2. GATSBY CHARITABLE FOUNDATION focus areas
Gatsby set-up by 26-year-old David Sainsbury in 1967
First grant of £50 made to Liverpool School of Tropical Medicine
Since given Gatsby more than £1 billion to distribute
Works in six main areas that DJS is particularly passionate about:
Neuroscience
Plant Science
Science & Engineering Education
Public Policy
The Arts
Economic Development in Africa.

3. Gatsby Education Objectives
To support full implementation of the Sainsbury reforms to technical education
To address shortages and mismatches in STEM skills in the workforce
To support improvements in the quality of career guidance, by ensuring the Gatsby framework of benchmarks for good career guidance underpins national career guidance policy and becomes embedded in the practice of all schools and colleges
To support good science and maths education in schools

4. The Eight benchmarks for providing good career guidance
A stable careers programme
Learning from career and labour market information
Addressing the needs of each pupil
Linking curriculum learning to careers
Encounters with employers and employees
Experiences of workplaces
Encounters with further and higher education
Personal guidance
Monitor

5. Gatsby work on Apprenticeships
Research & Publications
Employer investment in STEM skills
Apprenticeship and the concept of occupation
Economics of apprenticeship
Training of technicians in different sectors
Funding Standards Development & Employer Collaboration
Around 17 Apprenticeship Standards
GTA and Consulting Engineers Consortium
Advanced Therapies Manufacturing Apprenticeships
International Work
Trips – Germany, Switzerland, Denmark
Swiss Workshop on Developing Standards
CHOICE OF COUNTRIES

6. WHAT IS AN English apprenticeship?
Apprentices are employed but entitled to at least 20% off the job training. Minimum length a year but can be four dependent on occupation and level Apprenticeships available at level 2 to level 7 (EQF 3-7) Compared to other countries apprentices in the England tend to be: - older - lower level - better paid
Comment on the older and better paid, e.g. often apprentices are already in the job

7. Frameworks to Standards (2012)
Framework based
Developed by a sector skills council
Based on qualifications
e.g. Construction Civil Engineering
Standards Based (England)
Developed by a trailblazer group
Focus on occupation
Occupational standard and end point assessment (EPA)
e.g. Civil engineering technician

8. Increasing interest in apprenticeships
For Government
Middle skills gap
Low productivity
Relatively high NEET rate
Some employers
Ageing technician workforce
Shortcomings of graduates
For others employers or training providers
Changes to government funding for adult skills
Social good
For large employers
Apprenticeship Levy

9. Apprenticeship Levy
Applies to employers with a pay bill of more than £3 million each year.
The levy will be charged at a rate of 0.5% of annual pay bill.
Levy allowance of £15,000 per year to offset against the levy you must pay. This means you will only pay the levy if your pay bill exceeds £3 million in a given year.
Employers not paying the levy,
16 to 18 year olds apprenticeships will receive 100 per cent of the cost of the training.
10 per cent of the cost of the apprenticeship training for those aged 19 and over with Government paying the remaining 90 per cent. 

10. Apprenticeship Issues (reality versus fantasy)
Drivers
age mix
funding & salaries
labour market structure
skills market – qualifications and training
Results
breadth of apprenticeship standards
amount and form of training
length
level

14. Stability As a result (?)
Stability is key to the success of apprenticeships in the countries we visited, there is change both at a micro level of occupation and at system level but the latter happens rarely.
As a result (?)
Shared understanding of apprenticeship
Familiarity with apprentices – personal experience or a relative

15. Taking training seriously: Simon Field
Currently, there is some resistance to a minimum 20% off-the-job- training from sectors where apprenticeships are shorter, and where the apprentices are older and already in employment. This report highlights why we must recognise the diverse needs of youth and adult apprentices. Younger apprentices must be provided with the knowledge and expertise on which to launch successful careers – for them, 20% off-the- job training within an apprenticeship is an absolute minimum requirement. Young people also need sufficient general education, along the lines of what young apprentices receive in other countries. The needs of adult apprentices are somewhat different

16. Assessment
EPAs have much in common with assessment practice overseas but usually supervised by a local chamber or similar and no obvious equivalent to the UK market for examinations
More checks on the company – training plan, certified trainers, detailed training regulations and off the job curricula

17. A national framework
A single, common framework of standards covering both apprenticeships and college-based provision (both leading to skilled employment).
Remit of the Institute for Apprenticeships expanded to encompass all of technical education at levels 2 to 5 – Institute for Apprenticeships & Technical Education.
Employer-designed standards at the heart of reforms; panels of professionals advise on knowledge, skills and behaviours for occupations.

18. Country Typical Length (Years) No. of occupations England 1-4 324*
England
1-4
324*
Denmark
3-3.5
110
Germany
2-3
333
Switzerland
2-4
230

19. Digital Occupational Map

21. Apprenticeship Standards End point assessment Careers Levy Off the job
How Are We Doing
National System
Apprenticeship Standards
End point assessment
Careers
Levy
Off the job
Age profile of apprentices
Quality assurance by employers
Quality assurance of employers