1. University Higher Apprenticeships - the best of both worlds?
Dr Darryll Bravenboer PFHEA
Head of Academic Development
Institute for Work Based Learning

2. The Institute for Work Based Learning
Work Based Learning as a field of study at Middlesex
Queens Anniversary Prize for integrating formal education and employment through work-based learning
Higher Education Academy Centre of Excellence for Work Based Learning
HEFCE Workforce Development project - MODNet
QAA commendation for work-based learning
the distinctive contribution of the Institute for Work Based Learning to the University's portfolio of educational provision – QAA 2009
Work Based Learning Research Centre - DProf, DProf by Public Works
University Accreditation Services – APEL and accreditation of external courses
The University Work Based Learning Framework
Development and delivery of Professional Practice and WBL programmes
Higher Apprenticeship development projects – Construction Management, Care Management, Professional Pilots and Retail Management… 2

3. Higher Apprenticeship in Construction Management – Levels 5 and 6

4. Higher Apprenticeship in Construction Management
Who is this for and why is it needed?
Construction Site Managers, Site Agents, Contracts Managers, Building Managers, Quantity Surveyors, Commercial Managers, Construction Cost Consultants
CITB Projected 3,000 Construction Managers per year required for the next 5 years
There is a lack of understanding between different professional roles in the sector
Employers in the sector would like some consistency of provision at a national level
Building on progression from the Higher Apprenticeship in Construction Operations Management or other appropriate level 5 qualifications equivalent to 240 credits
Two specialist pathways leading to Honours degree qualifications – 120 credits at level 6
BA (Hons) Professional Practice in Construction Site Management
BA (Hons) Professional Practice in Quantity Surveying and Commercial Management
Designed to build in professional recognition
CIOB Education Framework – ‘Construction Site Manager’ and ‘Construction Commercial Manager’
RICS Professional Competency pathways – ‘Quantity Surveying and Construction’ and ‘Project Management’
Progression to work-based Masters degree in Construction Management

5. BA (Hons) Professional Practice in Construction Site Management

6. Higher Apprenticeship in Care Leadership and Management – Level 5

7. Higher Apprenticeship in Care Leadership and Management
Who is this for and why is it needed?
Assistant managers, deputy managers, unit or service mangers in adult residential settings and in adult day service or domiciliary care, registered manager of service.
There is a need to raise professional standards in the sector
Advanced practitioner roles that require a high level of knowledge of care provision and/or a specific specialism
Building on the level 5 QCF Diploma in Leadership for Health and Social Care Services - 80 credits at level 5 – emerging sector ‘licence to practice’ recognition
University Higher Diploma Professional Practice in Leading and Managing Care Services (specialist title) credits at level 5
Two Middlesex University work based learning modules – a total of 40 credits at level 5
Specialist option modules in:
Dementia Care or Quality and Service Improvement or Safeguarding or End of Life Care
A final leadership and management focused work-based project
Progression to work-based Honours degree in Care Management

8. Higher Diploma Professional Practice in Leading and Managing Care Services
120 credits at level 5
QCF Diploma in Leadership for Health and Social Care Services
80 credits at L 5
Specialist module
Dementia Care
Quality and Service Improvement
Mental Health
End of Life Care
20 credits at L5
Negotiated Work-based Project module
Focus on Leadership and Management
20 L5
QCF – Qualifications and Credit Framework

9. Higher Apprenticeship in Retail Management – Levels 4 and 5

10. Higher Apprenticeship in Retail Management
Who is this for and why is it needed?
sales managers, buyers, merchandisers, marketers, operations and store managers operating in a multi-disciplinary retail environment.
The retail sector has very few managers who are qualified at level 4 or above
The retail sector would like to position retail management as a profession of choice
Building on existing QCF Diplomas and Higher Apprenticeship - 90 credits at level 4
Foundation degree Professional Practice in Retail Management – 20 credits at level 4 and 120 credits at level 5
Alignment with the emerging National Skills Academy for Retail professional standards
The opportunity to recognise in-company training within the programme
The opportunity to develop specialist areas of retail management practice in:
Retail Operations, Merchandising, Marketing, Buying and the use of e-technology
Progression to work-based Honours degree in Retail Management.

11. FdA Professional Practice in Retail Management
Foundation degree Professional Practice in Retail Management
240 credits at levels 4 and 5
Skills for Work-based HE
15 credits at L 4
QCF Diploma in Retail Knowledge
50 credits at L4
Managing Merchandise and Waste
QCF Diploma in Retail Management
40 credits at L4
Personal and Professional Development for Others
15 credits at L 5
Consumer Behaviour and Marketing
Managing Departmental Costs
Negotiated Retail Management Project
30 credits
Leading a Team
Strategies for Managing Change
Principles of Project Management
QCF – Qualifications and Credit Framework

12. Higher Apprenticeship in Professional Aviation Pilot Practice – Level 6

13. Higher Apprenticeship in Professional Aviation Pilot Practice
Who is this for and why is it needed?
Commercial airline and Helicopter pilots
There is a significant shortfall in the number of professional pilots in relation to those need by the sector - Research by Boeing indicates an additional 466,650 trained pilots (94,800 in Europe) over the next 20 years
UK airlines typically recruit trained pilots and do not currently engage directly with training
Training is regulated by the Civil Aviation Authority (CAA) but there had been no nationally recognised qualifications attached to pilot training
Building on CAA approved professional pilot training in partnership with established FTOs accredited as attracting 120 credits at level 4 and 100 credits at level 5
BSc (Hons) Professional Aviation Pilot Practice – 20 credits at level 5 and 120 credits at level 6
Now fully integrated full-time degree – CTC Aviation, Helicentre, Tayside Aviation
MoU with EasyJet, full backing of Logan Air
Progression to work-based Masters degree Professional Practice in Aviation Pilot Leadership

14. BSc (Hons) Professional Aviation Pilot Practice

15. Trailblazer engagement
Construction – Bafour Beaty
Building Services Engineering – Level 6
Civil Engineering Site Manager – Level 6
Construction Design Manager – Level 6
Construction Quantity Surveyor – Level 6
Construction Site Manager – Level 6
Conveyancing – Council for Licensed Conveyancers Provider Reference Group
Licenced Conveyancer – Level 6
Conveyancing Technician – Level 4
Other sectors…
Seeking to identify opportunities to work with LEPs eg GLA, Swindon and Wiltshire
Middlesex is a member of UVAC and are working closely with them to identify opportunities for engagement in the Apprenticeship agenda

16. The challenges of the changing policy environment
The Specification for Apprenticeship Standards in England (SASE)
2011 – First SASE produced – only up to Level 5 (Fds and HNDs), knowledge and competency qualifications/integrated qualifications confusion, PLTS, Functional Skills
NAS described Fds as ‘knowledge’ qualifications
2012/13 review of SASE – Up to Masters level, credit for HE qualifications alignment, removal of PLTS and Functional Skills requirement. Welcomed by the HE sector.
The Richard Review…
The Higher Apprenticeship Development Fund
Launched in 2011, bidding and oversight managed by NAS
Conflicting commissioning approaches – multiple projects in the construction sector, single employer projects (PWC), SSC led projects as ‘issuing authorities’.
Confusion over the legitimacy of level 6 higher apprenticeships
The HE qualification funding issue
NAS website states that 50% of fees fundable for HAs but fails to say that this does not apply to HA with HE qualifications.
A major barrier for HEI involvement in Higher Apprenticeships and confusion for employers
UKCES rules out use of ‘Employer Ownership of Skills’ funds for Apprenticeships with HE quals

17. The change from Frameworks to Standards
The Richard Review
Conducted during and just after the consultation on the revised SASE – seemingly conflicting policy initiatives
Did not include a review of Higher Apprenticeships, focused on level 2 and 3
The outcomes affected all apprenticeships including Higher Apprenticeships
Aim for major simplification and parity of esteem with university qualifications
Key shift to Standards set by employers (not SSC/issuing authorities/providers/awarding bodies)
Inclusion of final ‘synoptic’ assessment requirement
Maintained the requirement to align with professional body recognition from the revised 2013 SASE
Immediate implications
The status of al the HA Frameworks very recently developed/approved left initially in limbo
Promotion of HA Frameworks to employers significantly undermined
Lack of clarity about how the new Standards system will operate, confusion for employers who have been involved with Framework development
No initial information about transition arrangements from Frameworks to Standards, inc funding
Lack of firm details of how funding for ‘Standards’ will operate but the employer as purchaser principle is firm
Uncertain role for qualifications per se

18. The barriers to HEI engagement with the Apprenticeship agenda
The use of FE systems to implement Higher and Degree Apprenticeships
Counter to the Richard Review principle of making systems ‘simple and straightforward’
The prospect of Ofsted inspections for HEIs involved with delivering apprenticeships with HE qualifications
The best way to put off all HEIs
It seems obvious that Ofsted will not ‘inspect’ HE qualifications
Very unhelpful that QAA and SfA are very unclear about this
Additional management information requirements
Challenges of the ACE system
Requirements for LARA approval
Mooted requirements from the SfA for an ILR
This will be perceived has unnecessarily and administratively burdensome
Lack of clarity and certainty regarding processes and implementation
SfA procurement process – initially unclear, then late in the day (25th March deadline)
Lack of clarity about how HEIs will hear about employer led initiatives – no central ‘call’ process
Lack of clarity about the funding process – now a proposed eVoucher system but details still tbc

19. Positive developments and the potential for growth
Funding for Frameworks – finally!
£10m+ funding at 50% for HE qualifications within existing HA Frameworks – 2017 last starts
Funding for Standards
Funding at 66% for HE qualifications that employers commission to meet Apprenticeship Standards
Other potentially positive developments
eVoucher system could work well but details required
Degree Apprenticeships could be a good vehicle for promoting HEI involvement but…
Need for open and clear system for ‘calls’ for HEI involvement as ‘Knowledge Transfer’ projects
Need for early involvement of HEIs in the development process to avoid ‘re-badging’/’bolt-on’ approaches
There is a need for the promotion of HE workforce development initiatives beyond apprenticeships, why could the voucher system not be used for other employer purchased HE?
The huge win is to off-set the public loan book by getting employers to pay 50-33% of the costs – this may be worth building in incentives for HEIs

20. Questions

21. Further reference
Anderson A, Bravenboer D W and Hemsworth D (2012) ‘The role of universities in higher apprenticeship development’, Higher Education, Skills and Work-based Learning, Vol. 2 Iss: 3 pp. 240 – 255