Transcript Document

Higher Apprenticeships at
Degree Levels, Opportunities
for HE and FE
John Chudley CMarEng CEng FIMarEST
Adrian Anderson
1 | Presentation title – 00/00/2012
Context and Rationale
The Government wishes to support the needs of the
economy and the aspirations of employers and
individuals to develop work-based higher level skills
through Higher Apprenticeships.
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Objectives re HLS agenda
The ultimate desired outcomes are to:
– increase progression offer to HLS;
– positively develop clear routes from Level 3 and technician
class;
– create recognised routes for professions as a work based
vocational education route to chartered/license to practice;
– engage a new “cohort” of individuals in HLS;
– create a respected, credible vocational training offer that
will have parity of esteem with more academic education at
the same level.
3
Business Priorities and Delivery
Objectives 2012/13
– Increasing the number of young people starting an
apprenticeship.
– High quality apprenticeships.
– Increasing the number of employers employing
apprentices.
– More advanced and higher level apprentices on the
programme.
– Broadening the access to the apprenticeship programmes.
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Historical Starts
*provisional
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Higher Apprenticeship Starts
- by framework
*Provisional. Darker sections indicate previous full year position
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Progression
CEng
7
6
IEng
5
4
EngTech
3
2
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Higher Level Skills
•
There is a continued need for accessible HE Information Advice and
Guidance, particularly for employers, who are important gatekeepers
•
Completing Advanced Level Apprentices generally expect to stay with
employers who have supported their training, particularly where there are
opportunities for promotion
•
Whilst progression figures suggest low levels of progression from
Advanced Level Apprentice to HE (4–13%) a significant number aspire to
higher level education and training
•
~50% of apprentices who complete an Advanced Level Apprenticeship
show an interest in pursuing a degree-level equivalent course
•
There remains a need for continued HE awareness and aspiration raising
amongst such work-based learners and development of
innovative/flexible provision (ie. Higher Apprenticeships beyond Level 4)
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Higher Apprenticeships
the complete slice
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Apprenticeships and the Professions
Are professional bodies aware of Apprenticeships
in their sectors?
No reply
3%
Not sure
13%
Not sure
11%
Yes
27%
Yes
49%
No
40%
No
57%
Do any of the members of your
professional body currently join via
Apprenticeship routes?
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Memberships grades
and qualifications
Percentage of respondents whose lowest fully
professional membership category requires
qualification at each QCF level
30%
16%
16%
14%
11%
8%
5%
0%
Open
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0%
0%
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 No Reply
Higher Apprenticeships
In your opinion, would
Higher Apprenticeships be
appropriate for your sector
as a way of gaining 'license
to practice'/full
membership?
No reply
8%
No
22%
Yes
70%
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Higher Apprenticeship
Investment Fund
The aim of the Higher Apprenticeship Investment Fund is to create
sustainable, Higher Apprenticeship programmes that are based on
employer demand, involve education and business partnerships and
that are accessible to all, especially small employers.
At least 10,000 additional Higher Apprenticeship places over 4 years
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Higher Apprenticeship Frameworks
available in 2011/12 Academic Year
Framework Name
Sector Subject Area
Accounting
Business, Administration and Law
Business and Administration
Business, Administration and Law
Contact Centre Operations
Business, Administration and Law
Management
Business, Administration and Law
Providing Financial Advice
Business, Administration and Law
Construction Technical Supervision & Management
Construction, Planning and the Built
Environment
Engineering Manufacture (Senior Technician)
Engineering and Manufacturing Technologies
Food and Drink
Engineering and Manufacturing Technologies
Water Industry
Engineering and Manufacturing Technologies
IT, Software, Web & Telecoms Professionals
Information and Communication Technology
Life Science
Science and Mathematics
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Policy Context and Opportunities
for HE and HE in FE
2010/11 – 457,200 Apprenticeship Starts
July 2011 – Prime Minister announces Higher Apprenticeship Fund
Approximately 30 Partnerships supported to develop new Higher
Apprenticeships and stimulate take-up
-
Rationale - business need, development of Apprenticeship family
‘craft’, ‘technician’ and ‘professional’, social mobility
Breadth of organisations involved FE, HE, private providers,
awarding organisations, professional bodies and employers
September 2012 – Consultation on Criteria for Higher Apprenticeships at
Degree Levels – levels 4 – 7 and naming conventions
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Higher Apprenticeship
Consultation
Emerging Issues
1.
The criteria for Higher Apprenticeships at Levels 4
and 5 (Certificate of HE and Foundation degree
levels)
2.
The criteria for Higher Apprenticeships at Levels 6
and 7 (Bachelor’s degree level and Master’s degree
level)
3.
The naming of Higher Apprenticeships at Level 4, 5, 6
and 7
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Higher Apprenticeship - Challenges
and Opportunities for HE and FE
Higher Apprenticeship, builds on good practice in work-based
learning and the accreditation of knowledge and competence.
Challenges; competition, the QCF, Awarding Organisations, private
providers, professional bodies – or opportunities for greater
collaboration?
Opportunities; engagement of employers, professional bodies,
demonstrating a learning programme delivers sector requirements,
engaging new cohorts of learners, supporting social mobility.
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How to Get Involved in
Higher Apprenticeship
-
Talk to UVAC, NAS and the Higher Apprenticeship Fund
partnerships
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Look at Higher Education, Skills and Work-based Learning –
The future of higher apprenticeships in the UK
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Look at Apprenticeship Frameworks online
http://www.afo.sscalliance.org
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Talk to employers and partners
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The Government’s response to the Consultation on the
Criteria for Higher Apprenticeship at Degree Levels
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Conclusion
Skills Strategy at the heart of the Government’s Growth
Strategy
Apprenticeships at the heart of the Government’s Skills
Strategy
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