected across the sector would be recognised as part of the assessment against the standard for the apprenticeship. The employer steering group will approve these. ** Detailed specifications for the portfolio and the project will also be approved by the employer steering group as part of the detailed approach to assessment to ensure these satisfy the requirements of the standard. *** Clear criteria for the award of merit and distinction will be defined and approved by the employer steering group as part of the detailed approach to assessment.