Apprenticeship Reforms Guide

HOW TO
SOLVE THE
APPRENTICESHIP
REFORMS
A PROVIDER’S GUIDE TO SUCCESS
JUNE 2016
© City & Guilds
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
CONTENTS
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INTRODUCTION
THE TRAILBLAZER
PROCESS
NEW APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS FOR YOU
STRATEGIC PLANNING
FURTHER SUPPORT
USEFUL WEBSITES
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
INTRODUCTION
The Review of Apprenticeships in England was commissioned in June 2012 by the Secretaries of State for Education
and Business, Innovation and Skills (BIS). The purpose of the review was to ensure that apprenticeships deliver the
training, qualifications and skills that employers and learners need.
The report highlighted a significant number of employers complaining that the existing frameworks are not fit for
industry needs. By means of addressing this, the subsequent implementation plan acts as a strategy for redefining
the shape of the apprenticeship system to meet the needs of the changing economy.
The implementation plan sets out to:
1
3
Give employers
control in designing
apprenticeships
Simplify
the funding
system
2
4
Increase
the effectiveness
of training
Increase
the flexibility
of delivery
City & Guilds
The Latest Apprenticeships Standards
and Assessment Plans
SFA Funding Guidance
Whilst the intention of the reforms is to give employers a leadership position at national, sectoral and delivery levels, it’s also
recognised that you, as training professionals, are fundamental to the delivery of innovative and high quality apprenticeships.
The quality of learning and training you deliver is a vital element in allowing businesses to sustainably manage and grow
talent within their workforce. In the new system, the knowledge and experience of FE Colleges and training providers such
as yourselves is crucial to the successful delivery of apprenticeships.
© City & Guilds
2
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
WHY THIS REPORT IS IMPORTANT TO YOU
With the changing policy on funding and a greater national emphasis on apprenticeships,
providers will need to consider a different delivery model. Providers who are switching from
Specifications for Apprenticeship Standards in England (SASE) Frameworks to new Standards
will need to consider the changes to delivery and assessment methods, and some providers
may be new to the apprenticeship market altogether.
This guide has been created to help you develop a greater understanding of apprenticeships,
the structure of the reforms and the implications of the changes. As you’ll see, it includes a
series of strategic considerations and actions for developing your new apprenticeship offer,
as well as guidance on preparing your staff for the changes.
REPLACING THE FRAMEWORKS
It’s understood that there will be a period where the Specifications of Assessment Standards
for England (SASE) Frameworks are delivered alongside the new Apprenticeship Standards.
However, once an existing apprenticeship Framework is covered by the new Standard, the
outdated Framework will be discontinued at a point which is reasonably practical. The original
intention was that all new starts would be on Trailblazer programmes from August 2017.
It is now expected that the changeover (including run out of SASE) will be complete by 2020.
It’s also possible that both of these dates could change.
Please note:
land. It represents policy as of
This guide is only applicable for Eng
nges are made.
June 2016 and will be updated as cha
Please refer to the most up-to-date version here.
Links to other sources of information are also provided within this guide.
© City & Guilds
3
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
THE TRAILBLAZER PROCESS
IN THIS SECTION YOU’LL FIND:
• A definition of Trailblazers and the process to create
a new Apprenticeship Standard
• Sources of further information, help and support
THE PROCESS FOR TRAILBLAZER GROUPS
Expression of interest
A prospective Trailblazer group
submits an expression of
interest form to BIS, outlining
their occupation of interest.
This is an application to become
a Trailblazer group and to write
a new Apprenticeship Standard
for an occupation.
There is a public consultation
during this phase.
Write the Apprenticeship
Standard
Once the group is approved and the
occupation is confirmed as valid, the
Trailblazer group agrees what the
priorities are and then writes the
new Standard. The document must
clearly outline the skills, knowledge,
competence and behaviours
required for occupational
competency.
The term Trailblazer refers to a group of employers working together to design new Apprenticeship
Standards for occupations within their relevant sectors. The group must consist of at least ten
employers, which must include at least one Small or Medium-sized Enterprise (SME) representative.
Trailblazer groups are free to work with whoever they choose to develop their Assessment Plans.
So far, they have worked with awarding bodies, professional bodies and individual assessment experts.
One of the employers must Chair the group.
BIS guidance to Trailblazer development can be found here
Standard approved by BIS
Write the Assessment Plan
Ready for delivery
Proposed Standards need to be
submitted individually to BIS.
Once approved, the Standard
is published online and the
Trailblazer group can begin to
develop Assessment Plans.
The Trailblazer group submits
an Assessment Plan and costing
template to BIS. The Assessment
Plan must clearly set out what will
be assessed, how the assessment
will take place and the assessor
requirements. It will also outline
what’s required to pass through
the gateway to the end-point
assessment.
Once approved for delivery,
the Assessment Plan and its
allocated funding band are
published online. A funding cap
is allocated to the approved
Assessment Plans and the
Standard is then ready for delivery.
There is a public consultation
during this phase.
There is a public consultation
during this phase.
At this stage, the LARS number is
published for each apprenticeship.
This is the unique identifier for
the apprenticeship and allows the
provider to register an apprentice
with the SFA.
ü
City & Guilds has published a guide for Trailblazers on writing apprenticeship Standards and
Assessment Plans.
© City & Guilds
4
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
READY FOR DELIVERY
BIS will publish Standards as ready for delivery once Assessment Plans
are approved and funding cap bands have been allocated. This means
that any employer or provider is able to deliver using the Trailblazer
funding system without any SFA restrictions.
There is also a national process of identifying reference providers
working with each Trailblazer group on piloting implementation.
We recommend talking to these nominated reference providers.
You can get in touch with the Association of Colleges (AoC)
or Association of Employment and Learning Providers (AELP)
for further information.
Although in theory, there is no restriction on your ability to deliver;
in practice the decision on readiness for delivery does not always take
account of the need to develop, change qualifications, or develop endpoint assessment instruments and formative assessment tools which
may be devised nationally.
Once the Assessment Plan is approved as ready for delivery, the
SFA then lists the Apprenticeship Standard for tender by potential
assessment organisations to deliver end-point assessment. There is no
definitive timescale for when the Standard will be open for tender.
City
& Guilds is working with over two thirds of Trailblazer groups,
helping to shape Apprenticeship Standards and Assessment Plans.
Our teams can update you on the development of new Standards
and will be able to advise you on your transition plan moving
forward. For further advice, you can contact us at:
[email protected]
© City & Guilds
5
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
NEW APPRENTICESHIP
STANDARDS
IN THIS SECTION YOU’LL FIND:
• A summary of the components
of Apprenticeship Standards
• Guidance on Maths and English
• Information on behaviours
Current apprenticeship frameworks will be replaced by clear and concise Standards, defined by employer groups and
recognised by industry.
Each occupation will have a different Apprenticeship Standard, linked to a specific occupational level. The Standards
are rigorous, challenging and require a minimum of one year training. All new Standards will be published so
companies, learners and trainers can access all of the relevant information.
APPRENTICESHIPS ARE NO LONGER DEFINED BY QUALIFICATIONS
There is no mandatory requirement for qualifications within new apprenticeships unless they are required for a Licence to Practice (LTP), or used widely as a
sift by employers. Trailblazer groups can however choose to build qualifications into the Standards, either mandatory (in the Standard) or recommended
(in the Assessment Plan). Where qualifications are not mandatory, employers and providers have much more flexibility to choose which qualification to offer,
or can develop a programme that does not include qualifications at all.
Continuous assessment
Continuous assessment throughout the apprenticeship programme will still be necessary. This is simply to track the progress of apprentices, gather
feedback and offer employers and providers a clear perspective of apprentices’ readiness for final assessment. Continuous assessment might be through
one-to-ones for monitoring progress, or a formal qualification that is mandatory as a precursor to the end-point assessment.
NO.1
Where there is no separate qualification requiring continuous assessment, on-programme assessment will not call for the same level of quality assurance as
previously required under the SASE framework. Many employers will be able to carry out all or part of this function, whereas providers currently have this
responsibility in most occupations. We anticipate employers and providers will need to work in close partnership to deliver quality apprenticeships.
City & Guilds is working closely with Trailblazer groups and constantly monitoring Standards as they are being developed. We will
revise or develop qualifications where they are specified in Assessment Plans. In many cases, if they are not specified in the
assessment plan we will also develop qualifications or programmes of study to add value to the apprenticeship.
© City & Guilds
6
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
MOVING FROM FRAMEWORKS TO STANDARDS
SASE FRAMEWORKS
(MULTI-OCCUPATIONAL)
Initial assessment
TRAILBLAZER APPRENTICESHIPS
(INDIVIDUAL STANDARDS PER OCCCUPATION)
Initial assessment
On-programme phase:
On-the-job and off-the-job training
• Mandatory Qualification(s)
NVQ and Technical Certificate or combined qualification
On-the-job and off-the-job training
• Qualifications are not mandatory
Trailblazer groups can choose to build qualifications into Standards, either mandatory (in the Standard)
or recommended (in the Assessment Plan). If qualifications are not written into a Standard, providers can
still build them into their apprenticeship programme.
• Maths and English
• P
ersonal Learning and
Thinking Skills
• Maths and English
• Formative assessment of behaviours
• E
mployment Rights
and Responsibilities
Gateway
Employer and provider sign off learner
© City & Guilds
End-point assessment
Completion and certification
Completion and certification
Occupational competence
Occupational competence
© City & Guilds
7
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
ON-PROGRAMME ASSESSMENT
MATHS AND ENGLISH
Math and English are vital life skills that underpin success in all jobs and career paths. All apprenticeships therefore need to include opportunities
for learners to develop their knowledge, understanding and use of Maths and English. For many apprentices this will involve having to achieve
specific qualifications in these subjects as part of their programme.
The minimum required to complete most Level 2 apprenticeships is a qualification in Maths and in English at Level 1 or above (e.g. Functional Skills
at Level 1 or 2, or GCSE at grade E or higher), although it is important to check the relevant Apprenticeship Standards for the exact requirements
as some Trailblazer groups have decided to set a higher threshold for certain job roles. Where apprentices already have Maths and English
qualifications at the minimum level required to complete their apprenticeship, they should be supported to work towards the next level.
All Level 3 apprenticeships require learners to have achieved Level 2 qualifications in Maths and English by the time they complete their
programme. This will usually involve either Functional Skills at Level 2 or GCSE at grade C or higher, although again it is important to check as
some Apprenticeship Standards have more tightly prescribed requirements.
BEHAVIOURS
Trailblazer Apprenticeship Standards will cover behaviour as well as skills and knowledge. Trailblazer groups will outline their expectations for behaviour in the Assessment Plan.
Depending on specifications in the Assessment Plan, behaviour may or may not be formally measured, however in either event it will contribute to end-point assessment outcomes
and grade.
You should pay extra attention to the following:
• Categories of behaviour specified in the Standard
• The role behaviour has in the Assessment Plan
• Whether behaviour will be assessed separately or integrated into other areas of assessment
• The extent to which grades are influenced or determined by behavioural performance
You will want to consider the best way to deal with behaviour for each apprenticeship you offer. Even where behaviour
is not assessed separately, you may decide to focus on it as an expedient performance outcome.
City & Guilds is responding to how behaviour has been incorporated across the new Apprenticeship Standards.
We are developing tools and resources to help providers manage delivery efficiently and effectively.
© City & Guilds
8
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
INDEPENDENT
END-POINT ASSESSMENT
IN THIS SECTION YOU’LL FIND:
• Information on independent end-point assessment
and assessment methods
• Assessment examples for the new Apprenticeship
Standards
FOR ASSESSING
A BODY OF KNOWLEDGE
The move to independent end-point assessment at the end of
the apprenticeship programme is probably the most important
reform in the changes underway for apprenticeships.
• Information on who will deliver end-point
assessment and sources for further information
At the end of an apprenticeship, the apprentice will be signed-off by their employer as
ready for a final assessment of both their knowledge and their practical capabilities.
The end-point assessment must show that they can perform in the occupation in a fully
competent, holistic and productive way. On top of this, the assessment must be graded
(in most cases) and the assessment company and assessor must be independent of and
separate from the training provided by the provider and employer.
STRATEGIC
PLANNING
WHAT IT MEANS
FOR YOU
Options include:
• Tests
• Examinations
• Professional discussions
These could involve multiple-choice
tests and be administered on
paper or online.
FOR ASSESSING
PRACTICAL COMPETENCE
Options include:
• Workplace observation
• Testing in a practical test facility
• Workplace projects
• Portfolio of work
• Assignments
In some ways it can be thought of as similar to a driving test, but one which assesses
ability to drive as competently as an experienced driver across a variety of road
conditions. A test that results in a good, pass or fail grade.
WHAT METHODS WILL BE USED?
FOR ASSESSING
KNOWLEDGE-BASED
COMPETENCE
Options include:
• Workplace projects
• Projects away from work
(invigilated or otherwise)
• Professional discussions
• Assessment of work output
The Standard and Assessment Plan written by the Trailblazer group will set out the knowledge, skills and
behaviours required, together with an outline of the assessment methods to be used for the end-point assessment.
Examples of different assessments methods are shown opposite.
The validity, effectiveness and cost of the various methods available vary in accordance with the occupation,
which could be practical, involving work that can be easily observed (e.g. plumbing, hairdressing and horticulture)
or knowledge-based, where work output can sometimes be partly observable (e.g. insurance and digital).
© City & Guilds
9
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
There are multiple assessments for most Apprenticeship Standards. The table below outlines assessment methods for a selection of Apprenticeship Standards that are ready for delivery.
Apprenticeship Standard
Assessment 1
Assessment 2
Assessment 3
Assessment 4
Actuarial L4
Summative showcase
Interview
Dental Nurse L3
Synoptic project
Structured interview
Network Engineer L4
Summative portfolio
Synoptic project
Structured interview
Property Maintenance L2
Synoptic knowledge
assessment
Synoptic practical
assessment
Synoptic interview
Motor Vehicle Service and Maintenance Technician
[Light Vehicle] L3
Behaviour assessment
Knowledge test
Skills test
Log book
Public Service Operational Delivery Officer L3
Showcase portfolio
Work-based project
Presentation
Structured interview
WHO WILL DELIVER END-POINT ASSESSMENT?
Once an Assessment Plan has been produced, together with its costing, BIS and the SFA will allocate a funding band and publish the Apprenticeship Standard on the government
website as ready to deliver.
The SFA then lists the apprenticeship for a tender by potential assessment organisations. Successful organisations will be listed on the Register of Apprentice Assessment
Organisations (RoAAO). Organisations wishing to register should respond to tenders from the SFA and must prove their capacity to carry out assessments as well as their capacity
to develop assessment instruments, tests, examinations and assessment centres. These can be assessment organisations such as City & Guilds, or providers (as long as they’re not
looking to assess their own apprentices, and have the assessment or development capacity). In some cases employers might wish to become an assessment organisation on the
RoAAO, or appoint one themselves, e.g. if they want to establish a supply chain initiative. The tender process is required for each occupational Standard therefore many Assessment
organisations will apply multiple times.
Tender results are posted by the SFA on a monthly basis.
Even when tendering has taken place, it’s often the case that there’s still a need to develop assessment instruments and this might take some time. Employers and training providers
are usually cautious in starting apprentices before they’ve seen what the end-point assessment will look like.
City & Guilds will endeavour to give advice to training providers and employers on this matter, so they can start apprentices as soon as it is practicable.
City & Guilds is an assessment organisation on the Register of Apprentice Assessment Organisations (RoAAO)
for numerous Standards, including those listed above. For our most up-to-date end-point assessment offer,
visit cityandguilds.com/apprenticeships/apprenticeship-products-services/end-assessment-service
© City & Guilds
10
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
APPRENTICESHIP
FUNDING
IN THIS SECTION YOU’LL FIND:
• A summary of funding sources
• Guidance on the current and new
apprenticeship funding models
• A breakdown of the funding bands for
apprenticeship Standards
• The apprenticeship levy and Digital
Apprenticeship Service
• Sources of further information, help
and support
Currently, there are two types of apprenticeships available for
delivery by education and training providers, the Apprenticeship
Frameworks (SASE) and the new Apprenticeship Standards.
From 2016/17, all SASE Frameworks will have a cap applied to them
(to be announced in June). Therefore, for the next academic year, the
funding method will change and all apprenticeship SASE Frameworks
and the new Apprenticeship Standards will have a funding cap
applied, requiring a level of co-investment from the employer.
Employers having direct control of apprenticeships funding is a core and
non-negotiable part of the Apprenticeship Reforms; central to driving the
right behaviour within the system.
Following April 2017, employers will fall into one of two groups. Which group
an employer falls in will depend on how the apprenticeship is funded.
PAYBILL UNDER
£3MILLION
(NON-LEVY PAYING)
Employers co-invest in the delivery of
Trailblazer standards and will begin
to co-invest for the delivery of ALL
apprenticeships
PAYBILL OVER
£3MILLION
(LEVY PAYING)
Pay an apprenticeships levy into the
Digital Apprenticeship Service (DAS).
Levy funds can only be spent on training
and assessment of apprenticeships.
Employers
with a
pay-bill of…
© City & Guilds
11
INTRODUCTION
INTRODUCTION
NEW
APPRENTICESHIP
STANDARDS
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
INDEPENDENT
END-POINT
ASSESSMENT
FUNDING CAPS FOR APPRENTICESHIP STANDARDS
Each new Standard
has a cap allocated.
Note: In 2016/17, each SASE
Framework still in operation
will also have a funding cap
allocated too. The SFA will
publish further details shortly.
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
CURRENT FUNDING MODEL
Co-investment
The current Trailblazer funding method is in
place until the SFA implements a new funding
process in 2016/17.
For every £1 spent on training by an employer, the
Government contributes £2 – up to a maximum cap.
THERE ARE SIX CAPS
APPRENTICESHIP
FUNDING
Funding cap
Core
Government
contribution
cap (£)
6
18,000
9,000
27,000
5
13,000
6,500
19,500
4
8,000
4,000
12,000
3
6,000
3,000
9,000
2
3,000
1,500
4,500
1
2,000
1,000
3,000
Maximum
Employer
contribution (£) available funds
(non-levy payers)
(£)
Additionally, three incentive payments are available:
Funding
cap
Recruiting a 16-18
year-old (£)
For a small
business (<50) (£)
For successful
completion (£)
Maximum Incentive
Payments (£)
6
5,400
2,700
2,700
10,800
5
3,900
1,950
1,950
7,800
4
2,400
1,200
1,200
4,800
3
1,800
900
900
3,600
2
900
500
500
1,900
1
600
500
500
1,600
The Government will fully fund qualifications in Maths
and English up to Level 2.
Funds are channelled through the
lead provider, who will collect
and confirm employer contributions.
The lead provider will also receive any
incentive payments and transfer
them in full to the employer.
NEW FUNDING MODEL
Co-investment or levy-paying
From April 2017, employers will fall into one of two
groups, levy paying and non-levy paying.
Non-levy paying employers will continue to
contribute to apprenticeship costs and providers will
continue to receive allocations from the SFA. Caps
will also be applied to SASE Frameworks. The SFA will
announce further information about co-investment,
caps and incentive payments in due course.
Levy-paying employers will contribute via their
monthly levy payments and use the new Digital
Apprenticeship Service (DAS) to manage their
apprenticeships and channel funds to their chosen
provider. The provider will receive this money via
their monthly ILR return. Funding caps will inform the
maximum spend for individual apprenticeships.
© City & Guilds
12
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
THE APPRENTICESHIP LEVY AND THE DIGITAL APPRENTICESHIP SERVICE (DAS)
The apprenticeship levy will come into
effect in April 2017. It will be payable by
employers in UK at 0.5% of their total paybill.
All employers will receive an allowance of
£15,000 to offset against payment of the levy.
This effectively means that the levy will only
be payable on paybill in excess of £3 million
per year. The Government will top up England
levy contributions by 10%.
The levy can only be spent on apprentice training
and assessment from an approved provider.
The levy will apply to employers across all sectors,
regardless of whether they employ apprentices
or not. It is paid monthly through PAYE and will
be payable alongside income tax and National
Insurance. Levy contributions in the Digital
Apprenticeship Service will expire after 18 months.
The City & Guilds website contains
up-to-date information on the
apprenticeship funding reforms,
available here.
LEVY EXAMPLE:
Employer of 250
employees, each with a
gross salary of £20,000:
Paybill:
250 x £20,000
= £5,000,000
Levy sum:
0.5% x £5,000,000
= £25,000
Minus annual
allowance:
£25,000 - £15,000
= £10,000
10% top up on annual levy
payment of
£10,000 = £1,000
Total amount in Digital
Apprenticeship Service
Account: £11,000
DIGITAL APPRENTICESHIP SERVICE (DAS)
PROCESS AND TIMELINE:
• From April 6th 2017, if an employer has calculated that they will pay the apprenticeship levy,
they will need to declare this and include it in the usual PAYE payment to HMRC.
• From May 2017, levy-paying employers will be able to see the amount of levy available to spend
in their DAS account (the delay is the time it will take HMRC to upload information on the levy
to DAS). The levy allowance will operate on a monthly basis and will accumulate throughout the
year as employers make their monthly PAYE returns.
• At this point, employers will be able to enter the details of their chosen apprenticeship into
DAS and see which providers in their area deliver that apprenticeship and what the provider
performance levels are.
• They will then negotiate with the provider to agree the delivery requirements and costs.
Once this negotiation is complete, the employer inputs the information to DAS and this
informs the SFA.
• The provider then draws down the funding for the apprenticeship via their monthly ILR
data returns.
The employer will be able to request suspension of payments via the DAS, should there be any
unexpected issues, such as the apprentice leaving their employment.
Any unused levy allowance will be carried from one month to the next. Funds will expire
18 months after they enter the employer’s DAS account.
If levy-payers have used all of their levy funds, the government will implement a co-investment
model for the delivery of any additional apprenticeships. Further information about the coinvestment requirements are yet to be released by SFA.
The Digital Apprenticeship Service (DAS) is a new virtual tool that levy-paying
employers will use to manage their apprenticeships from April 2017 onwards.
Levy-paying employers will be able to set up an account on the DAS from
January 2017.
Non-levy payers will also be able to use DAS, but only to view information.
It is likely that non levy-payers will transition to using DAS to manage their
apprenticeships in 2019/2020. The DAS will hold the following information:
• A list of education training providers and their performance records
• Apprenticeship vacancies
SFA FUNDING GUIDANCE
Guidance on funding for all further education, including the Trailblazer Funding Rules is
available here.
The consultation outcome on channelling funding through employers is available here.
Providers should refer to this page for policy updates and further guidance.
• A function to allow levy-paying employers to purchase apprentice training.
© City & Guilds
13
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
WHAT IT MEANS FOR YOU
IN THIS SECTION YOU’LL FIND:
• A summary on the implications of the changes and
advice on what you’ll need to consider when
planning for the changes
• Measures to ensure quality of training, learning
and assessment in apprenticeships
SWITCHING: THE IMPLICATIONS OF THE REFORMS
WHAT IS CHANGING?
Individual Standards are written per occupation
whereas Frameworks were multi-occupational
Each Standard has a destination occupational level.
For example, the apprentice may start at Level 2 and
complete at Level 3.
Qualifications are not mandatory, unless specifically
required by the Trailblazer group. In the SASE
Frameworks qualifications were mandatory,
so this is a major change
In short, the reforms involve radical changes to the basic design of apprenticeships. The move to
independent end-point assessment at the end of apprenticeships gives employers, FE colleges
and training providers a higher degree of flexibility in the delivery of training. It also gives them
opportunities to design their own apprenticeship programmes.
This section will take you through what’s changing, examine the implications and provide you with practical advice
and sources of support. We begin by illustrating the differences between the SASE Apprenticeship Frameworks
and the new Apprenticeship Standards. When switching to the new Apprenticeship Standards you’ll need to
consider the following implications.
IMPLICATIONS FOR PROVIDERS
• An increase from approximately 250 SASE Frameworks to potentially over 800 Standards.
This may be difficult for multi-Standard Occupation Code (SOC) providers to manage
• T
he primary level relates specifically to the occupation, however there are potentially a variety
of levels for the varying skills that underpin the occupation
• More Level 3 and Level 4 apprenticeships, with programmes that aim for the destination level
• Care needed to choose the occupation and level for entrants to apprenticeships, based on
the employers’ work role
• The new Standards may take longer, which could affect timely completions and the
success rate
• The focus is widening to include more higher level apprenticeships, up to Level 7
• Increased flexibility for the employer and provider because any relevant qualification of
any size can be used, e.g. Technical, NVQ-style, combined, unless a specific qualification
is mandatory and written into the Apprenticeship Standard
• If no qualification or detailed specification is set, a curriculum that meets the new
Apprenticeship Standard may be determined by the provider
• Providers will need to decide on multiple offers to employers and apprentices
• Provider programmes can be accredited by third parties if required, e.g. City & Guilds
• Providers and employers can specify approved prior learning (APL) for apprentices
recruited from full-time vocationally relevant courses, where stated in the Assessment Plan
© City & Guilds
14
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
WHAT IS CHANGING?
Holistic assessment of occupational competence
is delivered by an independent assessor at the end
of the programme. There is no continuous formal
assessment of occupational competence
Sign-off from the employer is required to confirm
the apprentice is ready for end-point assessment
Apprenticeships are graded
Assessment of behaviours is required in the Apprenticeship
Standards
Personal Learning and Thinking Skills are no longer
required
There is no requirement for employment rights
and responsibilities
Standards can be underpinned by National Occupational
Standards (NOS). This is decided by the Trailblazer group
writing the Standard
Apprenticeship certificates will be issued by the Federation for
Industry Skills & Standards (FISS). The assessment organisation
will make the submission to FISS rather than the providers.
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
IMPLICATIONS FOR PROVIDERS
• P
roviders must design on-programme assessment where no work-based qualification
is specified
• On-programme assessment can be delivered by employers with provider support
• The provider and employer will have to consider the implications of working with independent
end-point assessment organisations, along with preparing the apprentice for the assessment
• P
roviders will need to design a method for employers to formally sign-off as ready
for end-point assessment
• G
rading is confirmed at the end-point assessment
• Providers will need to give feedback to apprentices during the training process
so progression can be monitored
• P
roviders will need to determine how to assess behaviours out of context and
prepare apprentices for end-point assessment. There are a variety of behaviours
that are suited to different occupations
• P
roviders will be able to include if they believe they add value to their programme,
or if required by the employer
• P
roviders will be able to include if they believe they add value to their programme,
or if required by the employer
• If the employer group is in favour of the existing NOS, it’s likely that there will be stronger
synergies with the content and delivery in the current related SASE Framework
• Employers and providers may find NOS very useful for programme design
• P
roviders will still need to share evidence of on-programme completion with the
assessment organisation.
© City & Guilds
15
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
A NEW WAY OF WORKING WITH EMPLOYERS
As Trailblazer apprenticeships are not centred on qualifications, the quality measures will be changing. The new Standards are not required to align to national
Standards and are designed ‘by employers, for employers’ with the condition that employers co-invest in the apprenticeship cost.
Providers will be assessed and held accountable for the results of the apprenticeship, without control of decisions on training. To continually ensure and measure quality,
providers and employers will need a three-way agreement (if one does not already exist).
Apprenticeships are a unique opportunity to work in partnership with employers and enable them to add value to their business; hence are a worthwhile investment for
employers. A provider’s expertise will benefit employers in various ways including allowing employers to manage and grow talent within their workforce and working with
apprentices to prepare them for assessment.
TIPS FOR ADDING VALUE FOR EMPLOYERS
An employer’s success is your success and therefore how you engage with employers and add value to your offer, is vitally important.
UNDERSTANDING EMPLOYER BUSINESS
Where can apprenticeships add value to a business?
Consider working with employers to identify and analyse their current skills gaps
and develop a programme with suitable current Frameworks or new Trailblazer
apprenticeships to develop the talent they need.
Consider also a business’ future workforce requirements and develop a plan to have
apprentices in place to meet those needs.
Consider support programmes or consultancy to professionally develop apprenticeships
within their business, including staff training and planning.
PRODUCE A PIPELINE OF TALENT SO
YOU CAN ENGAGE WITH EMPLOYERS
Consider full-time prior learning
such as City & Guilds TechBac
which could enhance a learner’s
opportunity for apprenticeship
roles by ensuring they are
work-ready. Prior learning may
also reduce the duration of the
apprenticeship for the employer.
Working in partnership with employers produces higher quality apprenticeships with an
increase in completion rates, and results in increased productivity for businesses.
Find out more about how you can partner with and tips for adding value for employers here.
© City & Guilds
16
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
QUALITY LEARNING, TRAINING AND ASSESSMENT IN APPRENTICESHIPS
1
Real growth in sustainable volumes of apprenticeships can only be secured
through a strategy with quality at its heart. The City & Guilds Industry
Skills Board has carefully considered what would really achieve actual
and perceived quality as the central theme in apprenticeships. The full
report Making Apprenticeships Work can be downloaded here.
The group concluded that this would be:
Recruitment into
apprenticeships
that are intrinsically
demanding and
worthwhile
2
3
Training and learning
programmes that use a
range of effective methods,
and are built on the
support of highly skilled
adults in the
workplace
High Standards
built into a demanding
assessment at the end
of the apprenticeship
4
Progression
opportunities that
display the potential
career routes
beyond the initial
apprenticeship
MAKING APPRENTICESHIPS WORK: THE QUALITY MODEL
A model for these four components of quality (illustrated in the following diagram) has been developed based on the lessons from Remaking Apprenticeships*, the experiences of Industry
Skills Board members and the current Government Apprenticeship Reforms.
t
RNING at t
h
LEA
g
n
renticeship e he
i
p
p
t
t
ar
s
fa
Pu o
REAL EXPERIENCE, PRACTICE AND PROBLEM SOLVING...
RECRUITMENT
• Initial assessment
• Apprenticeship agreement
• Induction
On-the-job training and learning from
and with others (experts and peers)
Off-the-job education, training
and on-line learning
Coaching, mentoring, formative
assessments, review and feedback
A nurturing, supportive and visible learning
environment where apprentices have a voice
MASTERY
• Routine expertise
• Resourcefulness
• Craftsmanship
• Functional skills
• Business-like attitudes
• Wider skills and behaviours
• Autonomy
SIGN-OFF BY
EMPLOYER
INDEPENDENT
END-POINT ASSESSMENT
• Qualification(s)
• Licence to practice
• Certification
CONTINUING
OCCUPATIONAL
& MANAGEMENT
DEVELOPMENT
...TO ACHIEVE PRODUCTIVITY
AND AUTONOMY
The City & Guilds Alliance’s 2014 report Remaking Apprenticeships was written by Professor Bill Lucas and
Ellen Spencer of the Centre for Real-World Learning at the University of Winchester.
*
© City & Guilds
17
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
STRATEGIC
PLANNING
IN THIS SECTION YOU’LL FIND:
• An 8-step action plan to help guide your transition to the new Apprenticeship Standards
• Guidance on developing your apprenticeship offer and a breakdown
of different models and their implications
• Advice on selecting an assessment partner
• Questions you’ll need to ask to evaluate the business opportunity
for transitioning to the new Apprenticeship Standards
• Guidance on pricing and negotiating contracts
STEP 1
Research and decide on occupational coverage
STEP 2 Test your findings by engaging with local employers
STEP 3 Choose which apprenticeships to offer
STEP 4 Develop your on-programme offer
STEP 5 Choose your end assessment organisation
STEP 6 Evaluate your capability and capacity
STEP 7 Consider pricing and affordability
STEP 8 Finalise contracts, systems and processes
© City & Guilds
18
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
STEP 1. RESEARCH AND DECIDE ON OCCUPATIONAL COVERAGE
A good place to begin is determining the skills requirement for your local area, and which programmes
might have a high demand. You can find out by researching online or by making contact with:
• Local Enterprise Partnerships (LEPs)
• Industrial Partnerships (IPs)
• Sector Skills Councils (SSCs)
• Trailblazer groups, individual employers involved are listed online
City & Guilds recently partnered with EMSI to develop an interactive map showing
predicted annual job openings per region from 2014 - 2022. Discover predicted job
openings in your regions here.
This tool was developed as part of a research project with YouGov to learn more
about the career aspirations for 14-19 year olds. Find out more about the research,
‘Great Expectations’ here.
STEP 2. TEST YOUR FINDINGS BY ENGAGING WITH LOCAL EMPLOYERS
The system is moving to a much more employer-led approach, so your greatest asset will be your
relationships with employers, for example, many providers are already setting up events to enhance
their relationship with employers. With this in mind, we suggest that you consult your employer contacts
when developing your offer, to test local demand and ensure you’re meeting their overall requirements.
It is also advisable to identify the characteristics of the types of business you wish to work with.
In the new system, employers may be more likely to work with a provider who can offer the full range
of occupations they employ, rather than use a number of different providers.
This does not mean that you need fully-bespoke offers for each employer. Rather you need to develop
one or more offers related to each occupation which employers can choose from, whilst allowing
yourself the flexibility to tailor programmes to suit employers.
© City & Guilds
19
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
STEP 3. CHOOSE WHICH APPRENTICESHIPS TO OFFER
You will need to evaluate when the time is right to start delivering the new Apprenticeships Standards.
Keep an eye on updates on the SASE Frameworks and the Standards currently under development (along with those ready for delivery).
Our website also gives you an overview of the Trailblazer activity in each sector. If you require further information, please feel free to contact us.
MAPPING YOUR SASE DELIVERY TO NEW STANDARDS
It is advisable to begin to map your current delivery of SASE pathways to new Trailblazer occupations. You can then look at the status of the new occupation and
decide when to transition from SASE. The table below is an example for Level 3 Retail.
SASE Framework title
SASE Pathway
Occupational Standard
Sales Professional
Retail Level 3
Retail Management
Retail team leader
Visual Merchandising
•T
here may be pathways that do not currently have equivalent Standards approved, but are in development. You can find the Trailblazer status update for each
occupation here.
•S
ome SASE pathways, such as administration, may have multiple equivalent Trailblazer occupations. In this case, the new Standards might be more industry specific
so you will need to consider which one is most appropriate for your employers.
• If there is no Standard in development, providers can look to partner with an employer to develop one.
© City & Guilds
20
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
Confirming direction of travel
Does your leadership team have a clear direction of travel for your centre’s apprenticeship provision? Your centre will need to develop and agree
on the proposition to ensure future investment is sustainable.
The model below outlines key considerations when evaluating the business opportunity for transition. If you’re new to the occupational area
it may be more cost-effective to offer the new Standards as you’ll need to adopt these in 2-3 years regardless.
EXAMPLE: DECISION TO GROW BUSINESS IN THE HEALTHCARE
SECTOR FOLLOWING INITIAL RESEARCH
I am new to the sector
I deliver SASE
apprenticeships in the sector
What is currently available in SASE and what is or will be
covered by the new Standards?
What is or will be covered by the new Standards?
THE BENEFITS OF DELIVERING
THE NEW STANDARDS MAY BE:
ü
• Better funding
What are the financial advantages for delivering
SASE vs the new Standards?
What are the financial advantages of moving
to the new Standards?
• More attractive to employers – new
Standards may better meet small
business requirements
• Attractiveness to learners and better quality of learners
If there’s a new Standard for the occupation, and I
choose to enter with SASE, would it be a false economy?
If I choose to continue delivering SASE until the
funding is switched off, what are the risks?
• Staying ahead of competitors – establishing your centre
as a leader in new apprenticeships
© City & Guilds
21
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
STEP 4. DEVELOP YOUR ON-PROGRAMME OFFER
Designing your delivery model
In determining the appropriate approach for each apprenticeship offer, you’ll need to consider the following:
• One or more qualifications
• The provider’s own programme(s) (aligned to the assessment plan)
• The provider’s own programme, accredited by an awarding body
• An employer training programme
• End-point assessment organisation engagement
Where there are mandatory qualifications, the process remains similar to how it has traditionally been. Where there are no
mandatory qualifications, employers and providers have a range of choices to make and development work to carry out.
In either case, City & Guilds is here to assist you. Find out more about our qualifications,
on-programme tools and end-point assessment here.
The first step is to decide whether your offer will have a qualification, no qualification or a combination of both. It is also
likely that you will make more than one offer for many occupations (see page 21). Funding will be available whether a
qualification is used or not.
It’s worth remembering that the funding band represents a cap, not a price. The actual price is negotiable between
the employer and provider. Employers can only draw on provider funds by spending money with approved providers,
currently on a ratio of 1:2.
In developing your delivery model and offer to an employer, the priority is to understand the content and requirements
of the Standard and Assessment Plan for each occupation.
© City & Guilds
22
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
VARIATIONS IN PROVIDERS’ OFFER(S) FOR ON-PROGRAMME TRAINING AND DEVELOPMENT
QUALIFICATION-BASED
A BESPOKE PROGRAMME
Qualifications have traditionally been the core component of an apprenticeship, providing the basis of
training and development. Where they still exist as a mandatory requirement in a new apprenticeship
Standard, the delivery model will continue to include the learning and practical training to prepare for
these embedded qualifications. The provider may still need to design on-the-job training and will need
to consider continuous assessment, off-the-job training and possibilities of e-learning.
Where qualifications are not a mandatory component, a provider will need to create a programme with
structure and content to develop the knowledge, skills and behaviour required for the apprentice to
be ready to move on to end-point assessment. To add value, there may be an opportunity to embed a
qualification into the programme when available and relevant to the Standard.
If qualifications are not embedded, the quality of these apprenticeships will largely rest on end-point
assessment, so independence and high standards will be very important.
BESPOKE
A
PROGRAMME WITH
ACCREDITATION
To add value and differentiate themselves in the marketplace, a provider can chose to accredit
their programme with a globally recognised awarding organisation such as City & Guilds. Providers
developing an accredited programme will need to consider an external check on quality and will
need to work with an awarding body to establish accreditation for the programme.
© City & Guilds
23
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
Actions for all providers
For all of these models, providers will need to:
• A
ssess qualifications available and decide whether to include any that are surplus to Trailblazer requirements
• D
etermine APL relationship to vocational qualifications of potential recruits
• Determine expected duration range
• Create method for assessment of employers’ capabilities
• Define skills needed to assess employer work roles
• Assess costs and negotiation price with the employer
• Agree on behaviours assessment tool
• Agree format for employer sign-off
• Integrate Maths and English learning into programmes
ADDING VALUE TO YOUR OFFER
It’s important that employers see that you can deliver added value. This being the case,
you might wish to consider:
• S
upport in recruitment, initial assessment and prior learning – in the new apprenticeship system there’s greater incentive for
employers to recruit learners with relevant experience from full-time programmes. This leads to the completion of training via
an apprenticeship in such a way that the transition to apprenticeship is managed and supported. If an apprentice has previously
attended a full-time vocational course in an area with a relatively high off-the-job training requirement (e.g. electrical, plumbing,
digital, engineering and accountancy) they will represent considerable savings for employers
• Awareness days – increasing employer engagement
• O
ffering the appointment and training of employers’ staff as mentors and/or workplace trainers. Providers will need ways of
assessing and supporting employers in this by devising their own assessment programme(s)
• R
ecognition and reward programmes, for example, on-programme assessment may include interim certification or badges to
help keep learners motivated
• T
raining methods – it should be recognised that employers now have far greater choice regarding the delivery methods of training
in apprenticeship programmes. They may be more scrupulous in ensuring the efficiency of off-the-job training and consider evening
and weekend delivery. They may also be interested in training methods such as e-learning and resource-based learning
© City & Guilds
24
NEW
APPRENTICESHIP
STANDARDS
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
INTRODUCTION
INTRODUCTION
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
STEP 5. CHOOSE YOUR END ASSESSMENT ORGANISATION
The Register of Apprentice Assessment Organisations (RoAAO) is a list of organisations that have been approved by the Skills
Funding Agency as suitable to conduct independent end-point assessment of apprentices and be in receipt of public funds.
As a training provider you can recommend an organisation that is listed on the register but the final choice is down to the employer.
If you are delivering the apprentices’ training and development you cannot be involved in the end-point assessment.
As the lead provider you will contract with, and pay your end assessment organisation as part of your overall agreement with
the employer. However, you will need to agree a provisional price, and later a confirmed price, for the assessment with the organisation.
This confirmed price must be communicated to the employer.
CITY & GUILDS END-POINT ASSESSMENT – HOW IT WORKS
City & Guilds is an approved assessment organisation provider for several Apprenticeships Standards.
For more information click here.
We expect City & Guilds to deliver end-point assessment in a variety of ways, as required by the sector’s
model of assessment and partly by operational considerations such as volumes, peaks and troughs.
End-point assessment delivery options might be:
1
Contracting
freelance assessors
directly
2
Arranging for release
and contracting assessors
from employers, partner
providers and colleges
(to assess apprentices that
they’ve had no part
in training)
3
Subcontracting for
use of assessors from
partner providers and
colleges
4
Hiring venues
from partner
organisations
To discuss partnering with City & Guilds in the delivery of end-point assessment please contact [email protected]
© City & Guilds
25
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
END-POINT ASSESSMENT CONSIDERATIONS – COSTS
City & Guilds has developed a costing model for various assessment methods. We are advising a
number of Trailblazer groups on optimising costs and effectiveness and assisting them with their
cost submissions to BIS/SFA. The common expense in all assessment methods is the time taken by
independent assessors. This includes their time taken in face-to-face, online or telephone assessment
work, marking projects etc.
The second significant costs issue is whether more than one apprentice can be assessed at the
same time. Although use of a practical test facility means more cost in setting up and running, it also
means that apprentices can be assessed in groups by one assessor. Some sectors already have such
facilities and some training providers and colleges are willing to loan or hire them out to assessment
organisations. It must be said though, with the exception of a few specific occupations, assessment in
an artificial environment is not the same as real work, and so usually needs to be complemented by
other methods.
Although assessment costs have generally ranged between £500 and £1500, it’s important to note that
we have not yet priced any occupations and the actual price may well be lower.
Assessment costs generally will be a small proportion of the funding for the apprenticeship, which might
be capped with government and private funding combined at £12k or £27k for example. Where the
lowest funding bands are concerned they could be a more significant proportion, but this is dependent
on the assessment method(s) that the employer group has chosen.
Costs of end-point assessment only relate in part to the cost of training and so are not directly
proportional. Where no NVQ is involved, the saving for the training provider on assessment could be
substantial. This being the case, training providers might see a net reduction in overall costs or increased
capacity to deliver training and learning elsewhere.
Whatever the cost, it is included in the submission to BIS/SFA and is therefore, part of the total funding
available, including the employer’s contribution.
© City & Guilds
26
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
STEP 6. EVALUATE YOUR CAPABILITY AND CAPACITY
Whilst deciding on your on-programme and end-point assessment delivery models, it’s essential
that you continually evaluate your capacity and your capability to deliver.
This is a question of what you currently do and what you will be required to do. As providers
you’ll need to consider the following:
• Do you have any current apprenticeship experience in the related SASE apprenticeships?
•Will you have to review and invest in new technology and delivery for cost-effectiveness
and increased quality?
• What are the capabilities of staff – will you need to upskill them?
• Will staff need sales or negotiation skills training to work with employers?
• What are the implications on the broader resources that you’ll need to have in place?
• Over what period of time can you make any necessary changes?
• How are you going to monitor, review and evaluate the success of your apprenticeship
programmes?
•Do you have the ability to draw up three-way agreements between provider, employer
and learners?
• How you will develop templates for contracts with apprentices.
•How you will develop pricing structures that clearly define what’s included and what would be
an additional cost to employers.
TRANSITION PLANNING
Working through the points above you will need to evaluate your current delivery system when
planning your transition to the new Standards. Consider the following:
• Gaps in current capability
• Changes in current work practices
• Resource implications
• Investment implications
© City & Guilds
27
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
STRATEGIC
PLANNING
WHAT IT MEANS
FOR YOU
STEP 7. CONSIDER PRICING AND AFFORDABILITY
The new apprenticeship model relies on employers and providers negotiating how apprenticeships
will be delivered and assessed, as well as agreeing a fee and payment schedule.
When developing your offer, it’s important to consider the differences in costs for varying levels of service.
This would include features such as maintenance of quality and quality improvements. You’ll need to establish a
fully-costed model where all overheads, programme content and end-point assessments are considered.
Remember to ensure that the delivery model you choose can be delivered with the government funding and
employer contribution available, unless employers wish to contribute more towards training (see page 11 for
further information on funding).
The pricing structure must also give you the flexibility to negotiate with employers and contractors.
£
The payment schedule could be one up-front payment by the employer, or payments over a series of months
during delivery. The funding cap is the maximum amount that can be claimed for delivery, though the employer
and provider can negotiate to reduce the employer’s contribution. This will also reduce the funding that the
training provider gets from the SFA. The employer can choose to contribute more, but the government will only
pay up to the maximum of the allocated funding cap.
£
Providers will usually work out a range of offers to suit many employers (see page 23 for further information on
developing your offer).
£
£
£
Providers should ensure that the payment schedule enables them to draw down funds to effectively deliver and
complete the apprenticeship over the required time period. The provider may only draw down funds from the
SFA for delivery after the employer has made their financial contributions. For example, if the employer makes
a payment contribution of £1000 towards delivery three months after the apprentice starts, the provider
will get £2000 from the SFA at that time, via input of data onto the Individual Learner Record (ILR).
The provider is responsible for paying the independent end assessment organisation and any other
sub-contractors agreed by the employer. This will come from the funding they receive from the
government and employer. See page 9 for more information on end-point assessment.
© City & Guilds
28
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
STEP 8. FINALISE CONTRACTS, SYSTEMS AND PROCESSES
When entering agreements with employers, it is as much for the employer to chose you as a provider as it is for
you to chose the employer. You will need to consider the following:
• Has the employer got the capability and capacity to deliver this type of apprenticeship within their business?
• W
hat percentage of the delivery of the apprenticeship will the employer deliver, and do they have
the capability?
• Does the employer have appropriate support staff to deliver the apprenticeship within the business?
• Is the employer fully-committed to the delivery of the apprenticeship, both in time and the cost associated
with the apprentice salary and cost of training?
• Are apprenticeships the right model for the employer, as opposed to other training programmes?
Quality employers would have a clear understanding of Organisational Needs Analysis and the related
Training Needs Analysis for the business, and have a system in place to meet those needs.
Ensuring internal readiness
There will be a number of systems and processes that you will need to have in place to effectively deliver
the new apprenticeships. You will need to consider the following:
• Payment systems between SFA, employer and providers and cash flows for the programme
• Contract(s) with terms and conditions for employers and subcontractors, including things such as
late payment conditions
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INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
WHAT IT MEANS
FOR YOU
STRATEGIC
PLANNING
FURTHER SUPPORT
OUR COMMITMENT TO APPRENTICESHIPS
Our apprenticeships are seen as the benchmark in key industries – from agriculture to engineering, management to hairdressing. A City & Guilds apprenticeship means a fully tailored
vocational solution that can be created for any business, ensuring effective learning and guaranteed recognition for learners.
Our partnership with the Industry Skills Board helps us to ensure the products and services we develop are high quality, industry relevant and have learning their core.
We are dedicated to increasing the value of apprenticeships by creating market-leading products and services that help providers to produce highly trained apprentices and win more
employer business. We are enhancing our digital capability and learning technology resources as well as developing our independent assessment service.
SUPPORTING YOU THROUGH THE REFORMS
The apprenticeship reforms present a big opportunity for providers to build relationships with employers and increase apprenticeship provision. However, change is not without
challenge and FE colleges and training providers need to transition their apprenticeship delivery amidst uncertainty around future funding models and policy changes.
City & Guilds is committed to supporting you through the change. We will continue to offer a comprehensive support service to guide you through the apprenticeship reforms.
Our events programme has already reached hundreds of colleges and providers and our team of Business Managers and expert Technical Advisors are always on hand to help.
CONTACT US
For a bespoke support service, please contact your Business Manager, or email us at [email protected] or visit our website here.
© City & Guilds
30
INTRODUCTION
INTRODUCTION
THE TRAILBLAZER
TRAILBLAZERS
PROCESS
NEW
APPRENTICESHIP
STANDARDS
INDEPENDENT
END-POINT
ASSESSMENT
APPRENTICESHIP
FUNDING
STRATEGIC
PLANNING
WHAT IT MEANS
FOR YOU
ABOUT US
CITY & GUILDS GROUP
JOIN THE DISCUSSION
City & Guilds develops programmes of learning, learning technology, certification and assessment to support colleges, training providers,
employers and governments - reaching millions of people every year across five continents. Visit the website.
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The Institute of Leadership & Management (ILM) is the UK’s largest management body, combining industry-leading qualifications and
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services are subject to continuous development and we reserve the right to change products and services from time to time. City & Guilds cannot accept responsibility for any
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City & Guilds is a registered charity (charity number 312832) established to promote education and training.
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