Scottish Modern Apprenticeships Sarah Hart Scottish Government Jane
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Scottish Modern Apprenticeships Sarah Hart, Scottish Government Jane Duffy, Skills Development Scotland 19 th March 2015
Overview of Modern Apprenticeship Policy �Scottish Government �Scotland’s Economic Strategy �Programme for Government �Developing the Young Workforce: Scotland’s Youth Employment Strategy
Modern Apprenticeship Group Responsible for the approval and de-approval of all Scottish apprenticeship frameworks. Members of the group are drawn from the following organisations: �Scottish Government (Chair) �Skills Development Scotland (SDS) �Scottish Qualification Authority (SQA) Accreditation �College Development Network �Scottish Training Federation �Scottish Trades Union Congress �Sector Skills Councils/ Standards Setting Organisations
What are the priorities for Modern and Higher Level Apprenticeships? �To meet the demands of the economy, employers and the needs of individuals �Help individual employees gain invaluable skills and industry recognised qualifications �To improve participation, retention and achievement rates �To take account of the needs of key industries /sectors and STEM skills �To address market failure �To contribute to productivity and employment and demonstrate value for money �To facilitate progression in the workplace �To contribute to improving Scotland’s skills base
Levels of Apprenticeships in Scotland � Modern Apprenticeship at SCQF level 5 (National 5 s) � Modern Apprenticeship at SCQF level 6/7 (Highers/ HNCs) � Technical Apprenticeship at SCQF level 8/9 (HND - Ordinary Degree) � Professional Apprenticeship at SCQF level 10+ (Honours Degree - Masters Degree) � Over 80 frameworks in diverse industries, everything from Construction to Wind Turbines to Youth Work
Content of a Scottish Modern Apprenticeship
Technical and Professional Apprenticeships � The key differences are: � Greater flexibility for the mandatory qualification �Scottish Vocational Qualification/ Competency Based Qualification/ HN/ Professional qualification/ any other NOS based qualification at SCQF Level 8+ � Career Skills �Pan sector units covering areas like Finance for non Financial Managers, Risk Assessment etc. �Reflects the work based requirements at higher levels �
Content of a Higher Level Apprenticeship in Scotland
MA Framework Submission Process
MAG Submission Process – Points to consider UKCES Contract completion dates – majority of submissions are December – February Late submissions - MAG submission dates are set each year. Submitting to sub-group first is essential to pick up quality issues. Quality of submissions –poor spelling, grammar, format, incomplete information, demand not quantified and articulated, core skills mapping where needed etc. Consultation - not representative of the sector, focus on needs of larger employers, poor response rate from employers, lack of involvement of trade unions etc. Scottish system is different – but the end result is still a fully trained and competent individual
What role does SDS play? Considers demand evidence for Apprenticeships using: • SSC estimates of demand • Information and intelligence from industry, employers and training providers • Government information and policy direction Prepares Contracting Strategy to reflect funding priorities • Procures MA places – Contracting Strategy published on Public Contracts Scotland – Accepts bids, evaluates bids and makes allocations Disburses public funding • Makes financial contribution towards training – Standard contribution table based on complexity of framework and contribution to the Scottish economy
Contribution Rates Contribution rates are based on: �Age group banding (16 to 19), (20 to 24) and (25 plus) �Level of VQ in framework �Formal, taught learning as defined in the MA framework �Administration costs including registration, certification and CTS �Core skills or Career Skills for higher levels �Assessment costs �Key and growth sector-related frameworks
Commission for Developing Scotland's Young Workforce � MAs should be aligned with the skills for economic growth � Focus on progression opportunities � Industry-led quality improvement regime � Potential to increase MA starts focused on Level 3 and above � (new target of 30, 000 starts by 2020) � Increasing focus on STEM skills � Opportunity to deliver vocational qualifications in senior phase, including of-the-job components for MAs � Greater focus on equalities
Equality Issues • Promotion of Apprenticeships to BME individuals and employers • Uptake for people with disabilities is low • Gender segregation in different occupations • How can you support equality of access and opportunity in your frameworks? • Or in the delivery of the qualifications in the framework?
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