Common use of Apprenticeships Clause in Contracts

Apprenticeships. The external environment demands, via the report on Developing Scotland’s Young Workforce/Scotland’s Youth Employment Strategy, that apprenticeships are the primary means by which education training and skills development should be progressed. Some curriculum areas have established track records in delivering apprenticeships successfully: Engineering, Construction and Railways provide good examples. Responding to the above strategy the college is working with schools, employers and SDS to significantly increase the number and scope of direct and indirect apprenticeships that will be available. Initially, these will focus on areas of high demand and projected growth. But ultimately, the aspiration is to have apprenticeships across the curriculum portfolio to provide an attractive alternative to attending college full time. Specific opportunities/issues being considered at present are: • Demand-led modern apprenticeships in Customer Services, Accountancy, Financial Services, Management and Waste Management; • Foundation apprenticeships in Financial Services, Engineering, Business, ICT/Digital, Care, Civil Engineering; • Development work currently ongoing with SDS on the scope for graduate apprenticeships and Creative Industries; • Improving capability, ownership and responsibility across the college for the delivery of indirect apprenticeships via the SDS contract. The pressure on the college and the sector’s finances means that it is a challenge and a necessity for every curriculum area to work in partnership with the Business Development team to actively engage in market development activity or new product development to meet a bespoke demand or identify products within their portfolio that may be appropriate for commercialisation. International consultancy and training will be increased in partnership. A separate strategy will support this document. In recent years Edinburgh College has supported modern apprenticeship provision across 10 different delivery areas, with around 350 MAs on our contract. The college recognises, however, the need to refocus our current contract in order to grow it again, using MA performance data to highlight high income areas and forecast the curriculum resources and facilities required to support growth in these areas. In line with this we acknowledge the need to increase our provision in Automotive, Engineering, Security and Life Sciences, and look at reducing our provision in under-performing, low contribution areas, such as Hospitality. Additionally, we will consider further development in new areas (for example the legal sector). In terms of achieving growth and improving quality, the college will consider the role of relationship managers in identifying new (larger) employers where returns can be achieved more efficiently – for example, targeting larger garages alongside our existing individual SME automotive base. Quality will be further assured through monthly performance and quality review meetings with employers, focusing on a number of key performance and satisfaction areas, feeding this back into the SDS contract co-ordinator and assessors. The college is also positioning itself to satisfy the growing appetite across Scotland for graduate apprenticeships in engineering, Accountancy and Legal Services within the next five years.

Apprenticeships. The external environment demands, via the report on Developing Scotland’s Young Workforce/DYW, Scotland’s Youth Employment Strategy, that apprenticeships are the primary means by which education education, training and skills development should be progressed. Some curriculum areas have established track records in delivering apprenticeships successfully: Engineering, Construction and Railways provide good examples. Responding to the above strategy the college is working with schools, employers and SDS to significantly increase the number and scope of direct and indirect apprenticeships that will be available. Initially, these will focus on areas of high demand and projected growth. But growth but, ultimately, the aspiration is to have apprenticeships across the curriculum portfolio to provide an attractive alternative to attending college full time. Specific opportunities/issues being considered at present are: • Demand-led modern apprenticeships in Customer Services, AccountancyAccounting, Financial and Legal Services, Management and Waste Management; Management • Foundation apprenticeships in Financial ServicesSocial Services and Healthcare, Engineering, Business, ICT/Digital, Care, Civil Engineering; Accounting and Childcare & Young People • Development work currently ongoing with SDS on the scope for graduate apprenticeships and Creative Industries; • Improving capability, ownership and responsibility across the college for the partnership delivery of indirect apprenticeships via the SDS contract. The pressure on the college and the sector’s finances means that it is a challenge and a necessity for every curriculum area to work in partnership with the Business Development team to actively engage in market development activity or activity, new product development to meet a bespoke demand or identify products within their portfolio that may be appropriate for commercialisation. International consultancy and training will be increased in partnership. A separate strategy will support this document. In recent years years, Edinburgh College has supported modern apprenticeship provision across 10 different delivery areas, with around 350 381 MAs on our the college direct contract. MA 2014/15 2015/16 2016/17 2017/18 (approx.) Indirect apprentices 1,929 2,017 1,793 2,000 FE Full time 65.2% 62.9% 69% HE Part time 76.6% 82.1% 75% The college recognises, however, the need to refocus our its current contract in order to grow it again, using MA performance data to highlight high income areas and forecast the curriculum resources and facilities required to support growth in these areas. In line with this we acknowledge the need to increase stabilise and grow our provision in AutomotiveAutomotive and Engineering organically but focus increases in Security, Engineering, Security Life Sciences and Life SciencesIT & Digital, and look at reducing our increasing provision in under-performing, low contribution areas, areas such as HospitalityHospitality and Creative Industries. Additionally, we the college will consider further development in new areas (for example the legal and accountancy sector). In terms of achieving growth and improving quality, the college will consider the role of relationship managers in identifying new (larger) employers where returns can be achieved more efficiently – for example, targeting larger garages alongside focusing on new employers outwith our existing individual SME automotive basecurrent employer database. Quality will be further assured through monthly performance and quality review meetings with employers, focusing on a number of key performance and satisfaction areas, feeding this back into the SDS contract co-ordinator coordinator and assessors. The college is also positioning itself to satisfy the growing appetite across Scotland for graduate apprenticeships in engineeringEngineering, Accountancy and Legal Services within the next five yearsyears and will work in partnership with regional universities to enable joint delivery where the opportunity arises.

Apprenticeships. The external environment demands, via the report on Developing Scotland’s Young Workforce/Scotland’s Youth Employment Strategy, that apprenticeships are the primary means by which education training ‌ Dundee and skills development should be progressed. Some curriculum areas have established track records in delivering apprenticeships successfully: Engineering, Construction and Railways provide good examples. Responding Angus College is committed to the above strategy growth of the college apprenticeship family, is working with schoolsthe only contract holder for the Foundation Apprenticeship programme in the Dundee and Angus region, employers and SDS to significantly increase has been a successful provider of Modern Apprenticeships since the number creation of the programme. The College offers Modern Apprenticeship (MA) and scope SVQ programmes in the workplace at levels 2 – 5 on either a funded or commercial basis, delivering around 750 candidate places, including around 300 Modern Apprenticeship opportunities. The MAs offered by the College are delivered on behalf of direct Skills Development Scotland and indirect apprenticeships that will be availableindustry bodies including SECTT, SNIPEF, EAL, CITB and ECITB. Initially, these will focus on areas of high demand and projected growth. But ultimatelyIn addition, the aspiration is to have apprenticeships across College delivers the curriculum portfolio to provide an attractive alternative to attending college full time. Specific opportunities/issues being considered at present are: • Demand-led modern apprenticeships underpinning knowledge in Customer Services, Accountancy, Financial Services, Management and Waste Management; • Foundation apprenticeships in Financial Services, Engineering, Business, ICT/Digital, Care, Civil Engineering; • Development work currently ongoing with SDS on the scope for graduate apprenticeships and Creative Industries; • Improving capability, ownership and responsibility across the college for the delivery of indirect apprenticeships via the SDS contract. The pressure on the college and the sector’s finances means that it is a challenge and a necessity for every curriculum area to work in partnership with the Business Development team to actively engage in market development activity or new product development to meet a bespoke demand or identify products within their portfolio that may be appropriate for commercialisation. International consultancy and training will be increased in partnership. A separate strategy will support this document. In recent years Edinburgh College has supported modern apprenticeship provision across 10 different delivery areas, with around 350 MAs on our contract. The college recognises, however, the need to refocus our current contract in order to grow it again, using MA performance data to highlight high income areas and forecast the curriculum resources and facilities required to support growth in these areas. In line with this we acknowledge the need to increase our provision in Automotive, Engineering, Security and Life Sciences, and look at reducing our provision in under-performing, low contribution areas, such as Hospitality. Additionally, we will consider further development in new areas (for example the legal sector). In terms of achieving growth and improving quality, the college will consider the role of relationship managers in identifying new (larger) employers where returns can be achieved more efficiently – for example, targeting larger garages alongside our existing individual SME automotive base. Quality will be further assured through monthly performance and quality review meetings with employers, focusing on a number of key performance areas on behalf of other private training providers. In all cases, the College supports candidates to achieve meaningful apprenticeship outcomes which lead to sustained employment. Matching industry demand to candidate numbers is crucial to ensure that both current and satisfaction areas, feeding this back into future workforce skills demands of the Dundee and Angus region are addressed. In 2019/20 the College supported 300 MA candidates on the SDS contract co-ordinator CTS/FIPS system covering levels 2 and assessors3 MA programmes in Administration, Motor Vehicle, Life Sciences, Accounting, Hairdressing, Health, Social Care, Horticulture, Engineering, Civil Engineering, Customer Service, Childcare, Hospitality, Creative & Digital Industries and ICT. This work is supported by our partnership with Angus Council in the Angus Shared Apprenticeship Programme (ASAP) which provides an employer vehicle to allow young people to access an apprenticeship shared across a number of smaller employers who would not individually be able to support an apprentice. In 2019 over 50 young people benefitted from this work. The college College will seek to grow the number of apprenticeship places that it offers by bringing in new apprenticeship frameworks and employers where possible. The loss of major contributors such as McGill’s and Michelin who together accounted for c 50 apprenticeship places, will make this challenging. Our regional strategic delivery partnership is also positioning itself to satisfy planning and delivering on the growing appetite across expansion of Foundation Apprenticeships (FAs) in the Dundee and Angus region. This partnership comprises senior leaders from Dundee and Angus College (Lead Partner), Dundee City Council, Angus Council, Dundee and Xxxxx Xxxxxxxxxx the Young Workforce (DYW) and is supported by Skills Development Scotland Area Managers for graduate apprenticeships in engineering, Accountancy Dundee City and Legal Services within the next five yearsAngus regions.

Apprenticeships. The external environment demands, via the report on Developing Scotland’s Young Workforce/Scotland’s Youth Employment Strategy, that apprenticeships are the primary means by which education training Context: Dumfries and skills development should be progressed. Some curriculum areas have established track records Xxxxxxxx College is a key partner in delivering apprenticeships successfullyModern Apprenticeships in the South of Scotland as the major providers of off the job training as well as contracting in their own right. However, the procurement framework is particularly challenging in a rural area. This requires the College to identify the numbers and employment areas well in advance of the contract. However, the typical business in the region tends not to engage in workforce planning and rather tends to respond to changing circumstances. It is often the case that companies will approach the college once the contract period has commenced seeking an apprentice. What we will do: Engineering, Construction and Railways provide good examples. Responding · It would be helpful if there were greater flexibility to respond in year to the above strategy needs of regional employers. Given the college scale and distribution of schools in the region, delivering Foundation Apprenticeships programme is working difficult with schools, employers and SDS insufficient funding to significantly run programmes with small cohort. Despite this the College continues to increase the number of Foundation Apprenticeship pathways. In 2017-18, we have offered a foundation apprenticeship pathway in Engineering. A further two pathways are being offered in 2018-19 for Business Skills and scope Social Services with Children and Young People. Construction, Computing, Healthcare and Food Manufacturing pathways are planned to be offered in 2019-20. · Modern Apprenticeships - The College is committed to the development and delivery of direct and indirect apprenticeships that will be available. Initially, these will focus on areas of high demand and projected growth. But ultimately, the aspiration is to have apprenticeships across the curriculum portfolio to provide an attractive alternative to attending college full time. Specific opportunities/issues being considered at present are: • Demand-led modern apprenticeships in Customer Services, Accountancy, Financial Services, Management and Waste Management; • Foundation apprenticeships in Financial Services, Engineering, Business, ICT/Digital, Care, Civil Engineering; • Development work currently ongoing with SDS on the scope for graduate apprenticeships and Creative Industries; • Improving capability, ownership and responsibility across the college for the delivery of indirect apprenticeships via the SDS contract. The pressure on the college and the sector’s finances means that it is a challenge and a necessity for every curriculum area to work in partnership with the Business Development team to actively engage in market development activity or new product development to meet a bespoke demand or identify products within their portfolio that may be appropriate for commercialisation. International consultancy and training will be increased in partnership. A separate strategy will support this document. In recent years Edinburgh College has supported modern apprenticeship provision across 10 different delivery areas, with around 350 MAs on our contract. The college recognises, however, the need to refocus our current contract in order to grow it again, using MA performance data to highlight high income areas and forecast the curriculum resources and facilities required to support growth in these areaseffective workforce development. In line with this we acknowledge Scottish Government, the need College aims to increase our provision activity over the planning period and is working with CITB, SECTT, SNIPEF and SDS to achieve this. The College is in Automotive, Engineering, Security early discussions with SECTT on the likely demand in the Region for adult apprenticeship routes on a day release basis. Early Learning and Life SciencesChildcare Context: Dumfries and Xxxxxxxx College staff have been working closely with a team from Dumfries and Xxxxxxxx Council to identify demand and delivery models to achieve the increase in childcare practitioners at HNC level for the region. What we will do: Several meetings have taken place, and look at reducing our provision in underjoint promotional materials, publicity arrangements, open events etc have been arranged to highlight the job opportunities and generate applications. The promotional material has been circulated electronically to all council establishments and private sector employers highlighting the open events and inviting them and their staff to attend. It is recognised however, that achieving 109 enrolments for HNC programmes for 2018-performing, low contribution areas, such as Hospitality. Additionally, we will consider further development in new areas (for example the legal sector). In terms of achieving growth and improving quality, the college will consider the role of relationship managers in identifying new (larger) employers where returns can be achieved more efficiently – for example, targeting larger garages alongside our existing individual SME automotive base. Quality 19 will be further assured through monthly performance and quality review meetings with employers, focusing on a number of key performance and satisfaction areas, feeding this back into the SDS contract co-ordinator and assessorssignificant challenge. The college will implement a range of delivery models – full-time, part-time day and evening, blended and online – in order to offer maximum flexibility for attendance. It is also positioning itself unfortunate that SVQ level 3 is not recognised as an equivalent of an HNC for the purposes of achieving the credit targets as Dumfries and Xxxxxxxx Council are keen that this is used for upskilling the current workforce. Dumfries and Xxxxxxxx Council will work with the college to satisfy ensure work placements are available to learners as this is a core requirement of the growing appetite across Scotland qualification. xxxxx://xxx.xxxxxx.xx.xx/dumgalcontent/uploads/2018/04/CDP_2018_-19 Version_2.pdf xxxxx://xxx.xxxxxx.xx.xx/dumgalcontent/uploads/2018/04/evaluative-report-and-enhancement-plan- dumfries-and-xxxxxxxx-college201617.pdf xxxxx://xxx.xxxxxx.xx.xx/dumgalcontent/uploads/2016/03/Estates_Strategy_BoM_Dec15.pdf xxxxx://xxx.xxxxxx.xx.xx/dumgalcontent/uploads/2016/04/HR_Strategy_Document_April_2016.pdf xxxxx://xxx.xxxxxx.xx.xx/dumgalcontent/uploads/2017/09/Gender_Action_Plan_2017.pdf xxxxx://xxx.xxxxxx.xx.xx/dumgalcontent/uploads/2018/04/Work_Placement_Standards_for_Colleges _5_(2).pdf xxxxx://xxx.xxxxxx.xx.xx/dumgalcontent/uploads/2018/04/Cyber_Essentials_Certificate.pdf xxxxx://xxx.xxxxxx.xx.xx/dumgalcontent/uploads/2018/04/11_Equality_and_Diversity.pdf xxxxx://xxx.xxxxxx.xx.xx/dumgalcontent/uploads/2015/11/Code_of_Good_Governance_for_Scotland ’s_Colleges.pdf xxxxx://xxx.xxxxxx.xx.xx/dumgalcontent/uploads/2016/03/Corporate_Parenting_Action_Plan.pdf SFC Outcome Agreement Targets for graduate apprenticeships 2018-19 to 2020-21: Dumfries and Xxxxxxxx * denotes priority measure ** denotes successful completion figures where the underlying proportion is likely less than 50, meaning projections are subject to greater change OA National Measure Actual 2016-17 Projection 2018-19 Projection 2019-20 Projection 2020-21 1(a)* The volume of Credits delivered Core Credits target (region) 30,377 30,176 30,176 31,000 % towards core Credits target (region) 100.9% 100% 100% 100% The volume of Credits delivered (core + ESF) 30,377 30,176 30,176 31,000 1(b)(i) The proportion of Credits delivered to learners aged 16- 19 and 20-24 Proportion of Credits delivered to learners aged 16-19 50.5% 54.0% 54.0% 54.0% Proportion of Credits delivered to learners aged 20-24 16.3% 23.0% 23.0% 22.0% 1(b)(ii) The proportion of Credits delivered to full-time learners aged 16-19 and 20-24 Proportion of Credits delivered to full-time learners aged 16-19 56.5% 56.25% 56.25% 56.7% Proportion of Credits delivered to full-time learners aged 20-24 17.3% 18.3% 18.5% 19.2% 1(c)* The proportion of Credits delivered to learners in engineering, Accountancy and Legal Services within the next five years.most deprived 10% postcode areas Proportion of Credits delivered to learners in the most deprived 10% postcode areas 11.3% 12.5% 13.0% 13.0%