Maintaining quality in Apprenticeships in times of change Beej Kaczmarczyk Director, The Learning Curve Group

Agenda Maintaining the quality of apprenticeships is a key issue for all and there are many changes and challenges facing the sector, particularly given the move from frameworks to standards.   This session will look at quality in apprenticeship delivery with a particular focus on: How learning on apprenticeships is structured Examining concerns about the quality of apprenticeships Challenges in introducing personal development, behaviour and welfare into apprenticeships Improving the quality of teaching, learning and assessment in apprenticeships

A more holistic approach to …….. Curriculum design and delivery in different settings Funding of programmes Quality assurance and improvement …. All of which raise significant challenges for the delivery of apprenticeships

How do apprentices learn? Modelling Approximating Fading Self directed learning Generalising Modelling – the complete task is observed and noted, not yet broken down into component parts, sharing tricks of the trade, reflects on the behaviours of the trainer/coach/supervisor Approximating - in private the observer starts to mimic the actions of the trainer, in discussion starts to articulate more accurately the actions of the trainer/demonstrator, this phase allows the learner to try the activity and lets them think about what they plan to do and why they plan to do it., then reflect Fading - The learner, still within the safety net, starts operating in a more detailed manner, playing within the structure that has been taught. The learner's capabilities are increased as the experts assistance decreases Self directed learning - The learner attempts the actions within real society, limiting him/herself to the scope of actions in the field that are well-understood. The learner is performing the actual task and only seeking assistance when needed from the expert. Generalising - The learner generalizes what has been learned, trying to apply those skills to multiple scenarios and continuing to grow in ability in the field. The learner uses discussion in this phase to relate that they have learned to other relevant situations (Hansman, 2001).

In modelling, the apprentice observes the trainer/supervisor demonstrating how to do different parts of the task. The trainer/supervisor makes the target processes visible, often by explicitly showing the apprentice what to do. But as Lave and Wenger point out, in traditional apprenticeship, much of the learning occurs as apprentices watch others at work.

Approximating - in private the observer starts to mimic the actions of the trainer/supervisor, in discussion starts to articulate more accurately the actions of the trainer/supervisor, this phase allows the learner to try the activity and lets them think about what they plan to do and why they plan to do it., then reflect Fading - The learner, still within the safety net, starts operating in a more detailed manner, playing within the structure that has been taught. The learner's capabilities are increased as the expert’s assistance decreases

Scaffolding is the support the trainer/supervisor gives apprentices in carrying out a task. This can range from doing almost the entire task for them to giving occasional hints as to what to do next. Fading is the notion of slowly removing the support, giving the apprentice more and more responsibility.

Self directed learning - The learner attempts the actions within real society, limiting him/herself to the scope of actions in the field that are well-understood. The learner is performing the actual task and only seeking assistance when needed from the expert. Generalising - The learner generalizes what has been learned, trying to apply those skills to multiple scenarios and continuing to grow in ability in the field. The learner uses discussion in this phase to relate what they have learned to other relevant situations.

Coaching is the thread running through the entire apprenticeship experience. The trainer/supervisor coaches the apprentice through a wide range of activities: choosing tasks, providing hints and scaffolding, evaluating the activities of apprentices and diagnosing the kinds of problems they are having, challenging them and offering encouragement, giving feedback, structuring the ways to do things, working on particular weaknesses. In short, coaching is the process of overseeing the student’s learning.

What works best for apprentices? The learning process must be Active Authentic Social Active - Activity concerns the level to which the learner is physically and mentally stimulated within the environment. Successful trainers allow the student to be highly involved in the processes of decision making and action because they know that it is the doing that will have the most effect on the student’s schema. In training to drive an automobile, students will never be able to pass without a physical examination of driving ability. To prepare for this, learners are given the opportunity to drive in safe areas. This active use of the tool prepares the student for its later, tested use Social - . Students must interact constantly with the tools for success, the teachers and the beneficiaries of the work. This holistic approach will further integrate the student into the interrelated web of action and consequence within the field. For example, a server training at a restaurant will not only follow a more experienced server, but interact with the customers, fellow employees, and management in the same time frame. The server will thus establish connections between all these groups and the personnel that embody them, preparing the server for day-to-day activities. Authentic - This is the establishment of a mental connection between the work of the student in a particular field and the comprehension of the greater public. An electrical engineer may understand the intricacies and challenges of computer panels, but this is only half of the required knowledge. They must also learn how most people perceive these panels and their interaction with them. From this understanding of the other end of spectrum, the engineer will better understand the achievement and thus authenticity of the community of electrical engineering.

Outcomes for apprentices Progress in learning – occupational knowledge, skills, behaviours, competences and attitudes Progress in learning - English and maths Personal development, behaviour and welfare Qualification achievements Framework and standards achievement Progression to higher levels Progression in employment Improved productivity and earnings

Remember the goals of apprenticeship learning “The learner has been able to discover what works in situations, and knows how to handles problems and finally the learner can perform at a satisfactory level.”

The quality of Apprenticeships is still not good enough

CIF changes that affect FE and skills providers New CIF that can be applied to all kinds of provision in different settings, e.g. classroom, work based, blended Graded judgements extended to FOUR areas using the four point scale Inspecting types of provision, e.g. Traineeships and Apprenticeships Shorter inspection intervals for ‘good’ providers Changes to the inspectorate workforce

Graded judgements extended to FOUR areas Overall effectiveness Effectiveness of leadership and management Quality of teaching, learning and assessment (TLA) Personal development, behaviour and welfare (PDBW) Outcomes for children and learners And will clearly state whether safeguarding is effective.

Personal development, behaviour and welfare (PDBW) A key focus on how well learners develop to become successful in their learning and how well they are prepared for their next steps Behaviour Emphasis on developing appropriate attitudes and behaviours for work Behaviours that show respect and tolerance for others Conduct and self-discipline Welfare Physical and emotional well-being Staying safe online Safe from all forms of bullying

Inspecting types of provision More holistic approach – inspecting and grading types of provision taking account of the key areas, especially TLA and PDBW For FE and skills providers there will be grades for 16-19 study programmes 14-16 full-time provision (irrespective of number of students) Adult learning programmes, including employability programmes Apprenticeships Traineeships Provision for learners with high needs, including 16-18 Apprentices Inspecting subject areas but not grading or reporting on them separately Inspecting and grading teaching, learning and assessment, but not grading individual sessions

Inspectors will consider how well: apprenticeships are planned and managed and fully meet the principles and requirements of an apprenticeship the provider’s staff engage with employers to plan the training and assessments, agree any additional qualifications to be included and monitor and support apprentices to progress quickly and achieve to their full potential trainers, assessors, coaches and mentors communicate up-to-date subject knowledge that reflects the required industry practice and meets employers’ needs apprentices develop the vocational and employability skills that enable them to achieve their qualifications, contribute to their workplace and are relevant to their career aims apprentices complete their apprenticeship, progress to their intended job role or other sustained employment, get promoted or, where appropriate, move to a higher level of apprenticeship or qualification apprentices contribute to their employer’ business apprentices develop an understanding of professional standards and current industry practice, including technical skills, and can apply them at work apprentices develop attitudes, behaviours and employability skills, including in English, mathematics and ICT, and apply them at work. Inspectors will also consider whether or not arrangements for safeguarding learners are effective.

Apprenticeship grades in new CIF Type of provider Average inspection grade Note FE college 2.2 Only one grade 1 Independent learning provider 2.4 63% grade 1 or 2 Employer 3.0 25% grade 4

Key themes from the first inspections How well has the provider responded to meeting the requirements of the Specification of Apprenticeship Standards England (SASE)? How well on and off the job training enable apprentices to develop and understanding of professional standards and current industry practice including technical skills? How well is learning planned to meet the individual needs of apprentices and learners and are they making the appropriate progress compared to their starting points? What is the impact of provision on enabling apprentices to progress to their intended job role or other sustained employment, get promoted or, where appropriate, move to a higher level of apprenticeship qualification How effective are your safeguarding arrangements including the wider aspects of safety and Prevent ?

And increasingly …. How well are English and maths embedded into frameworks and the new standards? How well are English and maths delivered? How well are apprentices prepared for the synoptic assessment of the new standards? How effective are the arrangements for synoptic assessment?

Quality First Teaching Highly focused lesson/assessment design with sharp objectives High demands of learner involvement and engagement with their learning High levels of interaction for all learners Appropriate use of trainer/supervisor/assessor questioning, modelling, coaching and explaining An emphasis on learning through dialogue, with regular opportunities for learners to talk both individually and in groups An expectation that learners will accept responsibility for their own learning and work independently Regular use of encouragement and authentic praise to engage and motivate learners

Quality First Teaching Apprenticeship setting Highly focused lesson/assessment design with sharp objectives High demands of learner involvement and engagement with their learning High levels of interaction for all learners Appropriate use of trainer/supervisor/assessor questioning, modelling, coaching and explaining Choosing tasks, providing hints and scaffolding, evaluating the activities of apprentices and diagnosing the kinds of problems they are having, challenging them and offering encouragement An emphasis on learning through dialogue, with regular opportunities for learners to talk both individually and in groups An expectation that learners will accept responsibility for their own learning and work independently Regular use of encouragement and authentic praise to engage and motivate learners

So what are you going to do differently?