Degree Apprenticeships Toolkit

We’ve pulled together a checklist of things for university departments to consider when proposing to get involved in degree apprenticeships.  It’s still evolving so please do contact us if you have experience or advice you would like to add.

 

Schedules of teaching and learning need to be agreed. These can take various forms:

There may also be periods of study on employers’ premises and at other institutions. These again have to be agreed and contracted.

Methods of grading, assessment and feedback need to be agreed and these will then be adhered to, in order to satisfy the exam board and other university regulations. The structures of assessment (presentations, experiments, lab work, practicals, as well as essays and exams) have also to be integrated throughout the programmes.

Agreeing employer-led content is vital from the above points of view. In employer led content, the university is required to have a position of ‘internal external examiner’ and in some universities this may mean that designated employer staff are given the status of adjunct employee at the university in question.

Examining employer-led content and the means by which this is done has to be agreed and contracted. It is essential to recognise that this can lead to conflicts, where for example:

University staff will therefore need to remain in close contact and regularly visiting employers’ premises in order that neither of these positions occurs. Where there are disputes over standards, there needs to be an agreed means of arbitration and reconciliation of grades and work.

Student registration is an issue because of the UK UCAS regulations that govern undergraduate admissions to programmes at this level. This may have to be agreed as a formality; if students are not to apply via UCAS then an alternative is required, that is agreed and contracted. There may be disputes also over:

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

We’ve pulled together a checklist of things for university departments to consider when proposing to get involved in degree apprenticeships.  It’s still evolving so please do contact us if you have experience or advice you would like to add.

 

The length of contract will vary according to particular circumstances. It appears unlikely that any contract of less than 5-6 years is going to deliver the benefits sought by all. Universities need to have the stability. Employers do not want to give the impression that they are dipping into and out of the latest ideas. This kind of stability also informs the wider branding, confidence and substantive development that this initiative needs in the eyes of all concerned – and especially, as above, students and their advisors.

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

We’ve pulled together a checklist of things for university departments to consider when proposing to get involved in degree apprenticeships.  It’s still evolving so please do contact us if you have experience or advice you would like to add.

 

As for all new programme proposals, numbers of students required in order to make a programme viable is crucial. This needs to be clearly stated and written into the contracts that will be signed. This is vital anyway; but particularly vital when offering a degree apprenticeship programme that is formed around a number of employers, consortia, trade federations and SMEs. If for example the university contracts to run such a programme for 20 students and there are only 17/18/19, then this can lead to all sorts of debates and discussions – and conflicts – if for example every employer except one has delivered the numbers promised. This must be clearly understood, and must also be recognised and addressed as a key part of the contract.  Close co-operation between the lead academic department and the HEI’s finance and planning services will be needed and, as we said earlier, a very different approach taken to evaluating viability than for a standard academic programme.  The longer term and broader relationship to be developed with the company will need to be taken into account, for example, along with the opportunity to access a new funding source.

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

We’ve pulled together a checklist of things for university departments to consider when proposing to get involved in degree apprenticeships.  It’s still evolving so please do contact us if you have experience or advice you would like to add.

 

The constitution of the programme is formed around the 80/20 principle and what is done and how then becomes a matter for agreement in the contract. There are two main approaches:

The “on the job” work then has to be fitted in with the requirements of the employers, and needs to be agreed and structured in ways that fit in with HEI schemes of award. This means particular attention to, and agreement on:

Interim awards may also be either offered by the university or demanded by the employers, and the issuing of certificates and diplomas at different stages of progress may be required or appropriate in some cases.

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

We’ve pulled together a checklist of things for university departments to consider when proposing to get involved in degree apprenticeships.  It’s still evolving so please do contact us if you have experience or advice you would like to add.

 

Structure

The overall structure of a degree apprenticeship proposal needs full attention to all of the details that would go into a mainstream university undergraduate programme, and to all the details that would go into a normal programme of 18-year-old entry into employment. These have to be agreed in advance. They have to meet the constitution of the university and also the demands of the employers – but with the overriding consideration that they must be designed in accordance with the relevant national apprenticeship standards. They have also to be structured in ways that deliver the value sought by the apprentices/students.

The national the apprenticeships standards model (as opposed to the previous apprenticeship frameworks), define the curricula and expected outcomes of any degree apprenticeship.  The rules for apprenticeships mandate that these standards are developed by consortia of employers and relevant professional bodies (plus potentially one or more education providers). These are termed “Trailblazers”.

The first raft of these “Trailblazer” degree apprenticeship standards have been developed and are available for delivery now. Both these and any future new degree apprenticeship programmes are required to be structured either as:

Where can I find a list of approved degree apprenticeship standards?

 Apprenticeship standards: Skills Funding Agency (updated 20th May, 2016)

List of all the apprenticeship standards (updated 20th May, 2016)

 

Length and structure of programme

With the above in mind, the study mode has to be agreed, and this then forms the core of the contractual agreement that is to be entered into. The balance of study ‘guidance’ is 80/20, with the 80 taking place wholly or mainly on employers’ premises and the 20 at the HEI. The standard university undergraduate programme is three years; and while spreading the degree apprenticeship out over 4 or even 5 years may look superficially attractive, this has to be seen in the light of the expectations of the 18-year-old to make progress and demonstrate achievement over a lesser period. If there are to be retention or penalty clauses for early departure from the programme, these have to be written in and made clear.   See our case study for the innovative approach taken by the University of Sheffield.

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

It is important to recognise that a successful degree apprenticeship programme has to be founded on a strong and real partnership between an employer (or group of employers) and a provider (or group of providers).  The following are normally essential elements that need to be in place to underpin this, before starting significant development:

There are also some key deliverables or structural demands that have to be addressed as follows:

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution. If you would like informal help or advice with these processes, contact the EPC.

HEFCE  has now (May 2016) published a revised ‘operating model’ for quality assessment in higher education in England.  This marks the next phase of the Quality Assessment Review begun by DELNI, HEFCE and HEFCW in October 2014 as part of each funding body’s statutory responsibility for quality assessment in higher education.  During 2016/17 it will be testing and developing aspects of the new approach with the sector and students before it is put into practice in 2017/18.

Contents:

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution.

In Scotland, Enhancement activity is planned and directed by the Scottish Higher Education Enhancement Committee (SHEEC).  It aims to enhance the student learning experience in Scottish higher education by identifying specific areas (Themes) for development. The Themes encourage staff and students to share current good practice and collectively generate ideas and models for innovation in learning and teaching.

In Northern Ireland, the QAA developed and integrated quality and enhancement approach.  Handbooks, together with guidance for students may be found here.

More information:

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution.

The Quality Assurance Agency for Higher Education (QAA) is the independent body entrusted with monitoring, and advising on, standards and quality in UK higher education.

Subject Benchmark Statements set out expectations about standards of degrees in a range of subject areas. They describe what gives a discipline its coherence and identity, and define what can be expected of a graduate in terms of the abilities and skills needed to develop understanding or competence in the subject.  The QAA publish Subject Benchmark Statements for a range of disciplines – including engineering, on which they have worked closely with universities, the Engineering Council and the professional engineering institutions and so are aligned with the professional standards required by external professional or regulatory bodies in the discipline.

Benchmark statements are available for both bachelor’s and master’s level study.  They not represent a national curriculum in a subject area. Rather, they allow for flexibility and innovation in programme design within an overall conceptual framework established by an academic subject community. They are intended to assist those involved in programme design, delivery and review and may also be of interest to prospective students and employers, seeking information about the nature and standards of awards in a subject area.

Subject benchmark statements for engineering:

More information:

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution.

Accreditation is the process of reviewing an engineering degree programme to judge whether or not it meets the defined standards set by the Engineering Council.  Accredited engineering degrees offer a mark of assurance that the degree programme meets the standards defined and set by the engineering profession.

Accredited course search

Accreditation of Higher Education Programmes (AHEP): Accreditation is a mark of assurance that a degree programme meets the standards set by the profession.  The Engineering Council licenses over 20 professional engineering institutions (PEIs) to undertake accreditation of HE programmes in line with its standards and requirements for accreditation which are set out in the AHEP document.

Accrediting institutions interpret the Engineering Council’s standard as appropriate for their own sector of the profession.  They use the accreditation process to assess whether specific educational programmes provide graduates with some or all of the underpinning knowledge, understanding and skills for eventual professional engineer registration as an Incorporated Engineer (IEng) or Chartered Engineer (CEng).  Programmes may be accredited as fully or partially meeting the educational requirement for registration as either IEng or CEng.  If you are thinking of developing a new programme and wish to apply for accreditation, the Engineering Council and the appropriate PEI are always pleased to provide informal advice and guidance.

More information:

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

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