University of Gloucestershire Apprenticeship Delivery Framework, 2021- 2025

Introduction

1. The University of Gloucestershire is a broad, multidisciplinary, student-focused and research-rich university. Our priority is to provide excellent education and enable our students to achieve their potential.  A key pillar of the University’s Knowledge Exchange activity is the development of a significant portfolio of higher and degree apprenticeships. 
   
2. Apprenticeships align well with the purpose, aspirations and market position of the University.  They support our aims in respect of graduate employability, as learners are by definition entering degree level employment on completion of their programmes. Apprenticeships ensure that our academic schools work closely with forward thinking employers, and that our teaching in relevant subject areas is directly aligned to employer needs. Apprenticeships also assist the University’s wider role in economic development by facilitating local skills development and recruitment.
   
3. All indications are that current and future Government policy remains strongly committed to apprenticeships.  Apprenticeships are seen as core to the wider agenda around tackling key skills gaps in advanced technical and professional skills.  The Government has positioned apprenticeships as being a good alternative to university study for many people, with costs being covered primarily by the employer rather than the learner.    It is likely that this focus on higher level technical skills will continue to feature in the Government’s Industrial Strategy, and more recently in the Build Back Better initiative, so our commitment to developing higher and degree apprenticeships will ensure our ability to adapt to the changing Government policy agenda for higher education.
   
4. The University has an excellent track record of supporting Widening Participation (WP) students to achieve success in their degree programme. Apprenticeships are an alternative route to Higher Education, often preferred by people who did not enjoy their earlier experiences at school. The university’s strength in helping and supporting students is valuable to these apprentice learners.
   
5. Academic year 2020-21 has been a watershed year for us. We have updated and consolidated many of our policies and processes, refreshed several key programmes and recruited additional staff. This is therefore an ideal time to refresh our Apprenticeship delivery framework.

Apprenticeship Portfolio

6. The University has built a substantial portfolio of apprenticeship courses since 2017. Recognising the numerous benefits of developing and delivering apprenticeship programmes, we aim to have programmes in those academic schools where there are relevant professional pathways.
   
7. Some subject areas may not be suitable for apprenticeships, but where we can see a national or local skills need and clear market demand, aligned to an area of academic expertise for the University, we will aim to develop a programme.
   
8. The Business Engagement Team work with new and existing employers to establish whether there is demand for a programme, or feedback the businesses’ requirements following requests for specific standards from employers. Once initial demand and capability is established, course teams within academic schools will work with Business Engagement colleagues to  consult with employers and shape the course design to meet their needs. Employer consultation through advisory boards, employer events and regular employer apprenticeship reviews is also part of the ongoing delivery of programmes.
   
9. Apprenticeship programmes are subject to the same robust validation and academic quality standards requirements as our direct entry programmes. Additional specific and rigorous validation criteria are applied specifically to apprenticeship programmes.
   
10. Programmes are usually developed as open programmes, supporting a range of employers and their apprentices. However, we are also able to develop bespoke programmes for individual employers, providing more tailored content and delivery schedules.

Scope

11. The University currently delivers programmes in Health and Social Care, Business and Finance, Computing, Engineering and Education. New courses in Architecture and Construction, and Teaching are planned for 2022.
    
12. In line with its expertise in higher education, the University delivers courses at levels 4, 5, 6, and 7. We work closely with our local Further Education providers in respect of progression routes for learners and also signpost employers to collaborative partners for delivery of lower level programmes.
    
13. Programmes are usually delivered face to face with supporting materials available through Moodle, our online learning portal, as we believe this is the most effective and reliable means of delivery. Throughout the pandemic we continued to deliver elements of all courses online. Where online delivery is appropriate for the subject matter and content, some elements of programmes may be able to be delivered online, or learners may be able to access the classroom remotely if necessary. We have developed a Blended Learning Framework to ensure best practice, for programmes where blended learning offered. However unless otherwise stated, our main mode of delivery is face to face.

Cohort Numbers

14. Cohort numbers between 12 and 30 provide learners with opportunities to work with a range of different people and easily be able to contribute in the class, and also ensures that the programme is financially viable. New programmes and bespoke employer cohorts may be considered with fewer learners. Where this is the case we will ensure there are opportunities for learners to work with students or apprentices on other programmes to ensure a richer experience.

Academic Regulation and Quality

15. All credit bearing apprenticeship programmes (i.e. those resulting in the achievement of a knowledge award) are subject to academic and quality standards common to all UoG courses and therefore adhere to recognised national standards.
    
16. Robust use of external input during all stages of course development and review is a key element of the University’s quality assurance and enhancement processes, and is central to the maintenance of standards. Employer requirements are central to the development of new apprenticeship standards, and feedback from employers feeds into course enhancement. External subject specialist academics are included in consultations, and sit on validation panels. Once in delivery,  each programme also has an External Examiner.
    
17. Employer engagement, and identifying employer need is key to the development of any new course proposal. Our Client Development Managers liaise with employers to explore their training needs and identify suitable programmes. We consult with employers both before and during the development of new programmes. Regular employer reviews allow us to gather feedback from employers and their learners, which in turn helps us to enhance and develop our courses.
    
18. New programmes are approved by the Academic Affairs Committee. A new system has recently been developed and rolled out by the University to manage new programme proposals. It ensures the required information is collected and that all relevant parties both within the School and Professional Services review and comment on new proposals, enabling transparency and informed decision making.

Apprenticeship Ambitions

19. The University has a broad set of ambitions in relation to the growth and development of its apprenticeship programmes. We aim to:
    
    1. be a highly regarded provider of choice for employers and their employees
       
    2. make a significant contribution to meeting local and national skills needs, ensuring our apprentices  graduate with the skills and qualifications required by employers
       
    3. provide opportunities for people who may not otherwise have accessed higher education, to support all our learners to have a fulfilling apprenticeship and to achieve their full potential
       
    4. link academic schools and subject communities to employer organisations through apprenticeship delivery for Knowledge Exchange, course enhancement, and mutual benefit
       
    5. continue to grow the number of learners on programmes and the portfolio of apprenticeship courses
       
    6. embrace the principles of, and ensure compliance with, the requirements of our regulatory bodies, including OfSTED, ESFA, OFS, QAA, and relevant professional bodies

Ambition 1: To be a highly regarded provider of choice for employers and their employees

Action	Responsible
Design and develop programmes to meet identifiable skills needs	BE Team/ HoS/ AAC
Consider promotional needs at time of validation, provide BE team with details of target audience and key selling points of UoG course design	ACL/ VSP
Seek regular feedback from external academics, to ensure the quality of our provision and to  develop and enhance our courses	Quality Team/ App Team
Ensure details of all UoG Apprenticeships and clear advice and guidance, is up to date and shown on the UoG Website	CMSR
Ensure collateral and promotional materials are available for all courses and apprenticeship subject groups	BE Team
Work with closely employers to identify and fulfil skills development needs	BE Team/ Client Development
Seek to add value for our clients by meeting additional needs, such as line manager mentor training	BE Team/ Client Development
Survey Learners and Employers regularly and respond to feedback	BE Team/ Apps
Hold regular Advisory Boards and employer consultations for each subject area	BE Team/ HoS
Promote UoG Apprenticeships through a range of channels	BE Team/ CMSR
Hold Employer facing events to promote UoG Apprenticeships, and provide advice and guidance to support apprenticeship uptake	BE Team/ Client Development
Provide clear, competitive responses to ITT	BE Team/ UFO/ HoS
Respond to all apprenticeship enquires within two working days, and provide excellent learner and employer customer care	All
Allocate a dedicated colleague to be the main point of contact and liaise with each employer client	BE Team/ Client Development

Ambition 2: To make a significant contribution to meeting local and national skills needs, ensuring our apprentices  graduate with the skills and qualifications required by employers

Action	Responsible
Work closely with employers to identify and fulfil skills development needs	BE Team/ Client Development
Monitor labour market data at local and National level to identify skills gaps and appropriate apprenticeship solutions	BE Team/ Planning
Work closely with Gfirst LEP, Local Sector groups, GCC and other networking organisations to identify emerging skills needs and build awareness of the UoG Apprenticeship portfolio	BE Team/ ACLs
Effective liaison with FE providers to identify progression pathways for learners on lower level programmes	BE Team

Ambition 3: To provide opportunities for people who may not otherwise have accessed higher education, to support all our learners to have a fulfilling apprenticeship and to achieve their full potential

Action	Responsible
Provide comprehensive advice and guidance for learners and their employers, through the website, events and client development to support access to apprenticeship programmes	BE Team
Through the use of interviews, workshops or skill scans, comprehensively review the prior qualifications and experience of applicants to ensure access at an appropriate level for each apprentice	HoS/ ACLs
Work with local FE providers to signpost lower level courses for those lacking minimum entry requirements	BE/ App Team
Learners will have 5 meetings per year with their allocated Learner Coach/ Coaches in Practice (H&SC)	HoS/ School App coordinator/ Coaches
Learners’ will be supported academically by their module tutors and their Academic Course Leader	HoS/ACLs/ Module tutors
Each Learner will have regular meetings with their allocated personal tutor	HoS
Provide access for apprentices to the various support teams within the University’s Student Services Department, including: – Student Centres – Disability, Dyslexia & Learning Support – Mental Health & Counselling – Chaplaincy & Faiths – Student Futures (employability support)	Student Registrar
Student Centres will include an Apprenticeship specialist	Student Registrar
Apprenticeship, academic and student support resources are available online through ‘Moodle’
Work with employers to ensure all learners get and record their 20% OTJ	BE/ App Team

Ambition 4: To link academic schools and subject communities to employer organisations through apprenticeship delivery, for Knowledge Exchange, course enhancement, and mutual benefit

Action	Responsible
Research all new and developing higher and degree apprenticeship standards to identify alignment with UoG subject areas	BE Team
Work closely with employers to identify and fulfil skills development needs	BE Team/ Client Development
Provide comprehensive advice and guidance for academic leaders, employers, learners and coaches on apprenticeship requirements	BE Team
Support course leaders on a 1:1 basis to develop appropriate compliant apprenticeship programmes	BE Team
Hold regular advisory boards and employer consultations for each subject area	HoS/ BE Team
Hold employer facing events to promote UoG Apprenticeships, and provide advice and guidance to support apprenticeship uptake	BE Team/ Client Development

Ambition 5: To continue to grow the number of learners on programmes and the portfolio of Apprenticeship courses

Action	Responsible
Identify employer needs and skills gaps, review apprenticeship standards to identify opportunities for new programme development	BE Team
Grow the range of apprenticeship programmes and cohort numbers	HoS
Ensure details of all UoG Apprenticeships and clear advice and guidance, is up to date and shown on the UoG website	CMSR
Ensure collateral and promotional materials are available for all courses and apprenticeship subject groups	BE Team
Work with closely employers to identify and fulfil skills development needs	BE Team/ Client Development
Hold regular advisory boards and employer consultations for each subject area	BE Team/ HoS
Promote UoG Apprenticeships through a range of channels	BE Team/ CMSR
Scan for and respond to appropriate tender opportunities	BE Team/ UFO/ HoS
Hold employer facing events to promote UoG Apprenticeships, and provide advice and guidance to support apprenticeship uptake	BE Team/ Client Development
Provide accurate course  information and delivery details at least 6 months prior to the start date	ACL
Keep up to date with developments of new apprenticeship standards, and continue to review employer needs	BE Team

Annual Targets 2021- 2025

20. The overall aspiration is to attain a university apprenticeship population of 2000 learners by 2025. This this is possible  based on continuing growth of our existing programmes, some new UoG programmes, and including our validated programmes with the IoT and other partners such as SERCO. Year on year growth rates 2017 – 2020 has been high in percentage terms. As overall numbers of learners are now higher, expectations are that growth from 2021 – 2025 will be more incremental.
    
21. We now have three years of accumulated data and experience about how programmes can be expected to develop and grow. As the economy and the apprenticeships market continue to evolve over the next few years, we anticipate that additional opportunities will become available.
    
22. Learner numbers at the end of 2020/21 were just under 600. New entrants for 2021/22 are budgeted at 321 learners, excluding validated programmes.
    
23. The following projections are based on the 2020/21 figures as the starting point, and cover the following higher apprenticeship arrangements in respect of UoG registered learners:

• New entrant learners, on planned new and existing courses
• Total of all Learners
• Numbers shown below relate to UoG programmes only, and do not include validated apprenticeship courses with the IoT, and other partners such as SERCO.

Longer Term Student Number Projections

NEW INTAKE	2021/22	2022/23	2023/24	2024/25	2025/26	2026/27	2027/28	2028/29	2029/30	2030/31
Gloucestershire Business School	76	92	118	137	156	180	201	221	244	265
School of Arts	0	0	5	10	15	15	15	15	15	15
School of Computing and Engineering	28	47	67	79	97	105	122	136	151	164
School of Education and Humanities	34	38	38	38	37	37	41	41	42	43
School of Health and Social Care	183	211	243	249	252	259	277	287	299	309
Grand Total	321	388	471	513	557	596	656	700	751	796

ALL LEARNERS	2021/22	2022/23	2023/24	2024/25	2025/26	2026/27	2027/28	2028/29	2029/30	2030/31
Gloucestershire Business School	251	235	200	242	287	333	379	426	475	519
School of Arts	0	0	5	14	26	29	29	29	29	29
School of Computing and Engineering	54	85	122	155	201	238	278	318	360	400
School of Education and Humanities	44	68	76	79	78	78	82	85	89	91
School of Health and Social Care	290	375	478	531	555	579	609	641	680	713
Grand Total	639	763	881	1,021	1147	1257	1377	1499	1633	1752

Ambition 6: To embrace the principles of, and ensure compliance with, the requirements of our regulatory bodies, including OfSTED, ESFA, OFS, QAA, and relevant professional bodies

23. The University is committed to developing a substantial, high quality, Higher and Degree Apprenticeships offer for the long term as an integral part of our overall portfolio. Because H&DAs are not just a marginal add-on, but a significant element of our long term provision, we have chosen to integrate apprenticeship systems as far as possible into our main University systems, rather than creating stand-alone units and processes just for apprenticeships.  This integrated approach takes longer and can be more complex, because it requires adapting main systems to meet the particular characteristics and regulatory requirements of Higher and Degree Apprenticeships. 
    
24. The University uses the SITS student record system as our primary system for managing the apprentice record through the full apprenticeship lifecycle from application, through enrolment and on to completion of the end point assessment. Breaks in Learning, Total Negotiated Price and assessment results are all managed through the SITS system which has been developed to enable generation of the Individualised Learner Record and incorporates reporting tools to identify any gaps in the learner record.
    
25. SITS is integrated with the University’s Moodle virtual learning environment, which is utilised in the delivery (and recording) of all off-the-job training, and in the management of learner skills assessments and learner reviews. The University has also implemented digitised attendance monitoring in partnership with JISC which supports the recording of off-the-job training.

Action	Responsible
Work with employers and learners prior to application to explain apprenticeship regulatory requirements	BE Team
Pre-application events for prospective apprentices and employer on-boarding meetings ensure all concerned are aware of their responsibilities and the documentation required	BE Team
Provide comprehensive advice and guidance on apprenticeship requirements and how apprenticeships operate at UoG for academic leaders, employers, learners and coaches.	BE Team/ Business Programmes Support Team
Liaise with employers and provide accurate, timely levy claim process	Business Programmes Support Team
Provide regular reports on compliance for Academic leaders and employers.	Business Programmes Support Team
Fully check eligibility criteria at admissions stage	Admissions
Ensure completion of all required apprenticeship documentation	Admissions
Provide a schedule of apprenticeship training for all staff connected to apprenticeships	BE Team/ ADU
Provide comprehensive advice and guidance for academic leaders, employers, learners and coaches on apprenticeship requirements	BE Team/ Business Programmes Support Team
Support course leaders on a 1:1 basis to develop appropriate compliant apprenticeship programmes	BE Team
Provide training on Safeguarding, the Prevent Duty, and British Values, for academic leaders, employers, learners and coaches	Student Registrar
Learner Coaches/ Coaches in Practice (in H&SC) conduct and record a minimum of five learner reviews per year	Learner Coaches/ Coaches in Practice
Work with employers to ensure all learners get and record their 20% OTJ	Learner Coaches/ Coaches in Practice
Work with employers and learners to manage breaks in learning and other changes in accordance with regulations	ACL/ Student Centres/ BE Team
Liaise with employers and provide accurate, timely levy claim process	BE/ F&P
Provide regular reports on compliance for Apprenticeship Team and Academic leaders and employers.	Business Programmes Support Team
Regular recording of course enhancement, and an annual course report with an associated action plan	ACL

Apprenticeship Strategy Enablers

26. The Apprenticeship Strategy is underpinned by three key enablers

1. Apprenticeship reporting, monitoring and governance
2. Staff development and training
3. Apprenticeship processes and systems

Enabler 1) Apprenticeship Reporting, Monitoring and Governance

27. Development of high quality Apprenticeships is clearly articulated in the University’s plans, and is reported on regularly. Roles and responsibilities are clearly defined and detailed in Appendix I. The University operates to the highest ethical values and its apprenticeships operate with the regulatory frameworks of the University

Reporting and Monitoring

28. Heads of Schools and Apprenticeship Academic Course Leaders are provided with a Learner Progress Overview Report, details of learner review completions, and access to the content of Learner Reviews through Moodle.
    
29. SITS provides details of Learner Achievement, and completion data for BKSB and other training activities such as Prevent. Employers are able to view selected data relating to their own learners, via Student Records Online.

30. Academic Course Leaders use the Course Enhancement and Reflection system to capture observations on the delivery of their programmes and to note planned improvements.
    
31. Documentary evidence is reviewed and monitored by the Apprenticeship team. Internal reviews of documentary evidence, accuracy of the apprenticeship level data and internal processes are overseen and undertaken by the Business Programme Support Team to ensure the University is meeting its regulatory and compliance requirements.
    
32. Apprenticeship provision is overseen at an institutional level by the Higher Apprenticeship Programme Board meetings which are chaired by the Vice Chancellor. Each academic school with active apprenticeship provision provides a report of activity in their school to the board.
    
33. At school level, each Head of School is responsible for oversight of apprenticeship programmes in their area. Schools operating several apprenticeship programmes will also have an apprenticeship coordinator.

Apprenticeship Meetings Cadence

Meeting	Purpose and Composition	Frequency
Higher Apprenticeship Programme Board (HA Board)	• Institutional Oversight of Apprenticeship Development: Course Development, Promotional Activity, Learner numbers, quality, regulatory developments • Chaired by VC, with representatives from each school and Professional Department	Every other month (excludes August): Oct, Dec, Feb, April, June
Apprenticeship Academic Delivery Group (AADG)	• Ensure consistency in approach and share best practice, report issues • Chaired by Director of Business Engagement, with all ACLs, Apprenticeship Team and Quality	Every other month (excludes August): Oct, Dec, Feb, April, June
Apprenticeship Professional Services Group	• Chaired by the Business Programmes Support Manager • Coordination of new course starts, systems and process development	Every Month
Apprenticeship Meetings with Schools	Meetings with BE Team, HoS & ACLs in each school, to discuss school provision, feedback and course enhancement	Every other month: Sep, Nov, Jan, Mar, May , July
Apprenticeship Planning and Compliance Meeting	Meetings with Academic Registrar, Head of Quality, Apprenticeship Manager, Business Programmes Support Manager, and Director of Business Engagement, to review and update SAR and QIP	Every Month
Annual Apprenticeship Review	Annual review of apprenticeship delivery including all apprenticeship ACLs and other staff associated with apprenticeship delivery, to reflect on the year’s delivery and agree common actions for the year ahead.	Annually , End of Academic Year

Enabler 2) Staff Development and Training

Action	Responsible
Ensure appropriate recruitment Criteria for Academic staff are followed: https://connectglosac.sharepoint.com/sites/staffnet/HR/recruitment/Documents/Recruitment%20and%20selection%20guidance.pdf	HR
Ensure Apprenticeship and Business Engagement is considered as part of the recruitment process for relevant new academic staff	HoS
Provide comprehensive guidance, and 1:1 curriculum support is provided for all staff working in apprenticeships	BE Team
Provide a schedule of training events is provided throughout the year, available to all relevant academic staff to build awareness of and capacity for Apprenticeship Delivery	BE Team
Support Apprenticeship ACLs and tutors to utilise the Learning Design initiative to promote good practice and student engagement: https://connectglosac.sharepoint.com/sites/staffnet/adu/learning/Pages/Learning-Design.aspx	ADU
Clear Assessment guidelines for a fair and consistent approach to assessment: https://connectglosac.sharepoint.com/sites/staffnet/adu/assessment-guidelines	Academic Registrar
Ensure the appropriate use of peer observation: The University’s Reflection on Academic and Professional Practice (RAPP) Scheme is an annual process that seeks to foster continuous development of professional practice for those engaged in teaching and supporting learning.  RAPP Scheme Overview 2021-22​ RAPP Peer Observation Guidance Notes	HoS/ ADU
Ensure all staff participate in an annual staff review and development process: https://connectglosac.sharepoint.com/sites/staffnet/HR/people-development/Pages/SRD-Scheme.aspx	HoS/ ASLs
Ensure Academic staff are allocated time specifically for personal development needs, both as a teacher and as a subject specialist, and in relation to research and other scholarly activity and to overall career development;	HoS/ ASLs

Enabler 3) Apprenticeship Processes and Systems

Action	Responsible
Ensure compliance with GDPR/ Data protection legislation: https://www.glos.ac.uk/information/knowledge-base/data-protection-policy/	CMSR/ BE
Maintain Clear Roles and Responsibilities –  See Appendix II	Director of BE and Head of Planning
​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​Maintain Information Security Policy Framework  https://connectglosac.sharepoint.com/sites/staffnet/ispf	Library and Information Technology Services

Appendix I

Operational & Regulatory Procedures

Further details of regulatory processes are available on the Apprenticeship Processes Teams site HERE.

• Business Development
• Course Set-up (and new course occurrence)
• Application & Enrolment
• Fee setting & APEL
• Outcome & Awards
• End Point Assessment (and summary integrated v non-integrated overview)
• Recording of Actual Hours

Appendix II

Roles and Responsibilities

Responsibilities for apprenticeships processes are aligned to teams’ overall remit, and summarized below.

Roles within Academic Schools

Department/ Role	Accountability	Responsibility
Head of School (HoS)	• Course/course occurrence approval & validation • Tenders & bids • Academic quality
Academic Course Leader (ACL)	• Course design & development • Student recruitment and procurement • APL assessment • Induction • Teaching & assessment	• Course approval o PAF/HAPAF o Course occurrence • Course validation o Employer Consultation o Map design to the App Standard and EPA • Support marketing activity: o Provide information about target market o UoG Special Features for promotional material • Support completion of bids and tenders • Course occurrence – detail for commitments statements (modules and assessment delivery dates • APL assessment o Review applicant subject specific skills scan information • Induction for new apprentices • Attendance monitoring and change of circumstances
Learner Coaches/Coach in Practice	• Learner reviews	• Hold and document learner reviews (five per year) • Maintain learner record and evidence: o Monitor level/use of off-the-job training o ensure English and Maths requirements met • Prepare learner for EPA [Personal Tutor in HSC]
Module Tutor	• Teaching & assessment	• Teaching • Assessment • Attendance monitoring

Roles in Professional Services

Department	Accountability
		Responsibility
Business Engagement	• OFSTED regulatory compliance • Learner numbers • Apprenticeship portfolio development • Employer engagement and onboarding • Commitment statement • Liaison with Academic schools • End-point assessment	• Client Development o Prospecting, promotion and marketing of apprenticeships o Client Facing Events o Identify procurement opportunities and complete bids and tenders in consultation with Schools • Apprenticeship Team o Client onboarding o Employer agreements – confirm terms o Commitment statements – complete template and share with employer/learner o Digital Account set-up etc. o Employer support/liaison o Employer reviews and surveys • Curriculum/Portfolio Development o Monitoring development of new apprenticeships standards o Advise on Course design o Quality management • End Point Assessment contracting and support o identify suitable EPAOs o set up and manage contracts with EPAO, o upload gateway declarations to the EPAO Portal • Learner pipeline o Pipeline development and monitoring o Leaner number forecasts
Finance & Planning	• ESFA regulatory compliance • Apprenticeship course set-up • ILR, management of learner record and regulatory reporting • Apprenticeships systems & processes	• Programme Support o End-to-end processes supporting learner lifecycle o Co-ordinating activity across professional services and business engagement (accurate and timely flow of information between teams) o System development and process improvement o Student number reporting o Review contracts (employer and EPAO) and tenders • Data and record management o Course/course occurrence and employer set-up o ILR and regulatory reporting o Exception • Fees and income o Fees set-up and adjustments o Calculate payment plans and reconcile ESFA income o Invoicing non-levy employers (co-investment invoicing)
Admissions	• Application & enrolment process • Eligibility criteria met	• Generate application links • Verify applications and confirm eligibility, including: o commitment statements; o DBA checks; o entry requirements o learner skills assessment • Check commitments statements for completeness, liaising with employers as necessary • Process APL/APEL applications • Validated provision: student details
Student Services	• Maintaining student record	• Maintain student records: o Module set-up and timetabling o Award calculations and progression decisions o Process changes in circumstances (Breaks in Learning) • Learning support • Identify and provide learning support as required
Academic Services	• MBEs and ABEs • Invoicing partners	• Support academic schools in the delivery of apprenticeships: o New course occurrences; learner change in circumstance; admissions queries o Invoicing collaborative partners (sub-contracted provision) • Administering module assessment and award boards, including notifying partners of outcomes • EPA support: o contract variations; o upload employer & learner details and data to portal; o set up EPAO as supplier & raise purchase orders • Administer the course approval and validation process o Appointment of external examiners o Ongoing maintenance of courses

Appendix III

Teaching & Delivery – from enrolment to EPA

Apprenticeship Stage	Actions Required within Schools	Other Teams involved
Course Design and Development	Design & Validate Course Demonstrate Employer Consultation Map design to the App Standard and EPA Provide information about target market for the course and UoG Special Features for promotional material	BE Team support with employer demand and guidance about appropriate design and promotional activity BE Team check that the EPA element is addressed Course occurrence info is also used to check accuracy. F&P will require forecast delivery data and numbers info
Pre- Application	Subject specialist expertise  and HoS sign off for tenders Plan and share specific module and assessment delivery dates   The ACL or nominated tutor will review subject specific skills scan information for each applicant and identify any accreditation of prior learning (APL) opportunities, which may then exempt a learner from particular modules, and cause the price for the programme to be reduced for that Learner	BE Team and UFO will support Tendering activity BE Team use Course occurrence detail/ and delivery timetables to populate CS and Contracts, and admissions will then generate application links.
Induction	ACL should explain apprenticeship requirements – Individual Learning Plan – Learner Reviews and 20% OTJ – BKSB use for English and Maths – How to use Moodle Apprenticeship Upload Area – How the course relates to their job role – EPA requirements	Note: For Apprenticeships Induction must come before the start of normal course delivery. BE Team can provide advice and a presentation as to what is required, but apprenticeship info needs to be embedded as part of the course introduction and subject specific criteria
Course Delivery	Teaching and assessment relevant to the apprenticeship role Attendance must be recorded and reported Student absence, withdrawals or breaks should be reported immediately
Learner Reviews & 20% Off the Job	Conduct 5 Learner Reviews (including the employer/ mentor) per year Include discussions about the 20% OTJ and how it is used Ensure that the documentary evidence for the review and the 20%OTJ is uploaded (H&SC use ARC) and actions are followed up Discuss progress towards EPA, English and Maths Requirements and ensure evidence is available and the learner is prepared	The BE Team can support during selection and training of potential PTHP Apprenticeship Learner Coaches to complete Learner Reviews Learner Reviewers are responsible for evidence upload.
End Point Assessment	Keep Apprentices informed about EPA and how course Maps to it Once the EPAO opens a portal for that Learner info responsibility moves to Academic Services to provide and upload individual learner and employer data to the portal. Costs for EPAOs come from school budgets, so EPAOs should be set up within Academic Services as a supplier to the school.	BE Team will identify suitable EPAOs and liaise with them, set up and manage contracts with EPAO, and upload gateway declarations to the EPAO Portal that the learner is ready to move to gateway
Validated Provision	Invoicing non-UoG apprenticeship Clients Arrange Academic Boards of Examiners & action outcomes	The BE Team will support employer liaison