2. Apprenticeship frameworks

3. 1 Sector Skills Councils decide on relevant qualifications 2 Frameworks include the same elements 3 Government & Employers view 4 Barriers & Challenges About apprenticeships

4. 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

5. 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/apprenticeships Then we update… AND England only

6. What does an apprenticeship framework look like?

7. Levels Interme- diate (L2) Advanc- ed (L3) Compete-nce Level 2Level 3 Knowledge Level 2Level 3 Transfera-ble Skills Level 1Level 2 ERR Usually a Workbo- ok PLTS Usually mapped to mandat- ory units of NVQ Levels & Qualifications

8. 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+?

9. Government & Employers views

10. 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 PRESS 50,000 more places (40,000 for young unemployed and 10,000 for higher technical)

11. ECONOMIC GROWTH THROUGH Secret of success Nine 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 vocation Over half (52 per cent) of those companies that already recruit apprentices believe that they offer greater value than hiring university graduates Staff with skills Seven 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 hiring Despite 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 demand In 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

12. Barriers & challenges

13. 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

14. PROVIDER PERSPECTIVES Apprenticeship training providers are under pressure Minimum Levels of Performance / Protecting achievement Learners need employment usually via website www.apprenticeships.org.uk Learners must be able to study at appropriate levels

15. Opportunities for Our learners? What are the

16. How does a Foundation Learning programme fit together?

17. PSD (Personal Social Development) Preparing for Employment Succeeding at Work Community Involvement Lifestyle Enterprise Planning for Life & Work

18. PERSONAL LEARNING AND THINKING SKILLS Independent enquiry Creative thinking Reflective learning Team working Self management Effective participation

19. Supporting our learners towards employability

20. More flexibility under the QCF Provider Awarding 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

21. 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.

22. 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 featuresCombined 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

23. 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.

24. 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.

25. LIST A BRIEF SUMMARY OF 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

26. TAKE A BREAK

27. © CITY & GUILDS www.million-extra.co.uk www.cityandguilds.com/apprenticeships

28. How do Functional Skills fit in the bigger picture? Foundation Learning (FL) Entry level and level 1 QCF qualifications GCSEs + A Levels 14-19 DiplomasApprenticeships / Vocational Train to Gain and NVQ replacements Functional Skills

29. 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

30. 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

31. 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

32. 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

33. LIST A BRIEF SUMMARY OF THE TASKS BELOW: Task 1. Task 2. Task 3. Task 4. Task 5. What have we learned What do we know?