GT VET Greening Technical VET – Sustainable Training Module for the European Steel Industry

Work Package 3 Industry Driven Analysis of Job Requirements National Report The UK Apprenticeship System – Mechanical and Electrical Engineering

D.7.5.1 United Kingdom Dr Dean Stroud Dr Claire Evans

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

Content 1

Introduction .............................................................................................................................................. 4

2

Background............................................................................................................................................. 4 2.1 History ..................................................................................................................................................... 4 2.2 The Modern Apprenticeship Scheme – A General Overview of Content and Levels .............................. 7 2.3 The Apprenticeship, Skills, Learning and Children Act and the National Apprenticeship Service ....... 10

3

Engineering Apprenticeships ................................................................................................................... 14 3.1 Rationale/background to apprenticeship framework ........................................................................... 14 3.2 Titles of Relevant Apprenticeships ........................................................................................................ 16 3.3 Levels of Apprenticeship ....................................................................................................................... 16 3.4 Content of the Apprenticeship Programmes ........................................................................................ 17 3.4.1 Apprentice in Engineering/Foundation Apprenticeship (Level 1/2) .............................................. 21 3.4.2 Advanced/ Modern Apprenticeship (Level 3) ................................................................................ 29 3.4.3 Higher Apprenticeship in Engineering Technology ........................................................................ 39

4

Implementation of Framework ............................................................................................................... 43 4.1

Employment Status ......................................................................................................................... 43

4.1.1 Apprenticeship/Foundation Apprenticeship in Engineering .......................................................... 43 Irrespective of the status of the apprentice, when embarking on an apprenticeship programme there has to be a designated employer who agrees to provide the high quality work based training element. Therefore, it is essential that both the apprentice and employer are fully briefed on, and aware of their respective responsibilities. ................................................................. 43 4.1.2 Advanced Apprenticeship/Modern Apprenticeship in Engineering .............................................. 43 4.2

Entry Requirements......................................................................................................................... 44

4.3

Minimum Duration of Training ........................................................................................................ 45

4.4

Health and Safety ............................................................................................................................ 46

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

5

Achievement and Progression................................................................................................................. 49 5.1 Certification ........................................................................................................................................... 49

6

Progression .............................................................................................................................................. 50

7

Conclusions ............................................................................................................................................. 52

Bibliography..................................................................................................................................................... 53

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

1

Introduction

This report will provide an overview of the system of UK apprenticeships in engineering. In order to do so, it will briefly outline the broader institutional context, both historical and current, before detailing the general structure and content of apprenticeship programmes in the UK. Subsequently, a detailed and more specific exposition of the levels and programme content of apprenticeships in engineering will be provided, with an identification of the core elements of all three levels of apprenticeship. Finally, a brief overview of implementation of the frameworks will be outlined, prior to identifying potential progression routes for apprentices at each level.

2

Background

2.1 History The UK has a long history of Apprenticeships, stretching back to the craft guilds of the Middle Ages (National Apprenticeship Services (NAS), 2011).

The system became

more regulated in 1563, when the Statute of Artificers set out terms and conditions for training (for example, a minimum duration of seven years for an apprentice to become fully qualified, as well as stipulations for the master–apprentice relationship).

Apprenticeships expanded in the following two centuries, and this expansion was accompanied by new legislation on working conditions, environment as well as the conduct of apprentices in their leisure time.

Another milestone of legislation was passed in 1802. This was the Health and Morals of Apprentices Act, the provisions of which included a 12-hour working day and a requirement that factory apprentices were taught reading, writing and arithmetic. These developments led to the repeal of the 1563 Statute in 1814. This meant that practising

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

a skill, despite not being apprenticed to a master craftsman, was no longer illegal. The new act also loosened statutory controls over apprenticeships, by removing the requirement for a minimum of seven years to be spent on one.

By the late nineteenth century, apprenticeships had spread from artisan trades such as building and printing to the newer industries of engineering and shipbuilding, and later to plumbing and electrical work. Although there were approximately 240,000 apprentices by the mid-1960s, there were growing concerns about the effectiveness of apprenticeship training (NAS, 2011). It was criticised for its exclusivity, for being maledominated, for focusing on serving time rather than on outcomes, and for a failure to embrace new and expanding occupations.

Numbers of apprentices had decreased to some 53,000 (‘average in learning‘ figure) by 1990 with this decline exacerbated by rising post-16 participation in full-time education, a lack of public funding for apprenticeships, as well as the effects of the Youth Training Scheme and Youth Training programme. These initiatives catered for young people who might otherwise have done an apprenticeship, but the quality of provision was often questionable and both programmes contributed to a poor perception of vocational training generally.

Since the mid-1990s, successive governments have sought to overhaul the programme, so as to account for a changed economic and institutional context. Levels of state intervention into the apprenticeship system within the UK have varied over the years, from levy-funded programmes via the industrial training boards in the 1960s and 1970s, to an entirely ‘voluntarist’ system in the early 1990s.

The Modern Apprenticeship System However, in 1993, in response to employer concerns about skills shortages, particularly at intermediate levels, the Government announced plans for a new Level 3 Appren-

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

ticeship scheme, the Modern Apprenticeship Scheme. Prototypes were introduced the following year and the scheme became fully operational in 1995. At this time, the Modern Apprenticeship was focused almost entirely on occupational competence, and did not require specific technical learning.

Since 1997, a number of the programme elements have been reformed, and governance systems have changed. Changes include the following:

1.

In 1998, the Training Standards Council (subsequently the Adult Learning Inspectorate) began an inspection of work-based learning providers. In 2007, responsibility for inspection was transferred to Ofsted.

2.

Level 2 Apprenticeships were introduced in 2000.

3.

In 2000, the LSC took on responsibility for funding Apprenticeships from the Training and Enterprise Councils.

4.

The technical certificate was introduced in 2003/04. This explicitly required Apprentices to acquire and demonstrate theoretical knowledge. This entailed the provision of structured off-workstation training.

5.

The Apprenticeships ‘family’ was re-branded in 2004.

6.

The Apprenticeships blueprint was introduced in 2005 so as to provide updated guidance for Sector Skills Councils as to how their Apprenticeship frameworks should be defined.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

These changes, coupled with the increased investment made by the Government since 1997, have resulted in a major improvement in the number of Apprentices. There were 279,700 Apprenticeship starts in the 2009/10 academic year in England, compared to 239,900 in 2008/09. Overall completion rates have been transformed – low completion rates were once indicative of severe problems with recruitment practice and quality. For the academic year 2009/10, 171,500 people successfully completed an Apprenticeship compared to 143,400 in 2008/09. Completion rates were 74% in 2009/10 as compared to 37% in 2004/05.

2.2 The Modern Apprenticeship Scheme – A General Overview of Content and Levels There are over 100,000 employers offering apprenticeships in more than 160,000 locations. Moreover, there are more than 200 different types of apprenticeships available, covering over 1,200 job roles. In sum, UK apprentices are employees of firms, working at least thirty hours a week, who work alongside experienced staff in order to gain job-specific skills. In addition to this practical experience, apprentices receive off-the-job training (usually delivered on a day-release basis) at a local college or specialist training organisation, which leads to nationally recognised qualifications.1 Anyone living in England, over 16 years-old and not in full-time education can apply.

Apprenticeships can take between one and four years to complete depending on the level of Apprenticeship, the apprentices’ ability and the industry sector. The minimum

1

The amount of time spent at college varies according to the specific apprenticeship. It ranges from one day every

other fortnight to two days every week.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

salary is £2.50 per hour (from 1 October 2011 this will be £2.60 per hour). In reality, many apprentices earn significantly more.2

There are three levels of Apprenticeship available:

1 - Intermediate Level Apprenticeships (Foundation Apprenticeship) Apprentices work towards work-based learning qualifications such as a Level 2 Competence Qualification, Functional Skills and, in most cases, a relevant knowledge-based qualification. 2 - Advanced Level Apprenticeships Apprentices work towards work-based learning such as a Level 3 Competence Qualification, Functional Skills and, in most cases, a relevant knowledge-based qualification. 3 - Higher Apprenticeships Apprentices work towards work-based learning qualifications such as a Level 4 Competence Qualification, Functional Skills and, in some cases, a knowledgebased qualification such as a Foundation Degree.

All Apprenticeships must include the following elements: 1.

A competencies qualification: this is the qualification required to demonstrate competence in performing the skill, trade or occupation to which the framework relates and must be achieved by the apprentice so as to qualify for an Apprenticeship Certificate

2

Careers Wales states that the average weekly wage for an apprentice is currently around £170 and in some job roles, it is approximately £210 per week.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

2.

A technical knowledge qualification: this is the qualification required to demonstrate achievement of the technical skills, knowledge and understanding of theoretical concepts and knowledge, as well as an understanding of the industry and its market relevant to the skill, trade or occupation to which the framework relates. On occasion, an apprenticeship framework may have an integrated qualification which combines competence and technical knowledge elements in which each element is separately assessed.

3.

Either Key Skills (e.g. working in teams, problem-solving, communication and using new technology) or Functional Skills (e.g. Maths and English) qualifications or a GCSE with enhanced content (e.g. Maths and English).

The diagram below provides an overview of where apprenticeships fit with other options for education, employment and training.

Source: National Apprenticeship Service, 2011.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

2.3 The Apprenticeship, Skills, Learning and Children Act and the National Apprenticeship Service In January 2008, the establishment of the National Apprenticeship Service (NAS) was announced.3 The NAS was officially launched and operational in April 2009, under the auspices of the Apprenticeships, Skills, Learning and Children (ASCL) Act 2009. The service was created in order to bring about a significant growth in the number of employers offering Apprenticeships. The organisation has end-to-end responsibility for the delivery of Apprenticeships. Its functions include the provision of Employer Services (its principal role); Learner Services as well as the administration of a web-based vacancy matching system for apprenticeship vacancies.4 The service has ultimate accountability for the national delivery of targets and co-ordination of the funding for Apprenticeship places. It aims to overcome barriers to the growth of the programme and to this end, assumes responsibility for promoting apprenticeships and their value to employers, learners and the country as a whole. The NAS consists of a national policy and business delivery team, and below this has a regionalised structure. The national team works with key national stakeholders and partners so as to promote apprenticeships and develop policies and practices which enhance the learner and employer experience. The regional teams exist to provide local support to employers, from offering initial advice to employers who express interest in having an apprentice, through to the selection of a training provider to work with, as well as the recruitment and progression of an apprentice. Each regional team is comprised of dedicated employer and learner functions. The regional team also supports training providers and careers guidance staff in schools and colleges, as well as IAG (information, advice and guidance) providers in further education. In this capacity, the NAS works collaboratively with Business Link brokers and

3

In Wales, the services are provided under the auspices of Careers Wales. 4

This online system enables individuals to search and apply for live vacancies and allows employers, and their training providers to advertise their vacancies to a wide range of interested applicants.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

other intermediaries with the aim of increasing the number of employers who actively engage in Apprenticeships.

The national priorities for the NAS are as follows: •

Young People: A priority aim is to ensure that the Government’s ambition for more young people to undertake an Apprenticeship is delivered. The longer term target is for at least one out of every five young people to be undertaking an Apprenticeship programme by 2020. The Apprentices, Skills, Children and Learning (ASCL) Act of 2009 aims to ensure that, by 2013, an Apprenticeship place will be available to all suitably qualified young people, and the Act places this right on a statutory basis.5

In order to meet this target, the NAS aims to: 1. 2.

Increase the number and variety of places available. To ensure providers understand the move away from programme-led Apprenticeships,

3.

A particular focus for the National Apprenticeship Service in 2010-11 will be to increase the number of employers engaged in the Apprenticeships programme, particularly in sectors which do not have a strong tradition of Apprenticeships.

4.

To provide a specific focus on the progression of young people into a Level 3 Advanced Apprenticeship (as set out in the ASCL Act). Colleges and providers will therefore be expected to continue to engage and support the progression of suitably qualified young people into Advanced Apprenticeship programmes.

5

The ASCL Act provides for a statutory framework for apprenticeships and creates a right to an apprenticeship for suitably qualified 16-18 year olds. The Act provides for the right to a quality apprenticeship place (from 2013) for every young person with the appropriate qualifications. It also stipulates that young people in schools must receive proper information and advice about vocational training opportunities including apprenticeships.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

5.

To ensure that more Level 4 Apprenticeship opportunities are available in all areas.

6.

The Minimum Level of Performance for Apprenticeships and Advanced Apprenticeships to be set at 50% achieving a full framework.

7.

Work to address stereotyping and under-representation across all equality strands, including gender, race and disability.

8.

Funding for a total of 131,000 starts nationally and the specific number agreed in each region as part of the agreed 14-19 plan for each Regional Planning Group

•

Adults: continuing to increase and expand the number of adults undertaking an apprenticeship is the Government’s central plank in meeting its wider skills policies for the country. A new focus for this will be to increase the number of Apprentices at Level 3, and in particular, the NAS will fund a further 20,000 starts for those aged 19-30 to do so. The NAS also seeks to stimulate the progression routes from an Apprenticeship into Higher Level Apprenticeships and higher education. From 2011, all Apprenticeship frameworks will have UCAS tariff points.

In order to meet these targets, the NAS aims to: 1.

Create a new technician class through an expanded apprenticeship system, focusing in particular on level 3.

2.

Ensure the provision of 20,000 new Advanced Apprenticeship places for those aged 19-30 in the 2010/11 academic year rising to an extra 35,000 from the 2011/12 academic year.

3.

To ensure that more Level 4 Apprenticeship opportunities are available in all areas.

4.

Ensure that three quarters of people should participate in higher education or complete an Advanced Apprenticeship or equivalent level course by the age of 30.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

5.

Continue to provide funding for this (25+)age group, but in the light of the reduced amount of training time required for these learners, the funding rates will be reduced by a further 10%.

6.

Support the creation of an Apprenticeship Scholarship Fund to encourage apprentices to go into higher education by providing 1,000 scholarships per year worth £1,000

7.

Make £5 million available to SSCs working with employers and Higher Education Institutions to develop more higher apprenticeship frameworks and to pilot new composite Honours and Masters frameworks

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

3

Engineering Apprenticeships

3.1 Rationale/background to apprenticeship framework Responsibility for the Apprenticeship/Foundation Modern Apprenticeship in Engineering and the Advanced Apprenticeship/Modern Apprenticeship in Engineering rests with Semta, the Sector Skills Council for Science, Engineering and Manufacturing Technologies. SEMTA (originally an Industrial Training Board, established in 1964) covers the core science, engineering technology sectors across the UK economy. It has responsibility for science, technology and mathematics based occupations wherever they exist in the economy. The sectors covered include the main engineering manufacturing groups of basic metal manufacture, metal products, mechanical equipment, electronics, electrical equipment, motor vehicles, aerospace and other transport fields (SEMTA, 2008). SEMTA’s ‘footprint’ covers some 100,000 companies, employing around two million people in the UK. The companies within SEMTA’s footprint provide an average of 10% of UK Gross Domestic Product (GDP) – (£74 billion in 2008), and account for more than one third of total UK exports. The current overview of the Apprenticeship/Foundation Apprenticeship in Engineering and the Advanced Apprenticeship/Modern Apprenticeship in Engineering programmes for England and Wales are contained in Framework Issue Number 9, Version 10 of the Engineering Framework 106 (SEMTA, 2010).6 SEMTA owns all the Occupational Standards underpinning its NVQs within Framework 106.7

6

This version (minor amendment) introduces the new Qualifications and Credit Framework (QCF) qualifications which directly replace the now-expired old National Qualifications Framework (NQF) qualifications. The QCF is the new government framework which sets out how all regulated vocational qualifications are structured, titled and quality assured. It replaced the existing National Qualifications Framework across England, Wales and Northern Ireland. All existing NQF qualifications were reviewed and redeveloped for the QCF. The migration over to QCF framework had to th be completed by the deadline of the 6 of April 2011. The move to the QCF means that all vocational qualifications will now fall under one set of regulatory arrangements. There will be greater commonality through shared units and a standard unit template, and new standardised titles will make it easier to understand and compare units and qualifications. The QCF also provides for more flexible routes to full qualifications, achievable in smaller steps through the accumulation of credit. Progression is supported

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

The core engineering sub-sectors covered by SEMTA relating to both of these Frameworks are: 1.

Aerospace

2.

Automotive

3.

Basic metals

4.

Electrical equipment

5.

Electronics

6.

Other transport equipment

7.

Mechanical equipment

8.

Boat and shipbuilding

Therefore, this framework covers the two occupations chosen for study in this project i.e. mechanical engineering technicians and electrical/electronic technicians. Responsibility for the development and operation of engineering apprenticeship frameworks lies with SEMTA’s National Training Framework Committee (chaired by, and composed principally of employers). This committee meets on a bi-monthly basis to discuss operational and policy matters. In addition, SEMTA holds a series of regular meetings with training provider organisations such as the National Federation of Engineering Centres (NFEC), the Confederation of Group Training Schemes (COGS) and the Association of Learning Providers (ALP).

As a Sector Skills Council, SEMTA has established thirteen Sub Sector Groups (SSGs) in order to represent all employers within its footprint. Eight of these SSGs represent employers from the engineering sub-sectors, which are Aerospace, Automotive, Electronics, Electrical, Maintenance, Marine, Mechanical and Engineered metals (casting by the chance for units to be used across qualifications of different levels, sizes (Award, Certificate and Diploma) and sometimes sector areas. This will help to reduces in repetition of learning and assessment. Finally, a new centralised database, due in late 2010, will help to track the achievement of credit and provide learners with an online record of their success. This will allow the transfer of credit across providers and awarding organisation - managed through unique learner numbers (ULNs) (City and Guilds, 2011). 7

The Occupational Standards

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

and treatments). Framework designs/changes are disseminated to each of the engineering SSGs for comment. Sector Skills Agreements have currently been developed within four of these engineering sub-sectors, and apprenticeship frameworks play a key role in the delivery of skills within these.

SEMTA’s Awarding Body Forum also contributes to the consultation process. The forum was established by SEMTA some years ago and meets four times a year. All the “engineering” Awarding Bodies meet to discuss a range of qualifications, standards and framework issues.8

3.2 Titles of Relevant Apprenticeships The Apprenticeship/Advanced Apprenticeship in Engineering offer a number of different combinations so as to potentially equip the apprentice with various skills, thereby qualifying the apprentice for work in a variety of roles.

3.3 Levels of Apprenticeship Three levels of relevant apprenticeship have been identified:

1.

Apprenticeship/Foundation Apprenticeship (Level 1/2). This confers Operator status

2.

Advanced Apprenticeship/Modern Apprenticeship (Level 3). This confers skilled craftsperson status.

3.

Higher Apprenticeship in Engineering Technology (Level 4). This confers professional status, incorporation and recognition into the professional institute, the Institution of Engineering and Technology, as Incorporated

8

OFQUAL, the Government’s qualification regulator, holds a register of regulated qualifications. SEMTA’s awarding bodies feature on this register and include: Edexecel, EAL (EMTA Awards Limited) and the Engineering and Construction Industry Training Boards (ECITB); City and Guilds

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

Engineer (IEng) or Engineering Technician (EngTech)

3.4 Content of the Apprenticeship Programmes In addition to the extensive work-based learning carried out at the employer’s premises, each level of apprenticeship is comprised of the following qualificational elements: •

A National Vocational Qualification (competence-based)

•

A ‘knowledge based element’ or Technical Certificate

•

Key Skills

•

The competence based elements (NVQs both NQF & QCF at Level 2) for the Apprenticeship/Foundation Modern Apprenticeship are listed below in section 3.4.1. The full list of suitable NVQs at Level 3 for the Advanced Apprenticeship/Modern Apprenticeship is detailed below in section 3.4.2, whilst those for the Higher Apprenticeship are outlined in 3.4.3.

SEMTA works in conjunction with industry so as to identify and define the skills and knowledge requirements for the various occupations within each sub-sector. These competences are mapped to the overarching set of Engineering Competence Standards managed by OSC Eng (Occupational Standards Council for Engineering), which are used as a platform to develop specific National Occupational Standards (NOS).

The main utility of the National Occupational Standards is for the development of nationally recognised qualifications such as N/SVQs. For this purpose, further work is undertaken with industry representatives to group the appropriate units into qualification structures that are appropriate for use.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

These qualification structures are made up of a number of mandatory units that all taking the qualification must complete, together with a range of optional units. These latter ensure that the qualification has the sufficient breadth to cover the variations across the sub-sectors for a given occupation, or range of related occupations.

The Knowledge Based Element (technical certificates) for the Apprenticeship/Foundation Modern Apprenticeship at Level 2 are detailed below in section 3.4.1. Similarly, the full list of suitable technical certificates for the Advanced Apprenticeship/Modern Apprenticeship at Level 3 can be found in section 3.4.2 of this framework.

Technical Certificates focus on the knowledge and understanding which underpins the NVQ competencies and provide the additional knowledge necessary to facilitate progression to higher education or higher Levels of working. Technical Certificates may also cover wider aspects of the occupation/sector as determined by SEMTA and agreed with the Awarding Bodies. They are a structured approach to teaching and assessment, including external assessment, and are usually delivered through a taught programme of ‘off-the-job’ learning.

The Key Skills Levels identified below state the minimum Levels required within each apprenticeship.

For the Apprenticeship/Foundation Modern Apprenticeship in Engineering, the following Key Skills at the appropriate Levels must be achieved:

Application of Number

Level 1

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

Communication

Level 1

Information Technology

Level 1

Working With Others

Level 2

Improving Own Learning and Performance

Level 2

For the Advanced Apprenticeship/Modern Apprenticeship, the following Key Skills at the appropriate Levels must be achieved:

Application of Number

Level 2

Communication

Level 2

Information Technology

Level 2

Working With Others

Level 2

Improving Own Learning and Performance

Level 2

Key Skills are essential skills that candidates need in order to function effectively as members of a flexible, adaptable and competitive workforce. However, those candidates who have previously achieved good grade qualifications in literacy, numeracy and/or computer skills need not be asked to attempt Key Skills in accordance with the regulatory bodies’ guidelines. Please see the following statements below.

In England, Key Skills requirements can be attained in three ways:

9

•

Through the Key Skills qualification,

•

Through a proxy qualification

•

Through a relaxation.9

The relaxation ruling was introduced in September 2001 and allows candidates who started on an apprenticeship programme on or after 1 September 2001, and who have achieved a good grade A*-C GCSE in English, Mathematics and/or ICT, to complete their frameworks without being required to take the Level 2 (Level 1 by default) Communication, Application of Number and /or IT Key Skills qualifications. This also applies to those candidates who have achieved a GCE A/AS Level at grade A-E in English Language, English Literature, English Language and Literature, Mathematics, Pure, Mathematics, Further Mathematics, ICT and/or Applied ICT.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

Functional Skills are only available in England. Functional skills in English, mathematics and information and communication technology (ICT) are deemed to help people to gain the most out of life, learning and work. Functional skills are therefore learning tools that enable people:

o To apply their knowledge and understanding to everyday life o To engage competently and confidently with others o To solve problems in both familiar and unfamiliar situations o To develop personally and professionally as positive citizens who can actively Contribute to society.

o

The Functional Skills Levels identified below state the minimum Levels required within each apprenticeship. There are currently only three Functional Skills, these being mathematics, English and ICT. They therefore need to be delivered in conjunction with appropriate Key Skills, these being Improving Own Learning Performance and Working With Others.

For the Apprenticeship/Foundation Apprenticeship in Engineering, the following Functional Skills at the appropriate Levels must be achieved:

o

Functional Skill: Mathematics

o

Functional Skill: English

o

Functional Skill: ICT

Plus the following Key Skills:

Level 1 Level 1 Level 1

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

o Improving Own Learning and Performance o Working with Others

Level 2 Level 2

For the Advanced Apprenticeship/Modern Apprenticeship in Engineering, the following Functional Skills at the appropriate Levels must be achieved:

o Functional Skill: Mathematics

Level 2

o Functional Skill: English

Level 2

o Functional Skill: ICT

Level 2

Plus the following Key Skills: o

Improving Own Learning and Performance

Level 2

o

Working with Others

Level 2

3.4.1 Apprentice in Engineering/Foundation Apprenticeship (Level 1/2) The following table sets out the (potential) content of the Apprenticeship in Engineering. The Apprenticeship has two distinct stages: the Initial Engineering Training stage and the Development stage. The Initial Engineering Training stage defines the outcomes required to develop, in a safe environment, the broad range of skills and knowledge needed for a career in the industry, as well as an understanding of related skills, and a firm base from which to achieve the outcomes of the Development stage. Therefore, all apprentices must complete the initial engineering training (IET), which consists of the three units from the NVQ Level 2 Performing Engineering Operations (see ‘additional employer requirements below).

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

On completion of the IET, apprentices move into the Development stage. This is concerned with the achievement of the Key Skills, NVQ Level 2 and Technical Certificate components of the Apprenticeship/Foundation Apprenticeship in Engineering framework. They must also achieve an NVQ Level 2 from the list in column 1 – this is the competence-based element of the apprenticeship. In addition, they must achieve a technical certificate (i.e. one of the diplomas or certificates from column 2). They must also complete Key Skills in Number; Communication; IT; Working with Others; and Improving own Learning and Performance at Level 1, or the appropriate combination of Functional and Key Skills (column 3).

1.Competence

Based 2.Knowledge

Element

Initial

Based 3.Key Skills

Element

Engineering Technical certificate or Key Skills

Training - PEO NVQ equivalent ** Level 2

Plus: an NVQ Level 2 from the following:*

Performing

Engineer-

ing Operations Business Improvement – Techniques (QCF) Mechanical

Manufac-

EAL Level 2 Diploma in Engineering And Technology (QCF) EAL Level 2 Diploma in Electrical/Electronic Engineering

Technology

(QCF) EAL Level 2 Diploma in Fabrication and Welding

Application of Number Level 1 Communication Level 1 Information Technology Level 1 Working With Others Level 2 Improving Own Learning and Performance Level 2

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

turing

Or

Engineering Engineering Technology (QCF)

(QCF)

Fabrication and Weld- EAL Level 2 Diploma in Functional Skills ing Engineering (QCF)

Maintenance Engineer-

Aeronautical Engineer- ing Technology (QCF)

EAL Level 2 Diploma in Level 1

ing (QCF)

Mainte- Mechanical Engineering Functional Skill: English Level

Engineering

nance and Installation Technology (QCF)

1

EAL Level 2 Certificate Functional Skill: ICT Level 1

(QCF) Materials

Functional Skill: Mathematics

Processing in

and Finishing (QCF)

Positional

Welding

(QCF)

Electrical and Electron- EAL Level 2 Certificate ics Servicing (QCF)

in

Plus the following Key Skills:

Business-

Marine

Engineering Improvement

Tech-

(QCF)

niques (QCF)

Improving Own Learning and Performance: Level 2

Railway Engineering * Edexcel BTEC Level 2 (QCF)

Extended Certificate in

Engineering Technical Engineering Support (QCF)

Edexcel BTEC Level 2 Diploma in Engineering Certificate

in

Electro-

technical

Technology

City & Guilds Certificate in Engineering - City & Guilds ABC Level 2 Certificate in Fabrication and Welding Practice (QCF)

Working with Others: Level 2

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

*Those NVQs deemed to be of particular relevance are highlighted in red. **Technical certificates identified as irrelevant for the purposes of this project and therefore edited from the list include: EAL Level 2 Diploma in Pipework Systems Mechanical Engineering Technology (QCF); EAL Level 2 Diploma in Refrigeration/Air-conditioning Equipment Engineering Technology

(QCF); EAL Level 2 Diploma in Electri-

cal/Electronic Security Systems and Devices Engineering Technology

(QCF); EAL

Level 2 Certificate in Cycle Maintenance (QCF); L2 Diploma in Light Vehicle Maintenance and Repair Principles; Certificate in Aeronautical Engineering - City & Guilds; Certificate in Vehicle Maintenance and Re pair - City & Guilds; Diploma in Vehicle Maintenance and Repair.

NVQ / Technical Certificates Combinations - Apprenticeship / Foundation Apprenticeship in Engineering The SEMTA overview suggests the following combinations of NVQs and Technical Certificates for apprenticeship programmes identified for study in this project (i.e. mechanical engineering technician and electrical engineering technician): NVQs at Level 2

Associated Technical Certificates

Performing Engineer- EAL Level 2 Diploma in Engineering And Technology ing Operations

(QCF) EAL Level 2 Diploma in Electrical/Electronic Engineering Technology (QCF) EAL Level 2 Diploma in Fabrication and Welding Engineering Technology (QCF) EAL Level 2 Diploma in Maintenance Engineering Technology (QCF) EAL Level 2 Diploma in Mechanical Engineering Technology (QCF) EAL Level 2 Diploma in Pipework Systems Mechanical Engineering Technology (QCF)

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

EAL Level 2 Diploma in Refrigeration/Air-conditioning Equipment Engineering Technology (QCF) EAL Level 2 Diploma in Electrical/Electronic Security Systems and Devices Engineering Technology (QCF) EAL Level 2 Certificate in Cycle Maintenance (QCF) EAL Level 2 Certificate in Positional Welding (QCF) Edexcel BTEC Level 2 Extended Certificate in Engineering Edexcel BTEC Level 2 Diploma in Engineering L2 Diploma in Light Vehicle Maintenance and Repair Principles Certificate in Aeronautical Engineering - City & Guilds Certificate in Electrotechnical Technology City & Guilds Certificate in Vehicle Maintenance and Re pair - City & Guilds Certificate in Engineering - City & Guilds Diploma in Vehicle Maintenance and Repair ABC Level 2 Certificate in Fabrication and Welding Practice (QCF)

Mechanical Manufac- EAL Level 2 Diploma in Engineering and Technology turing Engineering

(QCF) EAL Level 2 Diploma in Fabrication and Welding Engineering Technology (QCF) EAL Level 2 Diploma in Maintenance Engineering Technology (QCF) EAL Level 2 Certificate in Positional Welding (QCF) EAL Level 2 Certificate in Business-Improvement Techniques (QCF) Edexcel BTEC Level 2 Extended Certificate in Engi-

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

neering Edexcel BTEC Level 2 Diploma in Engineering Certificate in Engineering - City & Guilds ABC Level 2 Certificate in Fabrication and Welding Practice (QCF)

Fabrication

and EAL Level 2 Diploma in Engineering And Technology

Welding Engineering

(QCF) EAL Level 2 Diploma in Fabrication and Welding Engineering Technology (QCF) EAL Level 2 Diploma in Maintenance Engineering Technology (QCF) EAL Level 2 Diploma in Mechanical Engineering Technology (QCF) EAL Level 2 Certificate in Positional Welding (QCF) Edexcel BTEC Level 2 Extended Certificate in Engineering Edexcel BTEC Level 2 Diploma in Engineering L2 Diploma in Light Vehicle Maintenance and Repair Principles Certificate in Engineering - City & Guilds ABC Level 2 Certificate in Fabrication and Welding Practice (QCF)

Technical Services

EAL Level 2 Diploma in Engineering and Technology (QCF) EAL Level 2 Diploma in Electrical/Electronic Engineering Technology (QCF) EAL Level 2 Diploma in Maintenance Engineering Technology (QCF) EAL Level 2 Diploma in Mechanical Engineering

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

Technology (QCF) Edexcel BTEC Level 2 Extended Certificate in Engineering Edexcel BTEC Level 2 Diploma in Engineering Certificate in Electrotechnical Technology City & Guilds Certificate in Engineering - City & Guilds

Engineering Mainte- EAL Level 2 Diploma in Engineering and Technology nance and Installa- (QCF) tion

EAL Level 2 Diploma in Electrical/Electronic Engineering Technology (QCF) EAL Level 2 Diploma in Fabrication and Welding Engineering Technology (QCF) EAL Level 2 Diploma in Maintenance Engineering Technology (QCF) EAL Level 2 Diploma in Mechanical Engineering Technology (QCF) EAL Level 2 Certificate in Positional Welding (QCF) Edexcel BTEC Level 2 Extended Certificate in Engineering Edexcel BTEC Level 2 Diploma in Engineering Certificate in Electrotechnical Technology City & Guilds Certificate in Engineering - City & Guilds ABC Level 2 Certificate in Fabrication and Welding Practice (QCF)

Electrical and Elec- EAL Level 2 Diploma in Engineering And Technology tronic Servicing

(QCF) EAL Level 2 Diploma in Electrical/Electronic Engineer-

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

ing Technology (QCF) EAL Level 2 Diploma in Maintenance Engineering Technology (QCF) EAL Level 2 Diploma in Mechanical Engineering Technology (QCF) Edexcel BTEC Level 2 Extended Certificate in Engineering Edexcel BTEC Level 2 Diploma in Engineering Certificate in Electrotechnical Technology City & Guilds Certificate in Engineering - City & Guilds

•

Additional Employer Requirements

The SEMTA Engineering Apprenticeship/Foundation Apprenticeship has two distinct stages, the Initial Engineering Training stage and the Development stage. Initial Engineering Training (IET) is intended to equip apprentices with basic engineering skills, knowledge and understanding. To this end, all apprentices must complete the following three units from the NVQ Level 2 Performing Engineering Operations (PEO) - NVQ Level 2: •

Unit 1: Working safely in an engineering environment

•

Unit 2: Working efficiently and effectively in engineering

•

Unit 3: Using and communicating technical information

Alternatively, apprentices can complete an alternative Initial Engineering Training programme, which will need to achieve the same learning outcomes and be at the same Level as the PEO Unit approach. This must be agreed in writing by SEMTA prior to commencement of training on the Apprenticeship.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

•

Employment Rights and Responsibilities

As recommended by the SEMTA industry Steering Group, Employment Rights and Responsibilities (ERR) will be included in the induction and subsequent phases of apprentices’ industrial period. To this end, SEMTA have produced ERR workbooks for the apprentice and their trainer. ERR must be completed by the end of the Advanced Apprenticeship in Engineering framework. On completion, the trainer or training provider should fill in the ‘Confirmation of Completion’ form contained within the ERR workbook. This form must be included with the request for the Advanced Apprenticeship in Engineering certificate.

It is not deemed necessary for Apprentices/Foundation Modern Apprentices beyond the age of 25 years to undertake ERR if they have completed three years or more working in the engineering industry

3.4.2 Advanced/ Modern Apprenticeship (Level 3) The following table sets out the (potential) content of the Advanced/Modern Apprenticeship in Engineering – this is the full list of suitable NVQs at Level 3 for this level of apprenticeship. All apprentices must complete the initial engineering training, consisting of the three units from the NVQ Level 2 Performing Engineering Operations (see ‘additional employer requirements’ below).

On completion of the IET, apprentices move into the Development stage. This is concerned with the achievement of the Key Skills, NVQ Level 3 and Technical Certificate components of the Advanced/Modern Apprenticeshipin Engineering. They must achieve an NVQ Level 3 from the list in column 1 – this is the competence-based element of the advanced apprenticeship. In addition, they must achieve a technical certificate (i.e. one of

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

the Level 3 diplomas, extended diplomas or certificates from column 2). They must also complete Key Skills in Number; Communication; IT; Working with Others; and Improving own Learning and Performance at Level 2, or the appropriate combination of Functional and Key Skills (column 3).

1.Competence Based El- 2. Knowledge Based Ele- 3. Key Skills ement

ment

Initial Engineering Train- Technical Certificates**

Key Skills

ing - PEO NVQ Level 2 Certificate in Electrotechnical Application (additional

employer

re- Technology - City & Guilds

of

Level 2

Certificate in Engineering - Communication

quirements).

Level

2

City & Guilds

Plus: an NVQ Level 3 Edexcel BTEC Level 3 Sub- Information from the following:*

Number

Technology

sidiary Diploma in Engineer- Level 2 Working

ing (QCF) Edexcel BTEC Level 3 DiEngineering Woodwork- ploma in Engineering (QCF)

With

Others

Level 2 Improving Own Learning

ing, Pattern and Model Edexcel BTEC Level 3 Ex- and Performance Making

tended Diploma in Engineer- Level 2

Installation and Com- ing (QCF) missioning (QCF)

Edexcel BTEC Level 3 Di-

Engineering

Mainte- ploma in Electrical/Electronic

nance (QCF)

Engineering (QCF)

Or

Functional Skills

Fabrication and Weld- Edexcel BTEC Level 3 Exing Engineering

tended Diploma in Electri- Functional Skill: Mathemat-

Automotive Engineering

cal/Electronic

Aeronautical Engineer- (QCF) ing

Engineering ics Level 2 Functional

Skill:

English

Edexcel BTEC Level 3 Di- Level 2

Mechanical Manufactur- ploma in Mechanical Engi- Functional Skill: ICT Level

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

ing Engineering (QCF) Materials

10.

Processing Edexcel BTEC Level 3 Ex-

and Finishing

tended Diploma in Mechani-

Marine Engineering

cal Engineering (QCF)

Electrical and Electron- Maintenance

Engineering

Engineering

(QCF)

tended Diploma in Opera-

13.

Railway Engineering *

tions

14.

Engineering Leadership

Engineering (QCF)

15.

Metal Processing and Edexcel BTEC Level 3 DiAllied Operations Engineering

and

Maintenance

ploma in Manufacturing En-

Technical gineering (QCF)

Support (QCF)

Improving Own Learning and Performance : Level 2

Toolmak- Edexcel BTEC Level 3 Ex-

ing

16.

Skills:

ploma in Operations and

ics Engineering 12.

Plus the following Key

Electrical and Electron- Edexcel BTEC Level 3 Diics Servicing

11.

2

neering (QCF)

Edexcel BTEC Level 3 Extended Diploma in Manufacturing Engineering (QCF) EAL Level 3 Diploma In Engineering and Technology (QCF) EAL Level 3 Diploma in Electrical and Electronic Engineering Technology (QCF) EAL Level 3 Diploma in Fabrication and Welding Engineering Technology (QCF) EAL Level 3 Diploma in Maintenance

Engineering

Technology (QCF) EAL Level 3 Diploma in Me-

Working with Others: Level 2

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

chanical Engineering Technology (QCF) EAL Level 3 Advanced Diploma in Engineering and Technology

(Progressive)

(QCF) ABC Level 3 Certificate in Fabrication

and

Welding

Practice (QCF) 1. ABC Level 3 Diploma in Fabrication and Welding Practice (QCF)

* Those NVQs deemed to be of particular relevance are highlighted. ** Technical certificates identified as irrelevant for the purposes of this project and therefore edited from the list include: City & Guilds Level 3 Diploma in Aeronautical Engineering (Survival Equipment) Maintenance (QCF); Certificate in Aeronautical Engineering - City & Guilds; Certificate in Vehicle Maintenance and Repair - City & Guilds; Diploma in Vehicle Maintenance and Repair - City & Guilds; Edexcel BTEC Level 3 Diploma in Aeronautical Engineering (QCF); Edexcel BTEC Level 3 Extended Diploma in Aeronautical Engineering (QCF); Edexcel BTEC Level 3 Diploma in Construction and the Built Environment (Civil Engineering); Edexcel BTEC Level 3 Extended Diploma in Construction and the Built Environment (Civil Engineering); EAL Level 3 Diploma in Cycle Maintenance (QCF); Advanced Certificate in the Repair, Restoration and Conservation of Clocks and watches – EAL; EAL Level 3 Diploma in Aircraft Maintenance Engineering Technology (QCF)

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

NVQ / Technical Certificates Combinations - Apprenticeship / Foundation Apprenticeship in Engineering The SEMTA overview suggests the following combinations of NVQs and Technical Certificates for apprenticeship programmes identified for study in this project (i.e. mechanical engineering technician and electrical engineering technician): NVQs

Associated Technical Certificates

L3 Engineering Mainte- Certificate in Electrotechnical Technology - City & nance

Guilds Certificate in Engineering - City & Guilds Edexcel BTEC Level 3 Subsidiary Diploma in Engineering (QCF) Edexcel BTEC Level 3 Diploma in Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Engineering (QCF) Edexcel BTEC Level 3 Diploma in Electrical/Electronic Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Electrical/Electronic Engineering (QCF) Edexcel BTEC Level 3 Diploma in Mechanical Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Mechanical Engineering (QCF) Edexcel BTEC Level 3 Diploma in Operations and Maintenance

Engineering

(QCF) Edexcel BTEC Level 3 Extended Diploma in Operations

and

Maintenance

Engineering (QCF) Edexcel BTEC Level 3 Diploma in Manufacturing En-

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

gineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Manufacturing Engineering (QCF) EAL Level 3 Diploma in Engineering and Technology (QCF) EAL Level 3 Diploma in Electrical and Electronic Engineering Technology (QCF) EAL Level 3 Diploma in Fabrication and Welding Engineering Technology (QCF) EAL Level 3 Diploma in Maintenance Engineering Technology (QCF) EAL Level 3 Diploma in Mechanical Engineering Technology (QCF) EAL Level 3 Advanced Diploma in Engineering and Technology (Progressive) (QCF) ABC Level 3 Certificate in Fabrication and Welding Practice (QCF) ABC Level 3 Diploma in Fabrication and Welding Practice (QCF) Fabrication

and Certificate in Engineering - City & Guilds

Welding Engineering

Edexcel BTEC Level 3 Subsidiary Diploma in Engineering (QCF) Edexcel BTEC Level 3 Diploma in Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Electrical/Electronic Engineering (QCF) Edexcel BTEC Level 3 Diploma in Mechanical Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Mechanical Engineering (QCF)

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

Edexcel BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Operations and Maintenance Engineering (QCF) Edexcel BTEC Level 3 Diploma in Manufacturing Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Manufacturing Engineering (QCF) EAL Level 3 Diploma in Engineering and Technology (QCF) and Welding Engineering Technology (QCF) EAL Level 3 Diploma in Maintenance Engineering Technology (QCF) EAL Level 3 Diploma in Mechanical Engineering Technology (QCF) EAL Level 3 Advanced Diploma n Engineering and Technology (Progressive) (QCF) ABC Level 3 Certificate in Fabrication and Welding Practice (QCF) ABC Level 3 Diploma in Fabrication and Welding Practice (QCF) Mechanical Manufac- Certificate in Electrotechnical Technology - City & turing Engineering

Guilds Certificate in Engineering - City & Guilds Edexcel BTEC Level 3 Subsidiary Diploma in Engineering (QCF) Edexcel BTEC Level 3 Diploma in Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Engineering (QCF) Edexcel BTEC Level 3 Diploma in Mechanical Engineering (QCF)

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

Edexcel BTEC Level 3 Extended Diploma in Mechanical Engineering (QCF) Edexcel BTEC Level 3 Diploma in Manufacturing Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Manufacturing Engineering (QCF) EAL Level 3 Diploma in Engineering and Technology (QCF) EAL Level 3 Diploma in Fabrication and Welding Engineering Technology (QCF) EAL Level 3 Diploma in Maintenance Engineering Technology (QCF) EAL Level 3 Diploma in Mechanical Engineering Technology (QCF) EAL Level 3 Advanced Diploma in Engineering and Technology (Progressive) (QCF) ABC Level 3 Certificate in Fabrication and Welding Practice (QCF) ABC Level 3 Diploma in Fabrication and Welding Practice (QCF) Electrical and Elec- Certificate in Electrotechnical Technology - City & tronic Servicing

Guilds Certificate in Engineering - City & Guilds Edexcel BTEC Level 3 Subsidiary Diploma in Engineering (QCF) Edexcel BTEC Level 3 Diploma in Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Engineering (QCF) Edexcel BTEC Level 3 Diploma in Electrical/Electronic Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Electri-

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

cal/Electronic Engineering (QCF) EAL Level 3 Diploma in Engineering and Technology (QCF) EAL Level 3 Diploma in Electrical and Electronic Engineering Technology (QCF) EAL Level 3 Advanced Diploma in Engineering and Technology (Progressive) (QCF) Electrical and Elec- Certificate in Electrotechnical Technology - City & tronic Engineering

Guilds Certificate in Engineering - City & Guilds Edexcel BTEC Level 3 Subsidiary Diploma in Engineering (QCF) Edexcel BTEC Level 3 Diploma in Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Engineering (QCF) Edexcel BTEC Level 3 Diploma in Electrical/Electronic Engineering (QCF) Edexcel BTEC Level 3 Extended Diploma in Electrical/Electronic Engineering (QCF) EAL Level 3 Diploma in Engineering and Technology (QCF) EAL Level 3 Diploma in Electrical and Electronic Engineering Technology (QCF)

•

Additional Employer Requirements for the Advanced Apprenticeship

The SEMTA Advanced Apprenticeship/Modern Apprenticeship has two distinct stages: the Initial Engineering Training stage and the Development stage. The Initial Engineering Training stage defines the outcomes required to develop, in a safe environment, the broad range of skills and knowledge needed for a career in the industry, as well as an under-

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

standing of related skills, and a firm base from which to achieve the outcomes of the Development stage. In the Initial Engineering Training stage, apprentices must complete the NVQ Level 2 Performing Engineering Operations (PEO) as detailed below: The Mandatory Assessment routes are: •

Unit 1: Working safely in an engineering environment

•

Unit 2: Working efficiently and effectively in engineering

•

Unit 3: Using and communicating technical information

Candidates following the Engineering Practices pathway must complete the three mandatory assessment routes, plus three more of the optional assessment routes as detailed in the qualification structure.10

Candidates following the Technical Support pathway must complete the three mandatory assessment routes detailed above, plus five more of the optional assessment routes detailed in the qualification structure.

Alternatively, apprentices may complete alternative Initial Stage Training, agreed in writing by SEMTA, prior to commencement.

On completion of the IET, apprentices move into the Development stage. This is concerned with the achievement of the Key Skills, NVQ Level 3 and Technical Certificate components of the Advanced Apprenticeship/Modern Apprenticeship in Engineering framework.

• 10

Employment Rights and Responsibilities

There are 57 optional assessment routes listed in the qualification. These are detailed in the new Performing Engineering Operations PEO NVQ Level 2 qualification structure.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

The Employment Rights and Responsibilities (ERR) includes the following subjects: •

The responsibilities and rights of workers (including Equal Opportunities and in Wales, Welsh Language legislation)

•

The organisation, disciplines and representative structures of the industries concerned

•

The impact on the sector of public law and policies.

3.4.3 Higher Apprenticeship in Engineering Technology •

Background

Higher apprenticeships were introduced in 2009 in the engineering sector.11 The professional pathway is designed to: o Provide the engineering and manufacturing sector with high grade technicians and engineers who possess practical skills combined with a higher education qualification

o Be recognised as meeting most of the professional requirements of Incorporated Engineer, and will clearly articulate the further development that is needed to achieve this status

o Attract learners who wish to gain a higher education qualification whilst receiving a salary and avoiding personal debt incurred through the traditional academic route

11

A Higher Apprenticeship in IT was introduced at the same time. Currently, there are seven Higher Apprenticeships in existence, including that of Engineering Technology (Accounting, Business Administration, Contact Centre Operations, Food and Drink, Leadership and Management, Providing Financial Advice, and IT, Web, Software and Telecoms Professional). In 2010, the Government pledged a commitment to expand upon the number of HA frameworks. This was reflected in the establishment of £25million of additional funding

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

o Suit learners who want to pursue relevant work experience alongside academic learning o Provide accelerated entry into the workplace, saving costs associated with providing Advanced Apprenticeship and Foundation degree programmes back to back o Allow for the unprecedented integration of higher education, project, and workbased learning o Be user friendly and deliverable by both large companies and SMEs working in partnership with training providers, FE colleges and HEIs

The Higher Apprenticeship Framework is designed to both widen and increase participation at level 4, and provides learners with clear pathways to NVQ Level 4, Key Skills Level 3 with options for Levels 4 and 5, academic learning within a foundation degree at Level 5, and guidance to Engineering Technician and/or Incorporated Engineer Registration with the Institution of Engineering & Technology (IET).

The Higher Apprenticeship Framework is open to young people and adults who have various entry qualifications: A Level, Advanced VCE in Engineering, BTEC National Certificate / Diploma, Advanced Apprenticeship Certificate, as well as providing the option of accreditation of prior experiential learning for previously acquired learning and experience.

The Higher Apprenticeship Framework aims to improve the supply of young people seeking to enter work-based learning via apprenticeships by offering structured high value learning and transferable skills / knowledge combined with professional Engineering Technician or Incorporated Engineer registration. It also provides the opportunity for further progression.

The Higher Apprenticeship Framework offers clear pathways and outcomes that will help address the issues facing the industry as identified below. o Provide young people with an alternative to staying in full-time education post16/18 to gain pure academic qualifications without work-based learning.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

o Address the deterioration in numbers of young people studying mathematics and science at ‘A’ level and employers’ perception of falling standards of mathematics at both GCSE and ‘A’ levels. (LMA, 2003)

o Help address:

o




The 11.8% fall in HE engineering students since 1996




The 18% fall in registered Engineering Technicians since 1994




The 16% fall in registered Incorporated Engineers since 1994

Improve the coherence of vocational pathways to professional engineering technician / incorporated engineer registration.

o Lower the average age of Engineering Technicians and Incorporated Engineers. In 2003, 8% of all registered Technician Engineers and 13% of Incorporated Engineers were aged 65 and over.

o Improve the provision of personal development opportunities for adults in supervisory or craft occupations.

•

Content

All learners must complete a minimum of 6 units from the Level 2 NVQ Performing Engineering Operations (PEO). These must include:

o Unit 1: Working safely in an engineering environment o Unit 3: Using and communicating technical information

Key Skills in Communication, Application of Number, Information Technology, Improving Own Learning and Performance and Working with others must be attained at Level 3.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

The competence-based element consists of the attainment of NVQ Level 4 in Engineering Leadership. All candidates will be required to complete a total of 12 assessment routes including two mandatory assessment routes and 10 optional assessment routes from the groups A – C (at least two should be from Group A and one from Group B). The mandatory assessment routes are: -

ENL4/001 Complying with statutory regulations and organisational safety requirements

-

ENL4/002 Manage your own resources and professional development

For a full overview of optional assessment routes, see SEMTA 2008.

The following vocationally related qualifications have been approved for use within the HA framework at Level 4:




HNC in an engineering discipline

Level 4




HND in an engineering discipline

Level 5




Foundation Degree in an engineering discipline




First Degree in an engineering discipline

Level 5 Level 6.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

4

Implementation of Framework

4.1

Employment Status

4.1.1 Apprenticeship/Foundation Apprenticeship in Engineering Apprentices on the programme should be either: •

Directly employed by an employer and on their payroll

•

Based with an employer but not directly employed, and paid an allowance by the employer

•

Based with a provider and placed with an employer who will provide work based learning opportunities

It is recommended that the apprentice has employed status, but it is recognised that there will be situations where this is not possible.

Irrespective of the status of the apprentice, when embarking on an apprenticeship programme there has to be a designated employer who agrees to provide the high quality work based training element. Therefore, it is essential that both the apprentice and employer are fully briefed on, and aware of their respective responsibilities.

4.1.2 Advanced Apprenticeship/Modern Apprenticeship in Engineering Apprentices in the 16-24 year old age bracket, on the programme, should be directly employed by an employer and on their payroll.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

Apprentices in the 25+ years old age bracket should be directly employed and on the payroll, and have acquired a number of years’ experience within the engineering sector at Level 2 before entry.

4.2

Entry Requirements

This framework does not impose any restrictions on entry such as minimum Levels of qualification. However for entry onto the programme, candidates (16-24 and 25+) must be able to demonstrate the potential to achieve either NVQ Level 2 in the case of the Apprenticeship/Foundation Modern Apprenticeship or NVQ Level 3, for the Advanced Apprenticeship/Modern Apprenticeship and have sufficient knowledge and ability to undertake training to achieve Key Skills or Functional Skills at Level 2 and a suitable Technical Certificate at either Level 2 or 3 depending on the programme. As a guide, candidates who have 5 GCSEs at grades D or E would find the apprenticeship programme academically suitable while those at ‘C’ grade or above including maths and a science would be more suited for the Advanced Apprenticeship. For the Higher Apprenticeship, learners must be able to demonstrate the potential to achieve NVQ level 4, and have sufficient knowledge and ability to undertake learning to achieve Key Skills at level 3 and a vocational education qualification at level 4 (HNC minimum). Typically, the HA framework would be ideally suited to a young person coming into the industry with suitable A Levels, AVCE (vocational A level) or perhaps a National Certificate /Diploma in an engineering discipline. The HA framework may also attract individuals who have completed the Advanced Modern Apprenticeship in Engineering and are looking for progression, or mature employees looking for personal development and progression.

The prime responsibility for selection and recruitment of the apprentice lies with individual employers who will have a clear idea of their own requirements; however the training provider should provide professional advice and guidance to assist this process. The frameworks embrace a wide range of Levels and types of job and different career paths and therefore the broad principles of selection must be sufficiently flexible to allow employers to tailor them to meet their particular requirements.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

As a general guide candidates should have the following skills and attributes:

•

Self motivation to succeed within the engineering industry

•

A reasonable Level of numeracy and literacy

•

Self discipline and enthusiasm

•

Willingness to learn and apply that learning in the workplace

•

Willingness to work with due regard to Health and Safety of self and others

•

Willingness to communicate effectively with a range of people

•

Willingness to work flexibly, encompassing both on and off-the-job environments

For existing employees in the 25+ years age bracket, the employer would already have sufficient track record information on the individual including reports from their immediate supervisor/manager to make an objective judgement as to the candidates suitability for either of the programmes

4.3

Minimum Duration of Training

The average length of stay for a 16-24 year old apprentice on the Apprenticeship/Foundation Modern Apprenticeship in the Engineering is 21 months. In practice, this is considered indicative only, as the apprentices progress will depend on the achievement of the required competences.

The average length of stay for Advanced Apprentices/Modern Apprentices in the same age bracket is typically 42 months. In practice, this is also considered indicative as again the apprentices' progress will depend on the achievement of the required competence.

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

For those apprentices 25 years and above, the expectation is that their existing skills, knowledge and competence could significantly reduce the average times stated above.

4.4

Health and Safety

Health and Safety is a formal part of the induction training process and every apprentice should understand their responsibilities to protect themselves and other people. All partners involved in the implementation of apprenticeship programmes must adhere to their statutory responsibilities for Health and Safety as follows: •

A safe working environment for apprentices must be provided while they are at work or in training

•

Appropriate training on Health and Safety in the workplace must be given to each apprentice

•

Awareness of, and compliance with, legislation relating to the Health and Safety at Work Act 1974, the Working Time Regulations 1998 and any other relevant legislation must be demonstrated

•

Certain engineering processes require additional Health and Safety training and the use of protective equipment. For example, apprentices should wear hair nets to secure their hair when working on rotating machinery. In addition safety spectacles or goggles must be worn in these circumstances. Welders should wear eye and face protection and protective overalls when carrying out welding operations. Apprentices should not be exposed to processes without appropriate Health and Safety training, PPE and close supervision.

•

There are many specialist Health and Safety requirements for carrying out engineering processes.

These are chiefly grouped into the Provision and Use of Work

Equipment Regulations1998 that covers:

- Bending/folding machines - Blow moulding machines - Die casting machines

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

- Drilling machines - Drop hammer - Extruding machines - Flying shear press - Grinding machines - Guillotines - Lathes - Process line machines - Robotic systems - Saws - Spot welding machines - Steel coil slitting lines - Vacuum moulding machines

In many cases young people are prohibited from using certain machinery until they have reached 18 years of age, have received appropriate training and are being closely supervised. •

The apprentice must be aware of and comply with their statutory responsibility for Health and Safety at work. This relates to their own safety and to the safety of others in the work place. They must also be aware of, and comply with, any additional Health and Safety procedures laid down by their employer/provider

•

Local NAS/WAG are responsible for monitoring the compliance of providers to their statutory Health and Safety obligations and will carry this out through their quality assurance procedures

•

Providers will monitor the compliance of employers with Health and Safety statutory requirements

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

Risk assessment

Employers, as part of their statutory responsibilities under the Management of the Health and Safety at Work Regulations 1999, are required to: •

Assess the risk to the individual before they start work

•

Take account of their inexperience and lack of awareness of existing or potential risks

•

Address specific factors in the risk assessment

•

Take account of the risk assessment in determining whether the individual should be prohibited from certain work activities, except where it is necessary for their training

•

Ensure risks are reduced as far as reasonably practicable

•

Ensure proper supervision is provided by a competent person

•

Check their employer’s liability insurance to ensure that no exclusions apply

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

5

Achievement and Progression

5.1 Certification The successful apprentice depending on the programme undertaken will receive either: •

An Apprenticeship (England) or a Foundation Apprenticeship (Wales) in Engineering completion certificate from SEMTA

or •

An Advanced Apprenticeship (England) or a Modern Apprenticeship (Wales) in Engineering completion certificate from SEMTA

or •

A Higher Apprenticeship completion certificate from SEMTA.

This certificate is separate from, and in addition to, those certificates awarded for the achievement of the individual components of the framework e.g. NVQ, Key Skills and Technical

Certificate.

Providers are responsible for claiming the completion certificate from SEMTA and for providing evidence of completion of the mandatory and additional outcomes. They are also responsible for ensuring that the apprentice receives the completion certificate when awarded by SEMTA.

49

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

6

Progression

The Apprenticeship/Foundation Apprenticeship in Engineering Framework provides the preparation to achieve trained operator/semi-skilled status within the industry. It may also, where appropriate, provide positive progression to advanced apprenticeship or higher Level work. The Advanced Apprenticeship/Modern Apprenticeship in Engineering Framework provides the best preparation to achieve skilled craftsperson or technician Level status within the industry. It may also, where appropriate, provide positive progression to higher education or higher Levels of working responsibility. Early progression can be to job roles in a variety of technical support functions to assist the work of technologists, assist in the design, development and maintenance of electronic systems, perform technical quality assurance related tasks, support the work of technical teams, and perform various other technical support roles. Job titles such as electronics technician, quality assurance technician and maintenance craftsperson/technician within the manufacturing sector would be typical. The term engineering technician is a professionally recognised Level of skill and experience and entitles a person to registration with the engineering council. Semta has formed a strategic partnership with the Institute of Engineering and Technology (IET) to accredit appropriate apprentices with “Engineering Technician” status. Companies and training providers should encourage apprentices to become associates of the Institute and progress to full membership when training is complete. Further progression to Incorporated and Chartered status is possible for those that undertake further academic qualifications and with additional working experience and training. Some apprentices may progress to Further or Higher Education, such as BTEC HNC or HND in mechanical, electrical or electronic or engineering or other specialisms dependant on their job role. Other options would be Foundation Degrees or Higher Apprenticeships.

50

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

The Higher Apprenticeship provides good preparation towards professional Engineering Technician or Incorporated Engineer registration. It may also, where appropriate, provide positive progression to a higher degree, NVQ Level 5 and possibly Chartered Engineer registration

All apprentices have the option of working towards flexible progression routes, i.e. undertaking: •

Units of another related NVQ

•

A further NVQ at an appropriate Level

•

Further technical certificates or vocational education courses

•

Specific in-house training courses

•

Multi-skilling or flexible manufacturing courses

•

Lean manufacturing

•

Development of competencies in other vocational areas such as quality, design, supervision

The apprentice’s knowledge about career pathways, information sources and the names of relevant professional bodies is contained within the Employment Rights and Responsibilities workbook ERR 01 that is supplied to every apprentice.

51

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

7

Conclusions

This report has provided an overview of the system of UK apprenticeships in engineering. It has briefly outlined the broader institutional context, both historical and current, before detailing the general structure and content of apprenticeship programmes. Subsequently, a detailed and more specific exposition of the levels and programme content of apprenticeships in engineering was outlined, with an identification of the core elements of all three levels of apprenticeship. Finally, a brief overview of implementation of the frameworks was outlined, prior to identifying potential progression routes for apprentices at each level.

52

Greening Technical VET – Sustainable Training Module for the European Steel Industry Work Package 2 Industry Driven Analysis of Job Requirements NATIONAL REPORT – UNITED KINGDOM

Bibliography City and Guilds (2011) ‘What is the QCF?’ http://www.cityandguilds.com/42958.html Date downloaded:

National Apprenticeship Service (2011)

SEMTA (2008) The Higher Apprenticeship in Engineering Technology.

SEMTA (2010) Apprenticeship/Foundation Apprenticeship in Engineering and the Advanced Apprenticeship/Modern Apprenticeship in Engineering programmes for England and Wales, Framework Issue Number 9, Version 10

53