Enhancing Employer Engagement in the Design Development of

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Enhancing Employer Engagement in the Design & Development of Effective Skills Solutions Amman 8

Enhancing Employer Engagement in the Design & Development of Effective Skills Solutions Amman 8 -9 September 2015 All images © Mat Wright 1

Skills Development in the UK Employers in Partnership Richard Beamish All images © Mat

Skills Development in the UK Employers in Partnership Richard Beamish All images © Mat Wright 2

Training Boards • 1964 Industrial Training Act • Over 27 Industry Training Boards: •

Training Boards • 1964 Industrial Training Act • Over 27 Industry Training Boards: • Secure provision of training courses • Identify course content and standard • Levy/grant system in place • Exemption system for smaller firms • 1982 Industrial Training Act – responsibility for training to industry rather than boards • A few survived, including Construction and Engineering Construction 3

Sector Skills Councils • Introduced from 2002 • Employer owned but licensed by Government

Sector Skills Councils • Introduced from 2002 • Employer owned but licensed by Government • 16 SSCs and several related organisations undertaking similar work, including ECITB and OPITO • Develop Labour Market Information • Responsible for National Occupational Standards • Usually responsible for Apprenticeship Frameworks • Work with UK Commission for Employment and Skills 4

Sector Skills Councils & Industry Training Boards 5

Sector Skills Councils & Industry Training Boards 5

Leitch Review of Skills 2006 • By 2020 in England: • 95% achieve functional

Leitch Review of Skills 2006 • By 2020 in England: • 95% achieve functional literacy & numeracy • • 85% literacy & 79% numeracy in 2005 Over 90% qualified to at least level 2 • 69% in 2005 • Balance of intermediate skills to level 3 • 40% to level 4 and above • 29% in 2005 6

Vocational Skills Partners in the United Kingdom Employers Directly and through: Sector Skills Councils

Vocational Skills Partners in the United Kingdom Employers Directly and through: Sector Skills Councils Industry Training Boards Education Universities Colleges Private Training Providers Government Ministries UK Commission for Employment & Skills Local Enterprise Partnerships 7

Fit for purpose programmes UK skills system is demand-led: • Sector Skills Councils (SSCs)

Fit for purpose programmes UK skills system is demand-led: • Sector Skills Councils (SSCs) & Industry Training Boards (ITBs) are employer led bodies that develop skills solutions for their industry sectors. • UK Commission for Employment and Skills (UKCES) which offers advice on UK skills and employment issues • Labour market intelligence • Occupational standards define the competence (knowledge and skills) required for occupations and job functions • Employers increasingly involved in designing and delivering vocational qualifications and learning programmes, such as Apprenticeships 8

Learning environment Colleges and other providers of skills training: • work with employers, higher

Learning environment Colleges and other providers of skills training: • work with employers, higher education and other stakeholders to ensure learning is relevant to employment, meets learner needs and offers progression • must comply with requirements for delivery, assessment and standardisation • undertake continuous improvement through self-assessment and make the outcomes of this available • are inspected by an independent inspectorate in each country • are judged on the quality of their programmes and the success of their learners 9

Functions of UK Skills Organisations • Labour market intelligence – sector specific skills research

Functions of UK Skills Organisations • Labour market intelligence – sector specific skills research • Sector Skills Assessments annually • Regular intelligence papers • State of the nation Reports • Create national occupational standards, accredited qualifications and apprenticeships • Develop career pathways and supporting careers information • Support for provision of training and qualifications at all levels • Employer engagement • Skills Academies 10

What are National Occupational Standards? • Occupational Standards break down the skills, knowledge and

What are National Occupational Standards? • Occupational Standards break down the skills, knowledge and understanding needed to undertake a particular role • They describe what a person needs to do, know and understand in order to carry out their role in a consistent and competent manner – key competencies • Competence is defined as an ability to apply skills, knowledge and understanding in the workplace – to a standard agreed by employers • Occupational Standards are the building blocks for many UK-wide qualifications and for numerous professional and/or business improvement tools 11

How do National Occupational Standards help employers? • They define in detail the performance

How do National Occupational Standards help employers? • They define in detail the performance criteria expected of an individual in a role • They set out clearly what an individual needs to know and understand to enable them to meet the performance criteria • They can be used by employers to: - Improve quality of goods and services - Increase productivity - Reduce costs for recruitment - Provide for better human resources planning - Help effective skills upgrading - Act as a benchmark for rewarding experience, knowledge and competence 12

How do National Occupational Standards help education providers? • NOS, the bedrock of qualifications

How do National Occupational Standards help education providers? • NOS, the bedrock of qualifications development, can underpin training and qualification provision for the workforce • Education materials can be reviewed and refreshed as revised NOS are approved • Identify skills gaps • Identify new areas for qualification and / or training development • Assist workforce development planning 13

Investing in National Occupational Standards - Advice to Governments on which standards will achieve

Investing in National Occupational Standards - Advice to Governments on which standards will achieve the best outcomes and impact - Securing standards to support apprenticeships and vocational qualifications - Managing the quality assurance and approval of standards - Reporting on the impact of standards across four nations LMI/Evidence Base - UKCES Research portfolio - Triangulation of evidence from other sources - International benchmarking and comparisons including links to European standards and qualification frameworks - Evaluation – outcomes and impact 14

What is the relationship between National Occupational Standards and qualifications? • Skills organisations have

What is the relationship between National Occupational Standards and qualifications? • Skills organisations have a key responsibility of ensuring that fit-for-purpose qualifications are available for employers and the wider workforce across the UK • Once new or refreshed occupational standards are approved by the UK Commission, it is expected that a review of qualifications will also take place • Skills organisations also set out current and future learning and qualification needs of their respective employers and sectors in specific Sector Qualification Strategies 15

How National Occupational Standards are developed National Occupational Standards Occupational Map Functional Map

How National Occupational Standards are developed National Occupational Standards Occupational Map Functional Map

Qualifications system • In the UK accredited qualifications are admitted to qualifications and credit

Qualifications system • In the UK accredited qualifications are admitted to qualifications and credit frameworks. • Key purposes of a qualifications framework – quality • Organising qualifications against clearly defined principles and characteristics • Offers public confidence in the quality of qualifications • Offers a basis for comparison • Avoids duplication and overlap between qualifications • Allows users to identify relevant qualifications • Clarifies progression opportunities 17

UK context Four country dimension Political diversity Democratic approach to policy development UK Parliament

UK context Four country dimension Political diversity Democratic approach to policy development UK Parliament (Westminster) Welsh Government Department for Education Department for Business, Innovation and Skills Department for Education and Skills Northern Ireland Assembly Department for Employment and Learning Department of Education Scottish Government Learning and Justice Directorate 18

Over 1000 £ 117 k Extra income earned by someone who completes a Level

Over 1000 £ 117 k Extra income earned by someone who completes a Level 3 Apprenticeship £ 1. 5 bn Amount we invested in Apprenticeships last year Employers already involved in redesigning Apprenticeships Return for every pound that Government invests in Apprenticeships £ 1 £ 28 11 out of 11 Industrial Strategy sectors covered by our Trailblazers Over 1. 9 m Apprenticeship starts this Parliament. We are committed to delivering at least 2 million. Over 70 sectors Over 220, 000 Workplaces already offering Apprenticeships Number of ‘full Apprenticeships’ has trebled since 2009/10 96% At least 12 months Duration for Apprenticeships 68, 000 Apprenticeships in smaller businesses supported by our Grant for Employers involved in developing new Apprenticeships New Higher Apprenticeships In occupations like space engineer and pilot Employers who take on an apprentice say their business benefited. Organisations representing half a million businesses support our reforms Over 20, 000 Apprenticeships All images © Mat Wright pledged during National Apprenticeships Week 2014 19

Working with Employers Use occupational and functional mapping to create National Occupational Standards LMI

Working with Employers Use occupational and functional mapping to create National Occupational Standards LMI Develop and maintain provision network Delivery NOS Engage with employers to meet national standards Develop qualifications based on the national standard Engage Quals 20

A simple support plan 21

A simple support plan 21

Typical Global Skills Cycle 1. Identify skills needed to deliver industry objectives 6. Quality

Typical Global Skills Cycle 1. Identify skills needed to deliver industry objectives 6. Quality assure delivery against industry objectives 2. Examine skills and competence of current workforce using international benchmarks 5. Deliver certified training programmes to international standards 3. Identify skills gap in current and future industry requirements 4. Design training programmes, train the trainer, and build high quality provision 22

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