Close
Published for 2023-24
| *Sources: Education and Skills Funding Agency website; Institute for Apprenticeships and Technical Education website |
| Term | Definition |
|---|---|
| Apprenticeship | An apprenticeship is a job with training to industry standards. It should be about entry to a recognised occupation, involve a substantial programme of on and off-the-job training and the apprentice’s occupational competence should be tested by an independent, end point assessment. In the case of an integrated apprenticeship UCL is the end point assessor. |
| Apprenticeship Training Provider | An organisation that has been approved by the ESFA to be eligible to receive government funding to train apprentices. |
| Apprenticeship Standard | Apprenticeship standards are developed and proposed employer groups known as ‘trailblazers’ to set out what apprentices must be doing on a degree apprenticeship programme delivered by an Apprenticeship Training Provider. Apprenticeship Standards are approved by the Institute for Apprenticeships and Technical Education. |
| Break-in-Learning | Should an apprentice be unable to engage with their off-the-job or functional skills training in a calendar month they must be put on a break-in-learning. |
| Commitment Statement/Training Plan | A tri-partite statement that must be signed by each apprentice, the Apprenticeship Training Provider and employer before training can start. The commitment statement/training plan must include:
As of the academic year 22/23 the Commitment Statement will be known as the Training Plan. |
| Degree apprenticeship | A higher-level apprenticeship where successful completion results in the award of a level 6 or 7 academic qualification. |
| ESFA | The Education and Skills Funding Agency, an executive agency of the Department for Education responsible for funding education and skills for children, young people and adults, including apprenticeships. |
| Individual Learning Plan (ILP) | Apprenticeship Training Providers must create an ILP for each apprentice based on their initial assessment of the apprentice. The ILP personalises the curriculum for each apprentice, taking into account their prior learning, career aspirations, additional learning requirements and any bespoke training required by the employer. The ILP will include objectives for the apprentice as well as information on their off-the-job-learning and opportunities for feedback. |
| Individual Needs Assessment (INA) | The INA summarises the starting point of the apprenticeship and Includes a skills scan, any RPL documentation, functional skills assessment and review of additional support needs. |
| Institute for Apprenticeships and Technical Education (IfATE) | IfATE is an arm’s length body of the Department for Education they work with employers and education providers to develop, approve, review and revise apprenticeships standards. |
| Office for Students (OfS) | The OfS is responsible for the external quality assurance of registered providers that deliver integrated higher and degree apprenticeships and are therefore responsible for delivering the end-point assessment themselves rather than an independent end-point assessment organisation. |
| Ofsted | The Office for Standards in Education, Children's Services and Skills, a non-ministerial department responsible for inspecting services providing education and skills for learners of all ages. Since 01 April 2021, this has included responsibility for inspecting apprenticeships provision at level 6 and 7. |
| Training Services Agreement | A contract between UCL and the employer for the delivery of a degree apprenticeship programme that must be signed before the programme can start. |
| Tripartite Reviews | Tripartite reviews are a standardised way of monitoring an apprentice’s progress through the degree apprenticeship programme and take place regularly, as set out in the ILP, between the apprentice, the employer and the Apprenticeship Training Provider. |