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All images © Mat Wright
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Enhancing Employer Engagement in the Design & Development of Effective Skills SolutionsAmman8-9 September 2015
All images © Mat Wright
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Skills Development in the UKEmployers in PartnershipRichard Beamish
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Training Boards
• 1964 Industrial Training Act
• Over 27 Industry Training Boards:
• Secure provision of training courses• Identify course content and standard• Levy/grant system in place• Exemption system for smaller firms
• 1982 Industrial Training Act – responsibility for training to industry rather than boards
• A few survived, including Construction and Engineering Construction
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Sector Skills Councils
• Introduced from 2002
• Employer owned but licensed by Government
• 16 SSCs and several related organisations undertaking similar work, including ECITB and OPITO
• Develop Labour Market Information
• Responsible for National Occupational Standards
• Usually responsible for Apprenticeship Frameworks
• Work with UK Commission for Employment and Skills
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Sector Skills Councils & Industry Training Boards
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Leitch Review of Skills 2006
• By 2020 in England:
• 95% achieve functional literacy & numeracy
• 85% literacy & 79% numeracy in 2005
• Over 90% qualified to at least level 2
• 69% in 2005
• Balance of intermediate skills to level 3
• 40% to level 4 and above
• 29% in 2005
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Vocational Skills Partners in the United Kingdom
Employers Directly and through:Sector Skills Councils
Industry Training Boards
Government Ministries
UK Commission for Employment & Skills
Local Enterprise Partnerships
Education Universities
CollegesPrivate Training
Providers
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Fit for purpose programmes
UK skills system is demand-led:
• Sector Skills Councils (SSCs) & Industry Training Boards (ITBs) are employer led bodies that develop skills solutions for their industry sectors.
• UK Commission for Employment and Skills (UKCES) which offers advice on UK skills and employment issues
• Labour market intelligence
• Occupational standards define the competence (knowledge and skills) required for occupations and job functions
• Employers increasingly involved in designing and delivering vocational qualifications and learning programmes, such as Apprenticeships
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Learning environment
Colleges and other providers of skills training:
• work with employers, higher education and other stakeholders to ensure learning is relevant to employment, meets learner needs and offers progression
• must comply with requirements for delivery, assessment and standardisation
• undertake continuous improvement through self-assessment and make the outcomes of this available
• are inspected by an independent inspectorate in each country
• are judged on the quality of their programmes and the success of their learners
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Functions of UK Skills Organisations•Labour market intelligence – sector specific skills research
• Sector Skills Assessments annually
• Regular intelligence papers
• State of the nation Reports
•Create national occupational standards, accredited qualifications and apprenticeships
•Develop career pathways and supporting careers information
•Support for provision of training and qualifications at all levels
• Employer engagement
• Skills Academies
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• Occupational Standards break down the skills, knowledge and understanding needed to undertake a particular role
• They describe what a person needs to do, know and understand in order to carry out their role in a consistent and competent manner – key competencies
• Competence is defined as an ability to apply skills, knowledge and understanding in the workplace – to a standard agreed by employers
• Occupational Standards are the building blocks for many UK-wide qualifications and for numerous professional and/or business improvement tools
What are National Occupational Standards?
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• They define in detail the performance criteria expected of an individual in a role
• They set out clearly what an individual needs to know and understand to enable them to meet the performance criteria
• They can be used by employers to:
- Improve quality of goods and services- Increase productivity- Reduce costs for recruitment- Provide for better human resources planning- Help effective skills upgrading- Act as a benchmark for rewarding experience, knowledge and competence
How do National Occupational Standards help employers?
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• NOS, the bedrock of qualifications development, can underpin training and qualification provision for the workforce
• Education materials can be reviewed and refreshed as revised NOS are approved
• Identify skills gaps
• Identify new areas for qualification and / or training development
• Assist workforce development planning
How do National Occupational Standards help education providers?
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Investing in National Occupational Standards
Standards
- Advice to Governments on which standards will achieve the best
outcomes and impact
- Securing standards to support apprenticeships and vocational
qualifications
- Managing the quality assurance and approval of standards
- Reporting on the impact of standards across four nations
LMI/Evidence Base
- UKCES Research portfolio
- Triangulation of evidence from other sources
- International benchmarking and comparisons including links to
European standards and qualification frameworks
- Evaluation – outcomes and impact
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• Skills organisations have a key responsibility of ensuring that fit-for-purpose qualifications are available for employers and the wider workforce across the UK
• Once new or refreshed occupational standards are approved by the UK Commission, it is expected that a review of qualifications will also take place
• Skills organisations also set out current and future learning and qualification needs of their respective employers and sectors in specific Sector Qualification Strategies
What is the relationship between National Occupational Standards and qualifications?
How National Occupational Standards are developed
Occupational Map
Functional Map
NationalOccupational Standards
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Qualifications system
• In the UK accredited qualifications are admitted to qualifications and credit frameworks.
• Key purposes of a qualifications framework – quality
• Organising qualifications against clearly defined principles and characteristics
• Offers public confidence in the quality of qualifications
• Offers a basis for comparison
• Avoids duplication and overlap between qualifications
• Allows users to identify relevant qualifications
• Clarifies progression opportunities
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UK context Four country dimensionPolitical diversity
Democratic approach to policy development
UK Parliament (Westminster)
Department for
Education
Department for
Business, Innovation and Skills
Welsh Government
Northern Ireland
Assembly
Scottish Government
Department for
Education and Skills
Department for
Employment and
Learning
Department of
Education
Learning and Justice Directorate
All images © Mat Wright
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Over1000
Employersalready involved in redesigningApprenticeships
Over1.9m
Apprenticeshipstarts this Parliament. We are committed to delivering at least 2 million.
96% Employers who take on an apprentice say their business benefited.
£117kExtra income earned by someone who completes a Level 3 Apprenticeship
Amount we invested in Apprenticeships last year
Return for every pound that Government invests in Apprenticeships
£1 £28
Number of ‘full Apprenticeships’ has trebled since 2009/10
£1.5 bn
Over 220,000
Workplaces already offeringApprenticeships
At least 12 monthsDuration for Apprenticeships
11 out of 11
Industrial Strategy sectors covered by our Trailblazers
NewHigherApprenticeshipsIn occupations like space engineer and pilot
68,000Apprenticeships in smaller businesses supported by our Grant for Employers
Over 20,000Apprenticeships pledged during National Apprenticeships Week 2014
Over 70 sectors involved in developing new Apprenticeships
Organisations representing half a million businesses support our reforms
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LMI
NOS
QualsEngage
Delivery
Use occupational and functional mapping to
create National Occupational Standards
Develop qualifications based on the national
standard
Engage with employers to meet national
standards
Develop and maintain provision network
Working with Employers
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A simple support plan
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Typical Global Skills Cycle
1. Identify skills needed to deliver
industry objectives
2. Examine skills and competence
of current workforce using
international benchmarks
3. Identify skills gap in current
and future industry
requirements
4. Design training programmes, train
the trainer, and build high
quality provision
5. Deliver certified training
programmes to international standards
6. Quality assure delivery against
industry objectives
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