1. The Development of a Higher Level Apprenticeship in Construction Operations Management and an Integrated Foundation Degree

2. Overview  Policy and regulatory context for the development of Higher Apprenticeships  The identification of employer need  Developing a Higher Apprenticeship framework  The Framework Design in compliance with SASE  Developing a work-based Foundation Degree that integrates knowledge and competency requirements  Approving the Foundation Degree using a validated Work Based Learning Framework  Next steps – delivering the Higher Apprenticeship on a national basis  Policy and regulatory context for the development of Higher Apprenticeships  The identification of employer need  Developing a Higher Apprenticeship framework  The Framework Design in compliance with SASE  Developing a work-based Foundation Degree that integrates knowledge and competency requirements  Approving the Foundation Degree using a validated Work Based Learning Framework  Next steps – delivering the Higher Apprenticeship on a national basis

3. Background to Development  Originated from a request from Construction Skills to the Lifelong Learning National Forum  Employer demand for managers in the construction industry  Recognition of the need to develop a Foundation Degree which included competence and knowledge.  The need for a Higher Level Apprenticeship Framework to integrate a Foundation Degree which could deliver the Specification of Apprenticeship Standards for England (SASE) requirements.  The need to develop a framework which would enable social mobility and progression to Higher Education.  Currently low level of progression from level 4 and this was not meeting the needs of the sector  Originated from a request from Construction Skills to the Lifelong Learning National Forum  Employer demand for managers in the construction industry  Recognition of the need to develop a Foundation Degree which included competence and knowledge.  The need for a Higher Level Apprenticeship Framework to integrate a Foundation Degree which could deliver the Specification of Apprenticeship Standards for England (SASE) requirements.  The need to develop a framework which would enable social mobility and progression to Higher Education.  Currently low level of progression from level 4 and this was not meeting the needs of the sector

4. Policy and regulatory context for the development of Higher Apprenticeships  Increasing the number of apprentices is a key priority for the coalition government  The Skills Strategy (2010)  HE White Paper (2011)  Neither however focused on the role of HE in the role of delivering skills or in its role in developing and delivering apprenticeships  Specification of Apprenticeship Standards for England (SASE)  The role of Sector Skills Councils in approving Apprenticeship framework  The Higher Apprenticeship Prospectus July 2011 (BIS DFE NAS) committed ｣ 25 million for the development of Higher Level Apprenticeships  Increasing the number of apprentices is a key priority for the coalition government  The Skills Strategy (2010)  HE White Paper (2011)  Neither however focused on the role of HE in the role of delivering skills or in its role in developing and delivering apprenticeships  Specification of Apprenticeship Standards for England (SASE)  The role of Sector Skills Councils in approving Apprenticeship framework  The Higher Apprenticeship Prospectus July 2011 (BIS DFE NAS) committed ｣ 25 million for the development of Higher Level Apprenticeships

5. The identification of employer need  Originated from a request from Construction Skills to the Lifelong Learning National Forum  Estimated an annual need of 2890 to progress into Construction Operation Manager roles  Employer request (UK Contractors Group ) for the inclusion of a Foundation Degree  Low level of progression across the sector to level 4 and HE  Recognition of the need to develop a Foundation Degree which included competence and knowledge.  The need for a Higher Level Apprenticeship Framework to integrate a Foundation Degree which could deliver the Specification of Apprenticeship Standards for England (SASE) requirements.  The need to develop a framework which would enable social mobility and progression to Higher Education.  Originated from a request from Construction Skills to the Lifelong Learning National Forum  Estimated an annual need of 2890 to progress into Construction Operation Manager roles  Employer request (UK Contractors Group ) for the inclusion of a Foundation Degree  Low level of progression across the sector to level 4 and HE  Recognition of the need to develop a Foundation Degree which included competence and knowledge.  The need for a Higher Level Apprenticeship Framework to integrate a Foundation Degree which could deliver the Specification of Apprenticeship Standards for England (SASE) requirements.  The need to develop a framework which would enable social mobility and progression to Higher Education.

6. Development of the Higher Level Apprenticeship Framework  Formation of groups to lead the development  Steering Group  Working group  Working group (residential) members from the working group  These groups included representatives from HEIs, FECs, Construction Skills and employers  The purpose was to agree and develop the framework and Foundation Degree curriculum.  Formation of groups to lead the development  Steering Group  Working group  Working group (residential) members from the working group  These groups included representatives from HEIs, FECs, Construction Skills and employers  The purpose was to agree and develop the framework and Foundation Degree curriculum.

7. The Framework Design in compliance with SASE  Functional Skills in English and Maths at level 2 If learners had already achieved this then they were not required to repeat the qualification. It was anticipated that the majority of learners would already have achieved this qualification, either through achievement of an advanced apprenticeship, qualifications at school or learning as an adult. A broad range of qualifications were acceptable and specified.  Employee Rights and Responsibilities This was achieved through the workplace with specified criteria for achievement, which had to be signed on completion by the employer and presented to Construction Skills.  Health and Safety This was included within core modules of the Foundation degree.  Functional Skills in English and Maths at level 2 If learners had already achieved this then they were not required to repeat the qualification. It was anticipated that the majority of learners would already have achieved this qualification, either through achievement of an advanced apprenticeship, qualifications at school or learning as an adult. A broad range of qualifications were acceptable and specified.  Employee Rights and Responsibilities This was achieved through the workplace with specified criteria for achievement, which had to be signed on completion by the employer and presented to Construction Skills.  Health and Safety This was included within core modules of the Foundation degree.

8. The Framework Design in compliance with SASE  Personal Learning and Thinking Skills The learning was integrated within the Foundation degree but achievement recorded separately as required by SASE.  By adopting the above approach it was possible for most achievement and learning specified in the Higher Level Apprenticeship to be delivered and accredited by the Foundation Degree.  Equality and Diversity This was already available at all levels for apprentices and approved by Construction Skills  Information Advice and Guidance This is the responsibility of the awarding institution  Personal Learning and Thinking Skills The learning was integrated within the Foundation degree but achievement recorded separately as required by SASE.  By adopting the above approach it was possible for most achievement and learning specified in the Higher Level Apprenticeship to be delivered and accredited by the Foundation Degree.  Equality and Diversity This was already available at all levels for apprentices and approved by Construction Skills  Information Advice and Guidance This is the responsibility of the awarding institution

9. Developing a work-based Foundation Degree that integrates knowledge and competency requirements  SASE knowledge and competency requirements  The assessment of negotiated work-based projects and activities  Work-based learning outcomes and the assessment of knowledge and competency  Mapping of National Occupational Standards  Support for employers/workplace mentors and quality assurance  SASE knowledge and competency requirements  The assessment of negotiated work-based projects and activities  Work-based learning outcomes and the assessment of knowledge and competency  Mapping of National Occupational Standards  Support for employers/workplace mentors and quality assurance

10. Approving the Foundation Degree using a validated Work Based Learning Framework  What is a validated Work Based Learning Framework?  The qualification title, awards and curriculum structure  Negotiated WBL Project modules  APEL and Review of Learning modules  The Programme Agreement and WBL Framework Programme Approval Panel  Conditions and recommendations -Included employer involvement in negotiating work-based activities -Included work-based approaches to learning and assessment  What is a validated Work Based Learning Framework?  The qualification title, awards and curriculum structure  Negotiated WBL Project modules  APEL and Review of Learning modules  The Programme Agreement and WBL Framework Programme Approval Panel  Conditions and recommendations -Included employer involvement in negotiating work-based activities -Included work-based approaches to learning and assessment

11. Next steps - delivering the Higher Apprenticeship on a national basis  Construction Skills Qualification Group is now in the process of approving both the Framework and degree.  Approval of funding to ‘ Implement the Construction Operations Management Higher Level Apprenticeship ’ -Employer/employee marketing and promotion -Establishing regional Delivery Partnerships – educational providers/employers -Establishing Delivery Partnership Managers -IAG/mentoring/APEL resource development -Work with key employer supply chains to develop SME participation -Develop progression routes and specialist pathways -Deliver 1,200 Higher Apprenticeship opportunities by March 2013  Construction Skills Qualification Group is now in the process of approving both the Framework and degree.  Approval of funding to ‘ Implement the Construction Operations Management Higher Level Apprenticeship ’ -Employer/employee marketing and promotion -Establishing regional Delivery Partnerships – educational providers/employers -Establishing Delivery Partnership Managers -IAG/mentoring/APEL resource development -Work with key employer supply chains to develop SME participation -Develop progression routes and specialist pathways -Deliver 1,200 Higher Apprenticeship opportunities by March 2013