Degree Apprenticeships Toolkit

We’ve pulled together a list of FAQs regarding degree and higher apprenticeships.

From 2015 onwards all new apprenticeship programmes have been required to be developed according to new mandatory Apprenticeship Standards.

The term Apprentice and Apprenticeship are moving to become protected titles, which means that it will be illegal to call any training programme an apprenticeship if it has not been developed and approved in accordance with these standards

The Apprenticeship is actually offered by the employer not the education/training provider (who simply provides one element of it as a subcontractor to the employer).  In order to offer apprenticeship training (and also to be eligible for funding) the apprenticeship offered by an employer must comply to this new set of national standards.

This lists both those standards which have been approved and are ready to be delivered, and those that are currently under development.   A first point for any organisation wishing to get involved in apprenticeships is to see whether a standards is already developed/under development in that occupation areas.

Where the Apprentice Standards have been approved, then any HEI wanting to deliver the education parts of it has no option but to design and deliver their provision in line with the existing Apprenticeship Standards.   In practise (and given that in Engineering at least, these will generally be linked to UK Spec) this may not be too restrictive.  The level at which the content is defined is typically not that prescriptive.  See for example these two examples of undergraduate and masters level degree apprenticeships

 

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 list of FAQs regarding degree and higher apprenticeships.

The terminology around apprenticeships is somewhat complex – due to the wide range of types and levels of training and skills that they encompass, and the changing political landscape in which they sit

The first set of terminology used in apprenticeships relates to level.  Apprenticeships are described in terms of education levels (even where no educational qualification is included!), with apprenticeships currently offered from level 2 (GCSE equivalent) to levels 6 and 7 (degree and master’s degree respectively).  The different levels of apprenticeships are termed ‘intermediate’ apprenticeships at Level 2, ‘Advanced Apprenticeships’ at Level 3, ‘Higher Apprenticeships’ at levels 4 and above, and Degree Apprenticeships in the case of Apprenticeships at levels 6 and 7 which lead to an undergraduate or Master’s degree as part of the apprenticeship training. It should be noted that these ‘degree apprenticeships’ are the only apprenticeships which mandate an educational qualification within them.

Apprenticeships classified as providing training equivalent to Levels 4 and above but which do not lead to a Bachelors or Master’s degree are termed Higher Apprenticeships.  These include apprenticeships with no formal qualifications as well as Apprenticeships leading to qualifications such as HNC, HND and Foundation degree.  Again it is important to note that the educational qualification here is a means to an end (in terms of developing and demonstrating competence some of in the skills required for the apprenticeship) rather than the end in itself

One significant potential source of confusion is that there are still legacy apprenticeships being delivered /offered under the systems that predated the current apprenticeship model.    Particular care is needed to make the distinction between new ‘Apprentice Standards’ and old style ‘Apprentice Frameworks’ which were also known as ‘Modern Apprenticeships’.

The Apprenticeships ‘Frameworks’ and ‘Standards’ are essentially the documents that define the design and content of the two types of apprenticeships developed pre and post 2014 and are significantly different.

Confusingly some of the old framework documents use the term framework and standard interchangeably.   Given that the old style apprenticeships will still be around for some time it is useful to be aware of them, even if only to avoid getting them mixed up with the new style apprenticeships standards and trailblazers which are described in more detail under FAQ’s 5 and 6

These old Apprenticeship Frameworks are currently being phased out (last starters on the old style apprenticeships summer 2017) and superseded by the new ‘Apprenticeship Standards’.  (https://www.gov.uk/government/publications/removal-of-apprenticeship-frameworks ) but will still be in existence with apprentices on them for several years to come. Some useful sources of information on these legacy arrangements can be found at

 

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 list of FAQs regarding degree and higher apprenticeships.

An Apprenticeship can be defined as a full-time paid job, which incorporates a programme of structured on and off the job training meeting.

The government additionally defines that it must meet certain specific criteria regarding duration (12 months or more), training (min 280 hrs, of which at least 30% away from workplace), employed hours (min. 30hrs a week), wages, achievement of minimum standards of English and Mathematics, and compliance with national apprenticeship standards (previously frameworks)

It is important to understand that the government’s model for apprenticeships of all types is that they should be employer led and driven and with the training largely workplace delivered.  Indeed for most apprenticeships there is not even a requirement for an educational qualification to be included (although most do at least at the higher levels).  Consequently most of the government guidance is written from the context/perspective of the employer rather than the education provider who is essentially a supplier (of education/training services) to the employer in this model.

However there are some more HE specific sources of useful information – probably the most comprehensive is published by The University Vocational Awards Council, who in 2015 produced a document called “Apprenticeship, Higher Apprenticeship and Degree Apprenticeship – A Guide for HEIs”. http://www.uvac.ac.uk/wp-content/uploads/2015/03/UVAC-Apprenticeship-Guide-12th-March-2015.pdf

The HEFCE website also has a Policy Guide on Degree Apprenticeships (including information on funding opportunities for HEIS’) at:

UUK have also produced some information on degree apprenticeships, including a March 2016 report on their projected growth:

And a 2019 update:

The government also produced a fact sheet and “quick start guide” for HEI’s interested in delivering apprenticeships (for the year 2015-16).

It should also be noted that much of the above applies specifically to England, and that different arrangements may apply in Scotland, Wales and Northern Ireland

It is also worthwhile to note that the development of Higher and Degree Apprenticeships in Engineering is perhaps somewhat behind that in other areas, notably IT and Business, Finance and Law.  Some useful and transferable information can be found by looking at these.  For example:

 

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.

 

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.

 

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

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.

 

There is an overall lack of familiarity around this approach to study in the UK at present. It is not only employers and universities that need to convince and be convinced; it is also the prospective apprentices/students – and their advisers. Both advisers and students need to have confidence that they are going to get a great education at this level, with excellent employment prospects, and also the opportunities that higher education open up, whatever route is taken.

The student cohort needs to be developed through extensive outreach effort and developed in line with employers’ needs so make sure you get your colleagues in your outreach and recruitment department involved early.  New methods of assessment of the suitability students for this different approach are needed so as to be sure that they will commit themselves to a full programme of study and apprenticeship, and to the employer, for the full period (and for any indemnity period that the employer may insist on after graduation).

 

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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