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APPRENTICESHIP TRAINING MODULE. Version 2 (June 2008) Presented by Date. SESSION 1: WELCOME AND INTRODUCTION. Presented by Date. OBJECTIVES OF THE WORKSHOP.

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Apprenticeship training module l.jpg

APPRENTICESHIP TRAINING MODULE

Version 2 (June 2008)

Presented by

Date


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SESSION 1: WELCOME AND INTRODUCTION

Presented by

Date


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OBJECTIVES OF THE WORKSHOP

  • Form part of Broker continuous professional development (CPD). It can be used as a refresher on Apprenticeships for those who have already participated in version 1 of the module.

  • Offer the opportunity to discuss key topics in more detail

  • Provide knowledge input which will support Brokers in their achievement of the Skills Broker Standard competencies

    The workshop aims to address the following standards:

    What you need to show

    • Understand the client’s skills needs and identify appropriate solutions (a2)

    • Understand what training solutions are available (a3)

    • Present a number of options to the client with comparable summaries of cost and service (a4)

    • Understand the impact of LSC funding frameworks on training provider behaviour (a5)


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OBJECTIVES OF THE WORKSHOP

What you need to know:

- Advice, learning and development solutions: including development solutions such as Apprenticeships (b1)

  • The training provider infrastructure (b2)

  • The framework of training and development delivery; funding packages, eligibility, key skills and progression routes, success and achievement rates (b3)


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LEARNING OUTCOMES

  • Understand what an Apprenticeship is and how it is assessed

  • Be able to discuss the business benefits of Apprenticeships with an employer

  • Overcome the typical objections and myths around Apprenticeships

  • Be equipped to broker appropriate provision (level, subject area)

  • Understand the regional and local provider network for Apprenticeships

  • Be aware of progression routes available


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AGENDA

  • Introduction

    - Warmer: Business benefits

  • Apprenticeship Programme: background, features and funding

  • Overcoming barriers: discussion activity

    Refreshment break

  • Regional provision

  • How to broker appropriate provision; business scenarios analysis

  • Progression routes

  • Closing session and evaluation forms




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WARMER ACTIVITY: WHY DO AN APPRENTICESHIP?

  • In your groups consider the 3 main benefits of doing an Apprenticeship for employers or employees. (5 mins)

  • Feedback to whole group.


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VOCATIONAL “RICH LIST” 2007

“Business is booming among the UK’s self-made stars ”

  • John Caudwell, mobile phones - £1.6 billion (1)

  • Lawrence Graff, “King of Diamonds”- £1.5 billion (2)

  • Sir James Dyson, engineering- £1 billion (3)

  • Karen Millen, fashion guru - £40 million (34)

  • Jamie Oliver, restaurants - £40 million (34)

  • Lak Basran, food - £25 million (39)


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SUCCESSFUL LEARNERS

“…it’s possible for people who choose the vocational path to amass personal wealth and, what’s more, to become industry leaders.

Sixty eight per cent of these gold-plated Rich Listers are still in the same industry they qualified into, illustrating how the hands-on route can lead to a lifetime of success.

Our experience indicates that vocational millionaires tend to set up locally, pouring investment back into their home towns and cities, which is great news …”

(Vocational Rich List - City and Guilds)


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SESSION 2: APPRENTICESHIP PROGRAMME: BACKGROUND, FEATURES AND FUNDING



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Apprenticeships - already Successful

Apprenticeships are already a great success

  • Over 130,000 English employers currently use them to develop their workforce

  • Over 100,000 people currently complete their Apprenticeship every year.

  • Large successful brands already use Apprenticeships to develop their workforce including:

    • Vodafone

    • McDonalds

    • Rolls Royce

    • BMW

    • Tesco



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Apprenticeships - Government Commitment

The recently published review of Apprenticeships by DIUS/DCSF World Class Apprenticeships: Unlocking Talent, Building Skills for All outlines the Government’s ambition and commitment to;

  • Double the number of Apprenticeships in England by 2020

  • Further increase the quality of Apprenticeships in England

  • Massively increase employer awareness of Apprenticeships

  • Trial wage subsides to support SMEs’ engagement in Apprenticeships

  • Help employers recruit apprentices through the launch of a National Apprenticeship Vacancy Matching Service.

  • Help employers engage with Apprenticeships though a National Apprenticeship Service field force.


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Apprenticeships - Employer Engagement

We need more employers to offer Apprenticeships in England.

One of the major roles of the newly forming National Apprenticeship Service (NAS) will be to increase employer engagement; e.g.

  • promote Apprenticeships to regional employer bodies, trade associations, sector skills councils and trade unions

  • NAS field force will provide regular feedback from employers about barriers to growth across the system which will inform intervention plans

    Skills Brokers are key to encouraging employers to engage with Apprenticeships. The NAS will work closely with Brokers; e.g.

  • NAS will provide expertise and knowledge of Apprenticeships to support Train to Gain brokers and ensure employers are helped through the process of taking on apprentices

  • NAS will use regional and sectoral strategic analysis of skills gaps and shortages to direct the activity of Brokers



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WHAT IS AN APPRENTICESHIP?

“The government’s preferred route to skilled employment for

young people aged 16 to 25”

An employer-led programme of:

  • acquiring knowledge

  • developing skills to become competent

  • developing transferable skills

  • a collection of qualifications gained over time but not time served

  • can only be achieved when it includes a work based element


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APPRENTICESHIP – KEY ELEMENTS

Designed by employers for employee training

Apprenticeship

Competence Based Element

(NVQ)

Employment Rights and Responsibilities

(ERR)

Knowledge Based Element

(Technical Certificate)

Transferable Skills

(Key Skills)


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PROGRAMME FEATURES

Apprenticeship Blueprint owned by LSC / DIUS and content designed and approved by Skills for Business network

  • Competence – NVQ or similar

  • Knowledge – Technical Certificate (or may be integrated)

  • Key Skills – Application of Number and Communication (as a minimum)

  • Employment Rights and Responsibilities

  • Any other content required by Sector Skills Council


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APPRENTICESHIP FAMILY

14-16

16-18

19-24

25+ (adult)

Young Apprenticeship

Foundation Learning Tier

(L1)

Apprenticeship (L2)

Advanced Apprenticeship (L3)

UCAS

Tariff Points

Higher Apprenticeship (L4)

Higher Education


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TYPES OF APPRENTICESHIPS

  • Young Apprenticeships 14 - 16 Level 1/2

  • Apprenticeships 16 - 25 Level 2

  • Advanced Apprenticeships 16 - 25 Level 3

  • Higher Apprenticeships Level 4

  • Apprenticeships for Adults 25+ Level 3

  • Every framework must show a clear route to higher education (i.e. Foundation Degrees)


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ELIGIBILITYCRITERIA

Anyone is eligible to be an apprentice. The eligibility rules for funding are:

  • In employment (unless on a programme led pathway)

  • Not a graduate

  • Not undertaking another course which is classed as full time

  • Must be an EU resident or have had residency status in the UK for 3 years and classed as “settled”


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LEARNER ASSESSMENT

Learners are assessed against the elements below, and assessment takes the following forms:

  • NVQ: Observation on the job and portfolio of evidence

  • Technical Certificate: Eg BTEC or City & Guilds

  • Key Skills: Test (multiple choice for numeracy) and portfolio work



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HOW ARE APPRENTICESHIPS FUNDED?

  • Apprenticeships are funded from the LSC

  • Training Providers hold a contract with the LSC to draw down funding to support the delivery of the apprenticeship, separately from Train to Gain

  • Apprenticeships fall within the Train to Gain offer and are included in targets for brokers.  However, they are funded solely through WBL and have their own separate funding rates

  • In some circumstances, usually larger employers, the employer can contract directly with the LSC to draw down the funding directly, i.e. McDonalds

  • Training Providers/Employers receive different rates of funding depending on the age of the apprentice, the type of Apprenticeship and the vocational Apprenticeship framework that is followed




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OVERCOMING BARRIERS AND OBJECTIONS

DISCUSSION ACTIVITY

  • Working as a group; each person come up with 1 possible barrier/objection that employers may initially raise regarding Apprenticeships.

  • Discuss how you would go about dealing with these objections.

  • Combine with another group and (without showing them your solutions) now ask them what suggestions they have to combat the barriers you raised.

  • Feedback one barrier and solution per group.








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SESSION 5: HOW TO BROKER APPROPRIATE PROVISION: BUSINESS SCENARIOS


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BUSINESS SCENARIO ANALYSIS

Part 1In your group discuss the business scenario allocated to you.

Make notes on the given questions:The possible Apprenticeship training needs (and any other key training needs identified)

The questions you would raise and/or the solutions you may propose to the employer

Which resources/where you would look to source anticipated training provision

Part 2

Now all the “Bs” move to another group and all the “As” stay seated.

With one partner compare your solutions and add to your notes

Part 3

Feedback - choose one person for each group



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PROGRESSION ROUTES

What (specific) examples can you give of progression routes available for apprentices?


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PROGRESSION ROUTES

Professional Quals

Degree

Foundation Degree

Level 4

Advanced Apprenticeship

Full Time EducationA Levels / National Diploma

Level 3

Apprenticeship

Level 2

Pre Apprenticeship(Entry to Employment)

GCSEs*

Young People Apprenticeship

*progression route depends on achievement


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Sector

NVQ Level 2/3

Level 4

Level 5

Apprenticeship

Advanced Apprenticeship

HNC Engineering

HND Engineering

Engineering

BEng Engineering

MEng Engineering

Apprenticeship

Advanced Apprenticeship

Business Administration

HNC Business Administration

HND Business Administration

FDA Foundation Degree Business Administration

BA Business Administration

MBA

Apprenticeship

Advanced Apprenticeship

HNC Agriculture

HND Agriculture

FDSc Agriculture

Agriculture

BSc Agricultural Engineering

MEng Agricultural Engineering

FDA Culinary Arts

Catering

Apprenticeship

Advanced Apprenticeship

BA Culinary Arts Management

MA Hospitality Management

EXAMPLE PROGRESSION ROUTES

http://www.aimhigherwm-alps.org/pm_regions.asp



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LEARNING OUTCOMES

  • Understand what an Apprenticeship is and how it is assessed

  • Be able to discuss the business benefits of Apprenticeships with an employer

  • Overcome the typical objections and myths around Apprenticeships

  • Be equipped to broker appropriate provision (level, subject area)

  • Understand the regional and local provider network for Apprenticeships

  • Be aware of progression routes available




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