1Sector Skills Councils decide on relevant qualifications
2Frameworks include the same elements
3Government & Employers view
4Barriers & Challenges
About apprenticeships
Top Frameworks
Over 200 frameworks available
Business Administration
Customer Service
ICT Apprenticeships (Pro and User)
Travel and Tourism
Vehicle maintenance and repair
Hairdressing
Beauty Therapy
Children's Workforce
Health and Social Care
Hospitality and Catering
Exercise and Fitness
Sales (inc Telesales)
Retail
Cleaning
1473 vacancies in Hertfordshire today!
Pharmacy
Engineering
Aeronautical Engineering
Rail
Environmental Services
Logistics
Providing Security Services
Electro-tech
Plumbing
Driving goods vehicles
Food Manufacturing
Health
Health Informatics
SASE IMPLEMENTATION SPREADSHEET
The spreadsheet is updated regularly and provides:
• Links to completed frameworks
• Date available on the LAD
• Indicative 16-18 funding rates
• Last date for starts on the old ‘blueprint’ frameworks’
www.apprenticeships.org.uk/Partners/SASE/Implementation.aspx
www.apprenticeshipframeworksonline.semta.org.uk
www.cityandguilds.com/apprenticeshipsThen we update…
AND
England only
LIST A BRIEF SUMMARY OF THE TASKS BELOW:
• Task 1.
• Task 2.
• Task 3.
• Task 4.
• Task 5.
DISCUSSION
What do your learners know about apprenticeships?
Do they know what is involved?
Do they have enough knowledge to choose an apprenticeship as an option?
What do they think they will do 16+?
THE FOCUS ON APPRENTICESHIPS
• Apprenticeships are a priority for economic growth and public funding
• £800m for 16-18
• £605m for 19+
• Government’s priority
• 16-18 starts increased by 5.5% (1 in 5 young people on apprenticeships by 2020)
• 19+ an additional 50,000 this year, rising to 75,000 a year by 2014
The reasoning – to produce a highly skilled workforce, giving value for money through the good use of public funds. The benefit to employers is financial support with an employee who can make a valuable contribution.
STOP PRESS50,000 more places
(40,000 for young unemployed and 10,000 for higher technical)
ECONOMIC GROWTH THROUGH
Secret of successNine in ten (89 per cent) employers view apprentices as key to the future success of their business over the next two years, as they fight their way out of recession
Value of vocationOver half (52 per cent) of those companies that already recruit apprentices believe that they offer greater value than hiring university graduates
Staff with skillsSeven in ten (71 per cent) of employers of apprentices say apprenticeships are a vital element in an organisation’s recruitment and training and development mix
Barriers to hiringDespite general recognition of the benefits of apprenticeships to business and the economy, eight out of ten (80 per cent) of all employers claim still there are barriers to hiring apprentices
Apprentices in demandIn spite of the barriers, seven in ten (71 per cent) of employers without apprentices say they could be encouraged to hire an apprentice, while almost all employers with apprentices (94 per cent) agree
Populus Survey of 500 employer in January 2011 (250 ran Apprenticeship programmes)
APPRENTICESHIPS RESEARCH - JAN 2011
NATIONAL FUNDING RATES
The national rates for each learner
• There are other factors that increase this rate = Funding rate
• Employers are required to make a 50% contribution towards the fee for 19+
NATIONAL RATE (minimum)
16-18 apprentices £2,920
19-24 apprentices £2,615
25+ apprentices £2,092
PROFITABILITY
But more 19+ Places
Huge growth in 16-18 apprenticeship funding, also growth in 19+ which means increased competition for vacancies
Rate dependent on the level and framework. I.e. Intermediate IT Pro apprenticeship rate over £7k
PROVIDER PERSPECTIVES
Apprenticeship training providers are under pressureMinimum Levels of Performance / Protecting achievement
Learners need employment usually via websitewww.apprenticeships.org.uk
Learners must be able to study at appropriate levels
PSD (Personal Social Development)
Preparing for Employment
Succeeding at Work
Community Involvement
Lifestyle
Enterprise
Planning for Life & Work
PERSONAL LEARNING AND THINKING SKILLS
• Independent enquiry
• Creative thinking
• Reflective learning
• Team working
• Self management
• Effective participation
More flexibility under the QCF
ProviderAwarding
organisation (AO)w credit
unit x credit
unit
y credit unit
Credit accumulation - Greater choice and flexibility can support the provider in delivering more tailored courses to meet needs of wider group of learners and employers.
Qualification
w+x+y+z credits
z credit unit
QCF qualifications
1 credit = 10 hours of learning. The learning time is notional and is taken as the estimated number of hours it takes the average learner to complete all the learning outcomes of that unit.
Employability and Personal Development (7546)
Qualification details
Entry 2, Entry 3, Level 1 Award (9 credits) Certificate (15 credits)
2 mandatory units
Entry 3 and Level 1 Diploma (39 Credits) 2 mandatory units
Level 2 Award (7 credits) Certificate (13 credits) 1 mandatory unit
Learners best suited
Learners who are pre-employment, in employment or between jobs, and who are seeking to enhance their employability prospects/skills
Those facing barriers to employment, such as disabled people, older people and those with low skills
Learners who have been made redundant
Learners taking ESOL for Work qualifications
How it fits into an FL programme
Can be used as a ‘framework’ for an FL programme or where PSD needs to form a key part of the FL programme
Can be used to cover both the PSD and vocational elements of a programme where a learner still has to determine a vocational path or there isn’t a vocational qualification available at a suitable level
Can be used to support a wide range of activities – PSHE, community work, work experience, enrichment
Special features Combined qualification – combines vocational and PSD elements
Single point of registration for both the Award and Certificate at all levels – no need to state qualification size and level when registering learner
Unit 402 Effective skills, qualities and attitudes for learning and work
What is the aim of this unit?
The aim of this unit is to help the learner to be able to demonstrate positive qualities, attitudes and behaviours for learning and work, and to communicate and work effectively.
What are the learning outcomes?
There are three learning outcomes to this unit. The learner will be able to:
1. demonstrate a range of positive qualities, attitudes and behaviour for learning and work
2. understand why effective communication is important
3. work effectively.
Outcome definitions
Positive qualities might include being honest, punctual, conscientious, attentive to detail, polite,
hard working.
Attitudes might include being positive, motivated.
Behaviour might include wearing appropriate dress, showing respect.
Unit 402 Effective skills, qualities and attitudes for learning and work
Guided learning hours
Although patterns of delivery are likely to vary considerably, it is recommended that 22 hours should be allocated for this unit.
Details of the relationship between the unit and Personal, Learning and Thinking Skills (PLTS)
This unit could relate to one or more of the areas of Personal, Learning and Thinking Skills.
How does this unit go beyond the requirements of Entry 3?
The assessment criteria for this level go beyond the requirements at Entry 3. The learner is expected to be able to explain the importance of positive and appropriate behaviour and consistently demonstrate appropriate codes of conduct. They also need to identify ways of working more effectively.
LIST A BRIEF SUMMARYOF THE TASKS BELOW:
• Task 1.
• Task 2.
• Task 3.
• Task 4.
• Task 5.
GROUP ACTIVITY
Units that support employability
Units that you already cover
Units that offer outcomes for activities
Units for vocational tasters
How do Functional Skills fit in the bigger picture?
Foundation Learning (FL)Entry level and level 1 QCF qualifications
GCSEs + A Levels
14-19 Diplomas Apprenticeships / Vocational
Train to Gain and NVQ replacements
Functional Skills
Let’s start with the definition…
What are Functional Skills?
Functional Skills are the fundamental applied skills in English, ICT and mathematics that help people to gain the most from life, learning and work.
Ofqual Functional Skills Criteria
Functional English
consists of 3 parts
Reading • Entry 1 -30 Minutes• Entry 2 & 3 -40 minutes
Writing• Entry 1 -30 minutes• Entry 2 & 3 -40 minutes
Speaking, listening and communication• Entry 1 1-0 minutes• Entry 2 & 30 -up to 30 minutes
each part is assessed separately
learners must complete all components to gain a certificate
certificate awarded at lowest level of achievement
dictionaries are allowed at all levels
Functional Maths
single assessment for each level
Entry 1 and 2 -60 minutes
Entry 3 90 minutes
Entry level may be done over 2 sittings
calculators and dictionaries are allowed at all levels
thematic tasks that require the candidate to determine which maths skills they need to use
Functional ICT
single assessment for each level
Entry 1 and 2 -60 minutes
Entry 3 -90 minutes
entry level may be done over 2 sittings
dictionaries and calculators are allowed at all levels
thematic tasks that require the candidate to determine which ICT skills they need to use