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SER WORKSHOP DELIVERED BY PBD. Delivering Apprenticeships and Engaging Employers. 15 June 2011. Delivering Apprenticeships. Agenda. Welcome, H&S, introductions, about PBD Qualifications, frameworks and SASE Eligibility Key and Functional Skills Urban myths Skills Funding Agency funding

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ser workshop delivered by pbd

Delivering Apprenticeships and Engaging Employers

  • 15 June 2011
delivering apprenticeships
Delivering Apprenticeships


Welcome, H&S, introductions, about PBD

Qualifications, frameworks and SASE


Key and Functional Skills

Urban myths

Skills Funding Agency funding

Managing performance

Managing quality

Minimum contract levels

The future funding landscape


Recruiting learners and engaging employers (Breda Leyne, Cogito Development Projects)


delivering apprenticeships1
Delivering Apprenticeships

About PBD

family owned

directors’ backgrounds in business, teaching, early years assessing

focus on quality

SFA funding, mainly apprenticeships

wide geographical spread

moving into new sectors

e-portfolios / e-learning

delivering apprenticeships2
Delivering Apprenticeships

Statutory authority

ASCL Act 2009

SASE effective 6.4.11

Sets out minimum standards for frameworks

Applies to frameworks in all sectors

Compliance is a statutory requirement

SASE controls the work of SSCs

delivering apprenticeships3
Delivering Apprenticeships

Framework components

delivering apprenticeships4
Delivering Apprenticeships




Educational qualifications

Employment status

delivering apprenticeships5
Delivering Apprenticeships


  • Generally cannot start until the start of the contract year following 16th birthday
  • Related to school leaving age
  • Care with 16 year old learners
  • No upper limit


delivering apprenticeships6
Delivering Apprenticeships


Broadly speaking:

  • a UK passport holder
  • indefinite leave to enter/remain
  • EU national or spouse/civil partner of an EU national
  • Child, grandchild, dependent parent or dependent grandparent of someone in (c)

Many other rules – if in doubt, refer to SFA Eligibility Guidance and document conclusions


delivering apprenticeships7
Delivering Apprenticeships


“Anyone who has obtained a higher education qualification at Level 4 or above as defined on the NQF or QCF, including being awarded a first degree by a recognised university or other recognised HE institution, is ineligible for Apprenticeship funding, except those who have participated in the New Deal.”

Emphasis here is on funding, not attainment

Educational qualifications

delivering apprenticeships8
Delivering Apprenticeships


Must be under contract of employment with an employer and hence paid National Minimum Apprenticeship Wage (currently set at £2.50 ph for 16-18s, or for 19+ in first year of apprenticeship)

16 hour pw minimum (30 hour expectation)

Volunteers and self-employed ineligible, unless the sector has special exemption rules

No more program led apprenticeships

  • Employment status
delivering apprenticeships9
Delivering Apprenticeships

Meeting the functional/key skills requirements

delivering apprenticeships10
Delivering Apprenticeships

Meeting the functional/key skills requirements

SASE prescribes different ways of meeting the requirements – which include FS, KS and some GCSE/A levels

The awarding organisation decides the rules for assessing KS / FS: portfolio, assignment, exam etc.

delivering apprenticeships11
Delivering Apprenticeships

Meeting the functional/key skills requirements

Sometimes, the awarding organisation will offer an exemption from the KS exam requirement to candidates with specified GCSE results.

In most cases, these GCSE results will meet the SASE requirements in their own right, so this is irrelevant.

However, a GCSE grade D/E (which doesn’t count for SASE) will still exempt candidates from a L1 KS exam, provided the qualification is less than 3 years old.

delivering apprenticeships12
Delivering Apprenticeships

Urban myths

  • “Apprentices now have to be employed for 30 hours a week”
  • “Since 6 April, all our apprentices have to do key/functional skills in ICT”
  • “We have to record all the hours spent with learners in order to meet the audit requirements for 280 GLH per year”
  • “We need to keep copies of learners’ passports and exam certificates”
  • “Auditors won’t accept ILRs unless the learner has signed them in ink”
  • “We can’t claim a framework unless all the additional employer requirements are met”
delivering apprenticeships13
Delivering Apprenticeships

Urban myths

“Employment must be for 16 hours per week or more, although it is expected that this will be greater than 30 hours per week.

It is no longer required that permission is obtained from the Agency where a learner is employed less than 30 hours but 16 hours or more and wishes to follow an Apprenticeship.”

SFA Funding Guidance 2010/11

Minimum working week

delivering apprenticeships14
Delivering Apprenticeships

Urban myths

SASE requires key/functional skills in ICT unless the SSC considers that “ICT is not relevant to effective performance in the occupation or sector.”

In the sectors where we work, ICT is now required in:

early learning and childcare

business and administration

team leading and management

but not in


customer service

Note that, where the requirement does apply, it is to frameworks started (not claimed) after 6 April 2011

  • ICT
delivering apprenticeships15
Delivering Apprenticeships

Urban myths

  • Who does what?
  • ASCL Act 2009 – specifies the areas which SASE must cover
  • SASE lays down the minimum standards which individual frameworks must achieve
  • SSCs devise frameworks in compliance with SASE, specifying which qualifications, whether ICT included, how ERR/PLTS addressed etc.
  • Awarding organisations produce the qualifications
  • SFA determines funding rates for each qualification and funding stream
  • Guided learning hours
delivering apprenticeships16
Delivering Apprenticeships

Urban myths

  • s.27, Apprenticeships, Skills, Children and Learning Act 2009
  • The requirements specified by the Specification of Apprenticeship Standards for England must include......
  • (b) requirements for a recognised English framework to include..... the requirement that an apprenticeship certificate ..... may be issued to a person only if they have received both on-the-job and off-the-job training
  • Guided learning hours
delivering apprenticeships17
Delivering Apprenticeships

Urban myths

  • Specification for Apprenticeship Standards for England
  • (6 Apr 2011)
  • An Apprenticeship framework must specify the number of Guided Learning Hours (GLH) that an apprentice must receive to complete the framework.
  • This must be a minimum of 280 GLH of which at least 100 GLH or 30% (whichever is the greater) must be delivered off-the-job and clearly evidenced. The remaining GLH must be delivered on-the-job and clearly evidenced......
  • ......This SASE requirement for on-the- job and off the job guided learning is intended to meet the requirement in Section 27 (2) (b) of the ASCL Act for on-the- job training and off-the-job training
  • Guided learning hours
delivering apprenticeships18
Delivering Apprenticeships

Urban myths

  • FAQs forming part of SASE
  • The SASE includes a new requirement of Guided Learning Hours (GLH). What does GLH mean?
  • The Education Act introduces an entitlement for young people to receive 280 hours of guided learning each year. Whilst this primarily applies to young people it will also apply to all learners undertaking an Apprenticeship.
  • Guided learning hours
delivering apprenticeships19
Delivering Apprenticeships

Urban myths

  • FAQs forming part of SASE
  • What will be the Audit requirements for providers in terms of GLH?
  • The GLH within an Apprenticeship is an entitlement for the learner as part of the Education Act. Therefore providers will need to ensure that the programme of learning they deliver includes the requirements of the GLH for the individual sector framework. They will not be required to record individual hours.
  • For certification purposes, the provider will be required to declare that the apprentice has completed the GLH requirement as set out in the individual sector framework.
  • Guided learning hours
delivering apprenticeships20
Delivering Apprenticeships

Urban myths

  • s.1, Education and Skills Act 2008
  • This Part applies to any person who is resident in England and who:
  • (a) has ceased to be of compulsory school age,
  • (b) has not reached the age of 18, and
  • (c) has not attained a level 3 qualification
  • Guided learning hours
delivering apprenticeships21
Delivering Apprenticeships

Urban myths

  • s.1, Education and Skills Act 2008
  • (1) For the purposes of this Part, relevant training or education is “sufficient” in relation to any relevant period if it amounts in aggregate to:
  • (a) at least 280 hours of guided learning, in the case of a relevant period which is one year......
  • Guided learning hours
delivering apprenticeships22
Delivering Apprenticeships

Urban myths

  • s.9, Education and Skills Act 2008
  • (2) For the purposes of this Part, a person participates in a particular number of hours of guided learning by—
  • (a) participating in actual guided learning for that number of hours, or
  • (b) completing a course or courses which can reasonably be expected to be adequate to enable persons completing it or them to achieve any standard required to attain an accredited qualification to which that number of hours of guided learning has been assigned.
  • Guided learning hours
delivering apprenticeships23
Delivering Apprenticeships

Urban myths

s.24, Education Act 1997

Any accreditation of a qualification [by the QCA] must assign to the qualification a number of notional hours (to be known as “the number of hours of guided learning”) representing an estimate of the amount of actual guided learning which could reasonably be expected to be required in order for persons to achieve the standard required to attain the qualification.

  • Guided learning hours
delivering apprenticeships24
Delivering Apprenticeships

Urban myths

My conclusions

  • Any QCF qualification must have a notional GLH figure attached
  • This is a measure of the expected effort to achieve the qualification (also used by SFA to set funding levels)
  • The law says that young people can meet the 280 hour requirement either by actually doing 280 hours or by completing a course with a notional value of 280 hours
  • SASE is required to lay down rules for apprenticeships and has adopted the statutory rules for 16-17 year olds
  • In so doing it has also borrowed the definition of GLH
  • This is presumably why SSCs require providers to certify compliance but do NOT expect timesheets
  • Guided learning hours
delivering apprenticeships25
Delivering Apprenticeships

Urban myths


“The provider should retain evidence to support their assessment of the eligibility of all learners entering the programme..... The Agency does not require providers to photocopies of passports or other documents but they must record a list of the evidence seen including serial or reference numbers as appropriate”

Exam certificates

There are no minimum qualifications for an apprenticeship, so this would prove nothing.

  • Passports and exam certificates
delivering apprenticeships26
Delivering Apprenticeships

Urban myths

PBD’s experience since 2009!

“Providers must retain a robust and reliable form of evidence to support funding claims, including evidence of learner existence, eligibility and achievement. From 1 August 2011, providers will be able to hold evidence in electronic format. This may include holding data on electronic platforms and in scanned format, including learner signatures.”

SFA Guidance Note 7, April 2011

  • Ink signatures
delivering apprenticeships27
Delivering Apprenticeships

Urban myths

Will additional employer requirements still be included in frameworks?

“Framework developers may still include additional employer requirements in their issued frameworks for the purpose of informing both the employer and the apprentice of additional learning that may be undertaken in order to support employment in the sector. However, they will not be mandatory for an apprentice to complete in order to achieve their completion certificate.”


  • Employer requirements
delivering apprenticeships28
Delivering Apprenticeships

SFA Funding

  • Funding is based on learning aims
  • Each qualification within a framework is a separate aim
  • Some aims are not funded – consult the LAD
delivering apprenticeships29
Delivering Apprenticeships

SFA Funding

  • Funded aims have a value expressed in SLNs (see the LAD)
  • For 2010/11, SLN rates are:
    • 16-18 £2,920
    • 19-24 £2,732
    • 25+ £2,186
  • Start by multiplying these rates by the multiple for the qualification
delivering apprenticeships30
Delivering Apprenticeships

SFA Funding

  • This amount is then ‘adjusted’ in various ways:
    • Co-funding (expected employer contribution, currently 50%)
    • Provider related factors
    • Learner related factors
  • The result is a cash amount to be paid for delivering the aim
delivering apprenticeships31
Delivering Apprenticeships

SFA Funding

  • For the main competency aim, 25% is held back until completion
  • The remaining 75%, and all of the other aims, are paid in instalments over the expected time in learning
  • For colleges, payments are made on a fixed profile and adjusted at the end of the year
  • For other providers, payments are made in arrears, based on monthly claims of the learners in learning at the end of the month.
  • An extra instalment is paid in the first month
delivering apprenticeships36
Delivering Apprenticeships

SFA Funding

Learners who complete early

balancing payment of all outstanding instalments, plus 25% retention, paid on completion

Learners who leave without completing

in first six weeks – funding clawed back but no effect on success rate

after six weeks – no clawback, no more money, learner counts as a leaver and affects success rate

delivering apprenticeships37
Delivering Apprenticeships

Managing contract value

  • Contract value finalised around P8 of previous year
  • Separate pots for 16-18 and 19+
  • Standard monthly profile
  • Quarterly ‘checkpoints’ with increasingly tight tolerance
delivering apprenticeships38
Delivering Apprenticeships

Managing contract value - underperformance

  • Third title 18pt (delete if not needed)
delivering apprenticeships39
Delivering Apprenticeships

Managing contract value - underperformance

  • Third title 18pt (delete if not needed)
delivering apprenticeships40
Delivering Apprenticeships

Managing contract value - underperformance

  • Third title 18pt (delete if not needed)
delivering apprenticeships41
Delivering Apprenticeships

Managing contract value - underperformance

  • Third title 18pt (delete if not needed)
delivering apprenticeships42
Delivering Apprenticeships

Managing contract value - overperformance

  • “For unto everyone that hath shall be given, and he shall have abundance, but from him that hath not shall be taken away even that which he hath”
  • Dangerous balancing act
  • Relationship with contract manager is key
delivering apprenticeships43
Delivering Apprenticeships

Managing quality

  • For apprenticeships, MLP based on overall success rate
  • 53% threshold for 2011/12
  • Operates at sector level – age groups and qualification levels aggregated
  • Also used in allocating surplus funds

Minimum levels of performance

delivering apprenticeships44
Delivering Apprenticeships

Managing quality

Concept of ‘hybrid year’ – later of planned end and actual end dates

Success rate for 10/11 =

Aims completed in 10/11

Aims with a hybrid year in 10/11

Overall success rate

delivering apprenticeships45
Delivering Apprenticeships

Managing quality

In other words, if planned end date is in:

Future year - ignore

This year - in scope

Past year - in scope if they were still in

learning at the start of this year

Overall success rate

delivering apprenticeships46
Delivering Apprenticeships

Managing quality

At the end of the year, look at all learners in scope and identify those who have left (those still in learning move into scope for next year).

At least 53% of in scope leavers must have left because they achieved their framework

This approach is helpful as you can identify the target group early on in the year, and monitor

Overall success rate

delivering apprenticeships47
Delivering Apprenticeships

Managing quality

Overall success rate

delivering apprenticeships48
Delivering Apprenticeships

Managing quality

Overall success rate

delivering apprenticeships49
Delivering Apprenticeships

Managing quality

Overall success rate

delivering apprenticeships50
Delivering Apprenticeships

Managing quality

The proportion of learning aims completed within 90 days after the planned end date.

Not included in MLP but still important for Ofsted and funding decisions

As with overall success rate, learners with planned end dates in next year are ignored

However, for in scope learners, events in the first 90 days of the next year do count

Timely success rate

delivering apprenticeships51
Delivering Apprenticeships

Managing quality

Tiimely success rate

delivering apprenticeships52
Delivering Apprenticeships

Managing quality

Timely success rate

delivering apprenticeships53
Delivering Apprenticeships

Minimum contract levels

£500k for 2011/12

Further increases subject to impact assessment

Can’t assume they will not increase further, so need to start planning now


  • Acquire smaller businesses
  • Join a larger business
  • Join a consortium
  • Form a consortium
delivering apprenticeships54
Delivering Apprenticeships

The future funding landscape

From 2011/12:

  • Growth in 19+ Apprenticeships (extra £250m pa by 2014-15, creating 75,000 new places)
  • 19+ Apprenticeships continue to be co-funded; expectation that employer contributions will increase
  • Co-funding at Level 2 for workplace learning outside of Apprenticeships will only be available to SMEs (fewer than 250 employees)
  • Level 3 and above delivery in the workplace (outside of Apprenticeships and current entitlement) will no longer be eligible for funding

What is eligible for funding?

delivering apprenticeships55

Green fully funded

Blue co-funded

Red not funded

Delivering Apprenticeships

The future funding landscape

delivering apprenticeships56
Delivering Apprenticeships

The future funding landscape

More changes ahead:

  • From 2012/13, age limit of 24 reduces to 23
  • From 2013/14, subject to consultation, all 24+ provision (including apprenticeships) will be funded through loans
  • Enforcing employer contributions?
the challenge
The coalition government's target is to have 500,000 people on Apprenticeship programmes by the end of this parliamentary term in 2015. That is a significant shift. The previous government had the same target in place, but expected to hit it in 2020.

Just 11 of every 1,000 English employees are currently participating in an Apprenticeship, which is significantly lower than the European average for Apprenticeships. The numbers in Germany (43 per 1,000), Austria (39) and Switzerland (43) put this into context and illustrate the challenge facing providers.

Employers of all sizes need to be convinced about the ROI benefits of implementing Apprenticeships. 

The challenge
backing small business
Secretary of State for Business – Vince Cable

  Backing Small Business

“Small businesses are critical for growth in this country. Despite 66% of small and medium sized enterprises (SME’s) being ambitious to grow within two to three years, just 20% expand their workforce each year.”

Skills for Sustainable Growth and Investing in Skills for Sustainable Growth

“If we are to achieve sustainable growth, nothing is more important that addressing current failings in skills training, and this strategy reflects this Government’s determine to do both. We are not in a position to throw money at this problem, but even against the backdrop of reductions, resource will be found to expand the apprenticeship programme for adults and support more people undertaking an increasingly respected form of vocational training”

Backing Small Business
  • In small groups discuss what you think are the primary issues in engaging small businesses when selling apprenticeships?
  • 5 mins
engaging smes to take apprentices
Engaging SMEs to take apprentices
  • Challenges
    • A lack of awareness or preferring other qualifications
    • Lack of appropriate frameworks
    • Impact of the economic downturn.
    • Strong need for better information and marketing of the programme.
  • Solutions
    • Selecting appropriate frameworks
    • Opportunity offered by the QCF – mix and match
what do employers want
What do employers want?


Sales approach

Relevant courses

Established and

maintained employer





Cost and value

Flexible delivery

Understanding of


needs and business

Quality delivery

working with smes
Working with SMEs
  • Use networks and partnerships to reach SMEs
  • In less developed businesses, managers often focus on meeting daily operational requirements so be prepared to invest in building up a relationship over time.
  • Identify a link between skills and organisational performance
  • Closer relationship with the National Apprenticeship Service. conducting joint employer visits, joint strategic planning meetings
engaging employers effectively
Engaging employers effectively

Measuring the benefits of Apprenticeships

Position Apprenticeships within the sector context – overcoming barriers and emphasising benefits

Net benefits of Apprenticeships (IER) report revealed a number of benefits to engaging with Apprenticeships (see opposite)

Greater job


Increased productivity and quality

Reduced staff


Cost effective



Increased innovation

Replace ageing workforce

Close fit between staff and company requirements

Develop future pool

of managers

other evidence
Other evidence
  • Positive return on investment  BT has calculated an annual net profit of more than £1,300 per apprentice when compared to non-apprentice recruitment for the same positions
  • Increased productivity
  • BT apprentices generate a 7.5% higher rate of productivity than non-apprentices.
  • Higher quality of workBAE Systems apprentices, who have completed the programme, fulfil tasks correctly at a rate of 85% right first time. External recruits complete tasks at a rate of 60% right first time.
  • Increased staff retentionThe British Gas apprenticeship programme reduces external recruitment costs as a result of high retention rates (95%) Rolls Royce retain 98% of their apprentices.
  • Higher employee satisfactionBT Engineering, the apprenticeship teams show the highest level of employee satisfaction, currently running at 85%, and this is significantly higher than other (non-apprentice) teams.
  • More potential for career progression Four out of 12 members of the BT Engineering senior management team were originally apprentices.
apprenticeship marketing exercise
Apprenticeship Marketing Exercise

Working in groups you have 15 minutes to identify what would be in an email bulletin to employers which seeks to market engagement with the Apprenticeship programme

Think of key messages, what language would you use, how do you sell the business benefits of employers engaging with the Apprenticeship programme.

In certain sectors (e.g. logistics) the current training focus is predominantly on legislative compliance rather than on developing their business.

What are the hooks that might be relevant to the sectors you work in or hope to work in?

15 minutes to discuss and 5 minutes to design the mail layout list the business benefits of employers engaging with the Apprenticeship programme

10 minutes feed back

apprenticeship benefits hospitality
Apprenticeship benefits: Hospitality

Apprentices often relatively productive during their training

The average net cost of training was around £4,200

The apprenticeship was often completed within a year

Accordingly, the employer’s costs could be recouped relatively quickly

Source: Institute of Employment Research

apprenticeship benefits retail
Apprenticeship benefits: Retail

Completed within a year with training mainly on-the-job

Training costs relatively low at £2,300

Apprentices can do a job of work whilst training

Employers costs are recouped relatively quickly

Source: Institute of Employment Research

apprenticeship benefits engineering
Apprenticeship benefits: Engineering

Apprenticeships well established in case studies

Little alternative since shortage in external labour market

Opportunities for ex-apprentices to progress into supervisory and managerial jobs

Costs of training relatively high at £29,000 over a three to four year period, but recouped over two to three years after end of apprenticeship

Training highly structured with substantial off-the-job component

Source: Institute of Employment Research

engineering and manufacturing technologies
Engineering and Manufacturing Technologies
  • Advocacy of technician grade in the UK - Apprenticeship route promoted as a primary route to the engineering technician professional grade
  • In EMT Level 3 is the predominate technician grade and is
  • recognised as such through UKSPEC
  • EMT apprenticeship starts fell by 9.1% between 08/09 compared to 07/08.
  • The 25+ group growing at Levels 2 and 3.
  • Level 3 females grown by 10% but females still only make up 4% of all starts in EMT.
apprenticeship benefits construction
Apprenticeship benefits: Construction

Employers trained to meet their own skill needs and those of their sub-contractors

Training tends to be highly structured and relatively costly compared to other sectors: £22,000 although there is variability between employers

Employers were able to recoup their training costs if the apprentice stayed with the company for two years after completing their apprenticeship

Source: Institute of Employment Research





(Can you show

how you add







(geared to the

needs of



Employer strategy

(the public face)

Your proposals

(set out in terms

of business





marketing key questions
Marketing key questions
  • Are you marketing the business benefits of Apprenticeships?
  • Are these benefits framed around the challenges facing employers?
  • Are you selling organisation value rather than learner benefits?

Are these the messages you give out when you meet with employers

some suggestions
Some suggestions
  • Payment terms – how can you make it easy for employers to pay contributions?
  • Try and Buy! (events with key speakers)
  • Jobfairs
  • Network – meet employers where they are
  • Use your CRM effectively
recruiting apprentices
Recruiting apprentices
  • Contract holder
  • NAS
  • Recruitment days
  • Parents
  • Social Networks – engage young people with new media
  • Schools
  • Timing
humberside engineering heta case study
Humberside Engineering (HETA) case study
  • Six-step approach to apprentice recruitment  which includes ability testing, a workshop experience , behavioural testing and an open day for both employers and apprentices together
  • How closely does your recruitment process match your employers' working requirements? How thoroughly do you test applicants for the things they are going to be doing in the workplace - like working in teams, and problem solving?
  • Matching the right young person to the right employer is critical to the success of the apprenticeship. Get it wrong, and you stand to lose much more than just poor completion figures. Employers may lose their trust in you –
  • What system do you use to match employers and apprentices? What would be the benefits and disadvantages of having them all in one place at the same time? How might you overcome any disadvantages?
support materials available
Support Materials Available
  • The National Apprenticeship Service has produced a range of marketing materials emphasising benefits of Apprenticeships
    • The Good for Business campaign: Companies who employ apprentices can download the Apprenticeship employers badge to show their commitment to Apprenticeships.

    • Specific material for selected sectors

    • Marketing Employer Responsive Provision
    • e-learning materials on Sales and Marketing
    • Thematic development project - marketing