Transcript The Development of a Higher Level Apprenticeship in

The Development of a
Higher Level Apprenticeship
in Construction Operations
Management and an
Integrated Foundation
Degree
Overview
 Policy and regulatory context for the development of Higher
Apprenticeships
 The identification of employer need
 Developing a Higher Apprenticeship framework
 The Framework Design in compliance with SASE
 Developing a work-based Foundation Degree that integrates
knowledge and competency requirements
 Approving the Foundation Degree using a validated Work Based
Learning Framework
 Next steps – delivering the Higher Apprenticeship on a national basis
Background to Development

Originated from a request from Construction Skills to the Lifelong
Learning National Forum

Employer demand for managers in the construction industry

Recognition of the need to develop a Foundation Degree which
included competence and knowledge.

The need for a Higher Level Apprenticeship Framework to integrate a
Foundation Degree which could deliver the Specification of
Apprenticeship Standards for England (SASE) requirements.

The need to develop a framework which would enable social mobility
and progression to Higher Education.

Currently low level of progression from level 4 and this was not meeting
the needs of the sector
Policy and regulatory context for
the development of Higher
Apprenticeships

Increasing the number of apprentices is a key priority for the coalition
government

The Skills Strategy (2010)

HE White Paper (2011)

Neither however focused on the role of HE in the role of delivering
skills or in its role in developing and delivering apprenticeships

Specification of Apprenticeship Standards for England (SASE)

The role of Sector Skills Councils in approving Apprenticeship
framework

The Higher Apprenticeship Prospectus July 2011 (BIS DFE NAS)
committed ｣25 million for the development of Higher Level
Apprenticeships
The identification of
employer need

Originated from a request from Construction Skills to the Lifelong
Learning National Forum

Estimated an annual need of 2890 to progress into Construction
Operation Manager roles

Employer request (UK Contractors Group ) for the inclusion of a
Foundation Degree

Low level of progression across the sector to level 4 and HE

Recognition of the need to develop a Foundation Degree which
included competence and knowledge.

The need for a Higher Level Apprenticeship Framework to integrate a
Foundation Degree which could deliver the Specification of
Apprenticeship Standards for England (SASE) requirements.

The need to develop a framework which would enable social mobility
and progression to Higher Education.
Development of the Higher Level
Apprenticeship Framework
 Formation of groups to lead the development
 Steering Group
 Working group
 Working group (residential) members from the working group
 These groups included representatives from HEIs, FECs ,
Construction Skills and employers
 The purpose was to agree and develop the framework and
Foundation Degree curriculum.
The Framework Design in
compliance with SASE

Functional Skills in English and Maths at level 2
If learners had already achieved this then they were not required to
repeat the qualification. It was anticipated that the majority of learners
would already have achieved this qualification, either through
achievement of an advanced apprenticeship, qualifications at school
or learning as an adult. A broad range of qualifications were
acceptable and specified.

Employee Rights and Responsibilities
This was achieved through the workplace with specified criteria for
achievement, which had to be signed on completion by the employer
and presented to Construction Skills.

Health and Safety
This was included within core modules of the Foundation degree.
The Framework Design in
compliance with SASE

Personal Learning and Thinking Skills
The learning was integrated within the Foundation degree but
achievement recorded separately as required by SASE.

By adopting the above approach it was possible for most
achievement and learning specified in the Higher Level
Apprenticeship to be delivered and accredited by the Foundation
Degree.

Equality and Diversity
This was already available at all levels for apprentices and approved
by Construction Skills

Information Advice and Guidance
This is the responsibility of the awarding institution
Developing a work-based Foundation
Degree that integrates knowledge and
competency requirements
 SASE knowledge and competency requirements
 The assessment of negotiated work-based projects and
activities
 Work-based learning outcomes and the assessment of
knowledge and competency
 Mapping of National Occupational Standards
 Support for employers/workplace mentors and quality
assurance
Approving the Foundation Degree
using a validated Work Based
Learning Framework
 What is a validated Work Based Learning Framework?
 The qualification title, awards and curriculum structure
 Negotiated WBL Project modules
 APEL and Review of Learning modules
 The Programme Agreement and WBL Framework Programme
Approval Panel
 Conditions and recommendations
-
Included employer involvement in negotiating work-based
activities
Included work-based approaches to learning and
assessment
Next steps - delivering the Higher
Apprenticeship on a national basis

Construction Skills Qualification Group is now in the process of approving both
the Framework and degree.

Approval of funding to ‘Implement the Construction Operations Management
Higher Level Apprenticeship’
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Employer/employee marketing and promotion
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Establishing regional Delivery Partnerships –
educational providers/employers
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Establishing Delivery Partnership Managers
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IAG/mentoring/APEL resource development
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Work with key employer supply chains to develop SME
participation
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Develop progression routes and specialist
pathways
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Deliver 1,200 Higher Apprenticeship opportunities by March
2013