Education & Children’s Services

REPORT TO EDUCATION & CHILDREN’S SERVICES COMMITTEE – 21 MARCH 2019 DEVELOPMENT OF FOUNDATION APPRENTICESHIPS IN ABERDEENSHIRE SCHOOLS 1. Recommendations

The Committee is recommended to:

1.1 Note the successful Aberdeenshire Council bid to become a lead provider for the delivery of Foundation Apprenticeships from August, 2019.

1.2 Note that the strategic governance will be through the Skills Development Scotland-led Regional Guidance Group (see Appendix 2).

1.3 Note that the Lead Officer, Developing the Young Workforce, will report the progress of the Foundation Apprenticeship project directly to the ECS Leadership Team.

1.4 Agree that regular termly updates are provided to the ECS Committee along with the ongoing ‘milestone’ evidence reporting to Skills Development Scotland.

1.5 Agree that the Lead Officer, Developing the Young Workforce, provides an information briefing to area committees on Foundation Apprenticeships as part of the governance and communication approaches.

2. Background / Discussion 2.1 Context

The Scottish Government has ambitions to significantly improve the work- related offer to pupils across Scotland and has identified Foundation Apprenticeships (FA) as a central part of achieving this vision. The strategic context rests in the first two recommendations from the Scottish Government “Commission for Developing Scotland’s Young Workforce report: Education Working for All!”

John Swinney, Depute First Minister, states; “By the end of 2019, 5,000 new start Foundation Apprenticeships will be available in Scotland’s schools, raising the attainment bar in vocational education and giving all our young people equal chances and choices to succeed at school and to succeed in life.”

Aberdeenshire Council’s share of this would be over 300 Foundation Apprenticeships. Currently, for session 2018-19, we have approximately 30 FAs. We need to have in the region of 300 FAs to align with Scottish Government ambitions.

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2.2 What is a Foundation Apprenticeship?

Foundation Apprenticeships are designed to provide young people with real experiences of the world of work, whilst gaining a qualification at the same level as a Scottish Higher (SCQF Level 6). It usually counts as one option choice and it’s taken alongside other S5 and S6 subjects. The young person spends time in a real workplace, helping them develop new skills and gain experience. Assessment is ongoing for the pupil, so there is no final exam. Time spent on placement gives technical workplace knowledge, and can help build confidence, communication and teamwork skills.

Foundation Apprenticeships are available in twelve different job types as follows:

• Accountancy

• Business Skills

• Financial Services

• Civil Engineering

• Engineering

• Creative and Digital Media

• IT Hardware and System Support

• IT Software Development

• Food and Drink Technologies

• Scientific Technologies

• Children and Young People

• Social Services and Healthcare

A Foundation Apprenticeship may directly support a young person’s post-school choices:

• If a young person is planning to enter the world of work, FAs can offer an opportunity to impress local employers, gain relevant experience and try their preferred career before leaving school.

• If they are planning to undertake a Modern or Graduate Apprenticeship, an FA could help them get a foot in the door with an employer, whilst the skills and experience they gain could help them fast-track through part of their Modern Apprenticeship or Graduate Apprenticeship.

• If they are planning to go into higher or further education, FAs are recognised by every college and university in Scotland (Appendix 3). As well as gaining credits towards their preferred course, they will gain experience which could help them stand out from the crowd in personal statements and interviews. It could also help inform their choice of course and career.

2.3 Review of Aberdeenshire Council Foundation Apprenticeship Delivery

2018

In the summer of 2018, Vincent Docherty, Head of Education, asked Andrew Ritchie, Lead Officer, Developing the Young Workforce (DYW), to undertake a review of Aberdeenshire Council’s FA delivery and make recommendations for next steps. This review included key documentation and guidance from the Scottish Government, Skills Development Scotland (SDS), Association of Directors of Education in Scotland (ADES), Convention of Scottish Local Authorities (COSLA) and also drew on case studies of other local authority FA delivery models. Head teachers and school leaders were also asked for feedback and this informed the review and recommendations on how to move forward with FAs.

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The review found that the current model for FA delivery was not working, as we were failing to provide our young people with best opportunities in work-related learning and appropriate pathways. The key findings were as follows:

• Currently, uptake for the FA is lower than expected in Aberdeenshire in

comparison to other local authorities. There are understandable

reasons for this, including geography, transport, timetabling, disruption

to individual learning, the two-year model of delivery and a significant

drop out rate of those who had chosen to study the FA.

• Models that deliver FAs outwith the school, either at a college campus

or consortium arrangements, while being effective for some pupils were

unlikely to give the necessary upscaling to meet the aspirations of both

the Council and the Scottish Government.

• Therefore, the recommendation was that Aberdeenshire Council

should submit a bid to be a FA Lead Provider which would allow the

ECS Service to develop a different school-based model of delivery to

better meet our needs and ambitions.

2.4 Suggested new model for FA Delivery and Possible Delivery Options for

August, 2019

• Foundation Apprenticeships to have parity of esteem with Highers – the FA should be a subject choice offer and should be timetabled in school as any other Higher or senior phase course would be.

• Timetabled delivery in school to be the ‘default’ delivery model for the Aberdeenshire Council FA offer.

• FA delivery will vary in each school setting depending on local circumstances and FAs being offered. Delivery models as follows: o Model 1 - Timetabled delivery of FA in school by existing school

staff, where appropriate o Model 2 - Timetabled delivery of FA in school by sub-contracted

external provider (Possible delivery by Further Education colleges, Private Providers, Universities)

o Model 3 - Timetabled delivery using ‘virtual learning’ provider such as ‘e-Sgoil’

• Lead Provider status will allow Aberdeenshire Council ECS to develop capacity and a sustainable model of FA delivery, including the development of Scottish Vocational Qualification (SVQ) assessors.

• Partnership will be central to how we move forward.

• The Aberdeenshire offer will be a one-year FA model working in partnership to allow schools to personalise their needs (The Engineering FAs will be a two-year model).

2.5 Benefits of Aberdeenshire Council Being a FA Provider (Appendix 4)

• Enhanced partnership working in line with Scottish Government DYW recommendations.

• Delivery of planned, strategically coordinated, resourced and supported Senior Phase change and pathways.

• Attainment and Closing the Gap Benefits – FA Insight Tariff scores (Appendix 5); FA University and College entry recognition (Appendix

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3), delivering improved outcomes, achievement and attainment for young people.

• Helps address issues in relation to equalities, gender and the most vulnerable.

• Effective delivery of Pupil Entitlements embedded in Career Education Standard & Work Placement Standard.

• Labour Market Information (LMI) & Opportunity North East (ONE) key sector delivery.

• Council workforce planning e.g. Early Years and Social Care.

• Work Placement Unit and work placement offer enhanced.

• Provides additional resource for capacity building to ensure equity and sustainability to deliver increase in FA delivery to meet Scottish Government targets.

• Development of a ‘Community of FA Practice’ - Centralised resources to help build sustainability and capacity; Teaching and assessment bank; ‘Moodle’ approach to virtual lesson resource.

• Addresses needs of wider level 6 cohort - Funded and resourced way of enhancing and broadening the senior phase curriculum offer by providing a range of level 6 opportunities and qualifications beyond higher.

2.6 Aberdeenshire Council Foundation Apprenticeship Lead Provider Bid

December, 2018

Aberdeenshire Council’s ECS submitted a FA Bid to SDS in December, 2018, as part of the SDS Phase 2 Lead Provider procurement process. The bid was agreed and ECS was notified on 28 January, 2019, that the bid had been successful. The bid is for the delivery of 134 FA across all twelve FA Frameworks with the offer open to all 17 Aberdeenshire secondary schools. The overall bid includes the delivery of all aspects of FA delivery costs and associated support costs. These include Strategic and Operational Leads, Work Placement Unit (WPU) support, Admin, Pastoral and Curricular School Support.

The schedule of payment from SDS is as follows;

Milestone Due Date Percentage Payment

Evidence

1 30th June 2019 Milestone 1 report Number of recruits to date and anticipated volumes for each contracted framework

2 30th September 2019 30%

Learner Registration Form Learner data entered to FIPS Individual Learning Plan Employer Work Based Learning Declaration Employer details entered on FIPS

3 31st December 2019 30% Learner Review Form & SQA Entry Evidence

4 30th April 2020 30% Learner Review Form

5 30th September 2020 10% SQA Connect Report. Leaver destination details entered into FIPS

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2.7 FA Governance and Project Management Tasks

In line with best practice, and as outlined in the SDS Regional Partnership Guidance (Appendix 2), we will set up a Regional Governance Group with all partners to ensure effective partnership working.

A small operational group will be set up to support the management of the FA Project. This will consist of strategic and operational leads, WPU & admin support, school support leads, finance accountant, procurement link, legal & HR links, Comms Team link, Transport Unit link, SDS regional link, SQA regional link.

It is anticipated that Lead Officer DYW will report the progress of the Foundation Apprenticeship project directly to ECS Leadership Team. Regular updates on progress will be provided to the ECS Committee as well as gathering and presentation of the ongoing ‘milestone’ evidence reporting to SDS as part of the funding agreements with SDS.

An overview of the project management tasks is as follows:

➢ Strategic and operational planning for project management, including

compliance, governance, communication and budget management

➢ School engagement support including subject choice, timetabling, FA ‘offer’ and building confidence and ambition

➢ FA Team planning & development - capacity building and professional development

➢ Regional Collaboration and strategic liaison with SDS ➢ Partnership development – Links with universities, colleges and virtual

providers (e.g. e-Sgoil), private providers, other local authorities, employers and employer groups such as ONE & DYW North East

➢ Liaison with other Council Services ➢ Work Placement Development

2.8 The Head of Finance and Monitoring Officer within Business Services have

been consulted in the preparation of this report, their comments are incorporated within the report and theyare satisfied that the report complies with the Scheme of Governance and relevant legislation.

3 Scheme of Governance 3.1 The Committee is able to consider and take a decision on this item in terms of

Section E.1.1.b of the List of Committee Powers in Part 2A of the Scheme of Governance, as it relates to Education.

4 Implications and Risk 4.1 An equality impact assessment has been carried out as part of the

development of the proposals set out above. It is included as Appendix 1 and there is a positive impact on identified groups. The development of Foundation Apprenticeships in Aberdeenshire secondary schools will help identified ‘at risk’ groups, as outlined in the Developing the Young Workforce Programme, including support for young people at risk of disengaging from education, including those who are care experienced. The promotion and

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communication of career options through FAs will actively target equalities groups to promote diverse participation across gender, Black & Minority Ethnic groups, young people with disabilities and care leavers.

4.2 There are no direct staffing and financial implications arising from this report.

Aberdeenshire Council ECS has secured a SDS grant to be used for the purposes of the FA Delivery Programme and for no other purpose. The funding will be drawn down, as outlined in 2.6 of this report. Recruitment will be in line with identified need and Council procurement processes and procedures.

4.3 The following Risks have been identified as relevant to this matter on a Corporate Level. Corporate Risk Register

ACORP005 Working with other organisations (e.g. supply chains, outsourcing, partnership working and commercialisation). This is mitigated through the Council’s Partnership Policy & Partnership Risk Registers and Procurement Policy and clear governance and milestone reporting through the ECS Strategic Leadership Team. Governance risk is mitigated through the SDS-led Regional Guidance Strategic Group as outlined in Appendix 2.

Laurence Findlay Director of Education & Children’s Services Report prepared by Andrew Ritchie, Lead Officer DYW Date 25 February, 2018

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EQUALITY IMPACT ASSESSMENT

Stage 1: Title and aims of the activity (“activity” is an umbrella term covering policies, procedures, guidance and decisions).

Service Education and Children’s Services

Section Education

Title of the activity etc. Development of Foundation Apprenticeships in Aberdeenshire Schools

Aims of the activity Increase the pupil offer and uptake of Foundation Apprenticeships in Aberdeenshire Schools

Author(s) & Title(s) Andrew Ritchie, Lead Officer DYW

St

Stage 2: List the evidence that has been used in this assessment.

Internal data (customer satisfaction surveys; equality monitoring data; customer complaints).

Current uptake of Foundation Apprenticeships by pupils in our schools Pupil survey data

Internal consultation with staff and other services affected.

Discussion with officers Feedback from Head Teacher and school leaders

External consultation (partner organisations, community groups, and councils.

Discussion with Skills Development Scotland, other local authorities and Education Scotland

External data (census, available statistics).

Scottish Government and SDS uptake of FAs, targets and ambitions

Other (general information as appropriate).

Stage 3: Evidence Gaps.

Are there any gaps in the information you currently hold?

No

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Stage 4: Measures to fill the evidence gaps.

What measures will be taken to fill the information gaps before the activity is implemented? These should be included in the action plan at the back of this form.

Na Timescale

Na

Na

Na

Na

Stage 5: Are there potential impacts on protected groups? Please complete for each protected group by inserting “yes” in the applicable box/boxes below.

Positive Negative Neutral Unknown

Age – Younger yes

Age – Older yes

Disability yes

Race – (includes Gypsy Travellers)

yes

Religion or Belief yes

Gender – male/female yes

Pregnancy and maternity

yes

Sexual orientation – (includes Lesbian/ Gay/Bisexual)

yes

Gender reassignment – (includes Transgender)

yes

Marriage and Civil Partnership

yes

Stage 6: What are the positive and negative impacts?

Impacts.

Positive (describe the impact for each of

the protected characteristics affected)

Negative

(describe the impact for each of the protected characteristics

affected)

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Please detail the potential positive and/or negative impacts on those with protected characteristics you have highlighted above. Detail the impacts and describe those affected.

The development of Foundation Apprenticeship in Aberdeenshire secondary schools will greatly enhance the work-related offer and opportunities to our young people and assist in ensuring positive destinations.

The development of Foundation Apprenticeships in Aberdeenshire secondary schools will help identified at risk groups as outlined in the Developing the Young Workforce Programme, including support for young people at risk of disengaging from education including those who are care experienced.

The promotion and communication of career options through FAs will actively target equalities groups to promote diverse participation across gender, Black & Minority Ethnic groups, young people with disabilities and care leavers.

A focus on addressing gender issues in the curriculum and career choices are a key feature of the Foundation Apprenticeship programme.

Stage 7: Have any of the affected groups been consulted?

If yes, please give details of how this was done and what the results were. If no, how have you ensured that you can make an informed decision about mitigating steps?

The identified groups have been consulted at a national level.

Stage 8: What mitigating steps will be taken to remove or reduce negative impacts?

These should be included in any action plan at the back of this form.

Mitigating Steps Timescale

na

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Stage 9: What steps can be taken to promote good relations between various groups?

These should be included in the action plan.

na

Stage 10: How does the policy/activity create opportunities for advancing equality of opportunity?

The development of FAs will open up opportunity to all young people including the identified groups and ensure a closer link is made with employers thus ensuring a more coherent and appropriate pathway into the world of work for our young people. There is a clear focus on equalities in the programme.

Stage 11: What equality monitoring arrangements will be put in place?

These should be included in any action plan (for example customer satisfaction questionnaires).

The identified groups will be monitored and this data will form a key part of our evaluation and planning.

Stage 12: What is the outcome of the Assessment?

Please complete the appropriate box/boxes

1

No negative impacts have been identified –please explain.

No negative impacts have been identified

2 Negative Impacts have been identified, these can be mitigated - please explain. * Please fill in Stage 13 if this option is chosen.

3

The activity will have negative impacts which cannot be mitigated fully – please explain.

* Please fill in Stage 13 if this option is chosen

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* Stage 13: Set out the justification that the activity can and should go ahead despite the negative impact.

Stage 14: Sign off and authorisation.

1) Service and Team

Education and Children’s Services

2) Title of Policy/Activity

Development of Foundation Apprenticeships in Aberdeenshire Schools

3) Authors: I/We have completed the equality impact assessment for this policy/ activity.

Name: Andrew Ritchie

Position: Lead Officer, DYW

Date: 5th March 2019

Signature:

Name:

Position:

Date:

Signature:

Name:

Position:

Date:

Signature:

Name:

Position:

Date:

Signature:

4) Consultation with Service Manager

Name:

Date:

5) Authorisation by Director or Head of Service

Name: Laurence Findlay

Position: Director ECS

Date:

Name:

Position:

Date:

6) If the EIA relates to a matter that has to go before a Committee, Committee report author sends the Committee Report and this form, and any supporting assessment documents, to the Officers responsible for monitoring and the Committee Officer of the relevant Committee. e.g. Social Work and Housing Committee.

Date:

7) EIA author sends a copy of the finalised form to: equalities@aberdeenshire.gov.uk

Date: 6th March 2019

(Equalities team to complete) Has the completed form been published on the website? YES/NO

Date:

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APPENDIX 2Item: 10

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1

APPENDIX 3Item: 10

Page: 67

2

Delivery of Foundation Apprenticeships (FA) requires strong and effective regional partnerships between various stakeholders for the programme to be successful. Whilst a lead partner will hold a contract with SDS they cannot deliver the programme on their own. It is integral to the programme that relevant partnerships are established ensuring those involved can shape and support local offers. An analysis of regional partnerships developed over the first few years of delivery has shown a strong correlation between having highly effective regional partnerships with well developed governance structures with performance in terms of starts, retention and employer engagement.

The aim of this guidance is to share the best practice identified during this analysis to provide support for the further development of regional partnerships as the growth and expansion of FA’s increases. This guidance should be taken in the context of considering the following key factors: -

- Maturity of the regional partnership and members experience of delivery

- Complexity of the regional partnership including factors such as number of delivery

partnerships, number of Local Authorities involved or sub-groups etc

- Strength of Regional DYW groups and/or other employer groups

- Rurality

Below are some of the factors noted as being central to strong regional partnerships which effectively support the delivery of FA’s.

- Senior Management buy in amongst all key partners

- Established reporting lines and sharing of key performance indicators.

- Shared ownership over performance and commitment to development and growth.

- Clear identification of lead responsibilities.

- Flexibility to respond to lessons learned and alter delivery curriculums to maximise

benefits for pupils and employers.

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3

Effective regional partnerships work best when supported by structures that bring the right stakeholders and individuals together in constructive partnerships. Whilst these structures will vary to reflect the factors identified within the aims section of this guidance there are some key partners who should be part of any governance structures and information that should be shared amongst them. Our analysis of regional partnerships has shown that those areas with the largest growth so far have well developed governance structures showing some key characteristics. In many of them they have established both a strategic and operational group. Below are some factors to consider with this.

• Given the range of individuals involved in the delivery of FA’s and the significance in terms of

the change to the senior phase curriculum it is vital that decision makers within key partners

are part of the strategic group.

• The Chair will often be someone such as a Vice Principal or Deputy Director of

Education.

• FA teams within regional partnerships report to the Strategic Group and may facilitate

it. Strategic partners set the direction for delivery partners and help to facilitate their

work.

• Strategic Groups should meet as frequently as required and as a minimum quarterly

with dates pencilled into diaries for the year rather than on an ad hoc basis.

Chair from Lead Partner

All Local Authorities

Delivery Partners

DYW Group/Employer Representative

SDS RPDMFA

Manager/TeamOther Key Partners

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4

The key purpose of the Strategic Group detailed above is to align key partners at a planning level amongst all the key partners required to make FA’s a success. Below is a list of the kind of agenda items this group should be consider and agree actions around. These are examples and not an exclusive list.

• Review high level performance of FA contracts. This includes factors such as recruitment,

retention, employer engagement, attainment.

• Employer engagement strategy.

• Growth plans for increasing FA uptake including frameworks delivered and locations

for delivery.

• Alignment between delivery partners for engaging with schools.

• Consideration of future bids.

• Delivery models for alignment of pathways across the curriculum.

As the range of individuals supporting FA’s has increased within regional partnerships a number of areas have established Operational Groups or other sub groups to support delivery in more detail. An Operational Group’s purpose would be to support the implementation and delivery of contracts in more detail whilst ensuring key people are able to come together to share progress and support each other. An Operational Group or other sub groups would normally report into the Strategic Group to ensure alignment with the overall direction of the regional partnership and would consist of those individuals key to supporting delivery of FA’s. Below are some factors to consider with this.

Item: 10Page: 70

5

• A member of the Strategic Group would usually be expected to chair and ensure two-way

communication between the groups.

• Operational Groups may meet more frequently than Strategic Groups given the day

to day nature of the issues under consideration.

• Groups will operate most effectively when meetings are planned in advance rather

than on an ad hoc basis as this enable’s a higher attendance rate from partners.

• Members of this group will often feed into the SDS Community of Practice events

throughout the year.

Below are some examples of agenda items that should be considered by such a group. Whilst the Strategic Group will look in detail at the direction around these items the operational group would want to get into the details of exactly how things work and actions to support them and address issues. This is not an exhaustive list and should act as supporting guidance.

• Contract Performance i.e. recruitment, retention and achievement.

• Employer engagement activity and how to co-ordinate this up amongst partners as

well as sharing contacts.

• Delivery patterns across year one and year two and planning for work placements

• Alignment with timetables and subject choice in schools.

• Alignment between delivery partners and locations and areas for delivery where

appropriate.

• Agree communication and engagement plans with schools and employers.

Chaired by Lead Partner

Local Authority representatives

such as DYW Leads

Delivery Partners including Heads

of Curriculum

DYW Group/Employer Representative

SDS RPDM or DDE FA Team

Other Key Partners

Item: 10Page: 71

6

This guidance is designed to support regional partnerships with the development of strong and effective governance procedures which will underpin delivery of FA’s. Through the development of partnerships where all stakeholders involved share ownership of the long-term goal of scaling up the delivery of high quality FA’s pupils and employers will benefit from the best opportunities and alignment to the learning system. Skills Development Scotland’s Regional Partnership and Delivery Manager’s are in place to support all partners and are happy to help provide links to those areas that may have experiences which can support you. SDS will also continue to support the Community of Practice forums to bring partners together and help share experiences and support the growth and development of FA’s.

Item: 10Page: 72

APPENDIX 4

Framework Insight Tariff Points SCQF Credit Points

Civil Engineering 560 84

Engineering Minimum criteria of 580 applied.

Min 87, depends on NC chosen Energy

Financial Services 347 52

Children and Young People 407 61

Social Services and Health Care

407 61

ICT Hardware/Systems Support 393 59

ICT Software Development 393 59

Business Skills 340 51

Creative and Digital Media 427 64

Scientific Technologies 340 51

Food and Drink Technologies 353 53

Accountancy 427 64

Comparator with Higher Grades Insight Tariff Points 24 Credit points for a Higher

Higher at Grade A 204

Higher at Grade B 182

Higher at Grade C 160

Higher at Grade D 149

Item: 10Page: 73

FA

s su

pp

ort

de

live

ry o

f th

e C

are

er

Ed

uca

tio

n S

tan

da

rd e

ntitle

me

nts

fo

r le

arn

ers

, no

tab

ly:

• E

xpe

rie

nce

a c

urr

icu

lum

th

rou

gh

wh

ich

th

ey

lea

rn a

bo

ut

the

wo

rld

of

wo

rk a

nd

job

p

oss

ibili

ties

an

d w

hic

h m

ake

s cl

ea

r th

e s

tre

ng

ths

an

d s

kill

s n

ee

de

d t

o t

ake

a

dva

nta

ge

of

the

se o

pp

ort

un

itie

s

• D

eve

lop

skill

s fo

r le

arn

ing

, life

an

d w

ork

as

an

inte

gra

l pa

rt o

f th

eir

ed

uca

tion

an

d

b

e c

lea

r a

bo

ut

ho

w a

ll th

eir

ach

ieve

me

nts

re

late

to

th

ese

• D

eve

lop

un

de

rsta

nd

ing

of

the

re

spo

nsi

bili

ties

an

d d

utie

s p

lace

d o

n e

mp

loye

rs a

nd

e

mp

loye

es

• H

ave

acc

ess

to

a b

roa

d r

an

ge

of

pa

thw

ays

th

rou

gh

th

eir

se

nio

r p

ha

se in

clu

din

g

le

arn

ing

op

po

rtu

niti

es

lea

din

g t

o w

ork

-re

late

d q

ua

lifica

tion

s.

FA

s a

lso

su

pp

ort

th

e m

ore

pe

rso

na

lise

d a

nd

fle

xib

le a

pp

roa

ch t

o w

ork

pla

cem

en

ts w

ith b

ett

er

links

to c

are

er

asp

ira

tion

s a

s d

esc

rib

ed

in t

he

Wo

rk P

lace

me

nt

Sta

nd

ard

.

FA

s a

re a

ne

w q

ua

lifica

tion

ce

rtifi

cate

d b

y S

QA

an

d s

et

at

SC

QF

Le

vel 6

.

Th

ey

ble

nd

aca

de

mic

an

d w

ork

-ba

sed

lea

rnin

g w

hic

h e

xte

nd

s th

e r

an

ge

op

tion

s

ava

ilab

le t

o le

arn

ers

in t

he

ir s

en

ior

ph

ase

ch

oic

es.

‘Ha

nd

s-o

n’ l

ea

rnin

g in

a w

ork

pla

ce c

on

text

ca

n m

otiv

ate

an

d e

ng

ag

e le

arn

ers

so im

pro

vin

g t

he

ir o

vera

ll a

chie

vem

en

t a

nd

att

ain

me

nt.

FA

s h

ave

a p

osi

tive

imp

act

on

wh

ole

sch

oo

l att

ain

me

nt

with

typ

ica

lly 3

40

– 5

80

Insi

gh

t ta

ri�

po

ints

de

pe

nd

ing

on

th

e f

ram

ew

ork

(co

mp

are

d t

o 2

04

fo

r G

rad

e A

Hig

he

r).

Na

tio

na

l Im

pro

ve

me

nt

Fra

me

wo

rk

Pa

rtic

ula

rly

the

pri

ori

ties

to r

ais

e a

tta

inm

en

t, c

lose

th

e a

tta

inm

en

t g

ap

an

d im

pro

ve

em

plo

yab

ility

skill

s a

nd

su

sta

ine

d p

osi

tive

de

stin

atio

ns.

De

ve

lop

ing

th

e Y

ou

ng

Wo

rkfo

rce

Re

c 1

“Pa

thw

ays

sh

ou

ld s

tart

in t

he

se

nio

r p

ha

se w

hic

h le

ad

to

th

e d

eliv

ery

of

ind

ust

ry

reco

gn

ise

d q

ua

lifica

tion

s a

lon

gsi

de

aca

de

mic

qu

alifi

catio

ns.

”

KP

I 3 “

Incr

ea

se t

he

pe

rce

nta

ge

of

sch

oo

l le

ave

rs a

tta

inin

g v

oca

tion

al q

ua

lifica

tion

s

at

SC

QF

5 a

nd

ab

ove

by

20

21.”

Th

e 1

5-2

4 L

ea

rne

r Jo

urn

ey R

evie

w

Re

c 10

“W

e w

ill s

up

po

rt a

nd

en

ab

le F

ou

nd

atio

n A

pp

ren

tice

ship

s a

nd

oth

er

voca

tion

al

qu

alifi

catio

ns

to b

e e

mb

ed

de

d, p

rovi

din

g a

ra

ng

e o

f o

ptio

ns

for

all

lea

rne

rs in

th

e s

en

ior

ph

ase

by

20

21”

.

HG

IOS

? 4

QIs

re

latin

g t

o c

urr

icu

lum

(2.2

), tr

an

sitio

n (2

.6),

pa

rtn

ers

hip

s (2

.7),

ach

ieve

me

nt

an

d

att

ain

me

nt

(3.2

) an

d e

mp

loya

bili

ty (3

.3).

De

live

red

in p

art

ne

rsh

ip w

ith e

mp

loye

rs, t

he

y p

rovi

de

me

an

ing

ful e

xpe

rie

nce

of

the

wo

rld

of

wo

rk a

nd

th

e c

ha

nce

to

de

velo

p s

kill

s im

po

rta

nt

to e

mp

loye

rs s

uch

as

resi

lien

ce, p

rob

lem

so

lvin

g, c

om

mu

nic

atio

n a

nd

te

am

wo

rkin

g.

FA

s e

nh

an

ce S

cotla

nd

’s w

ork

-ba

sed

lea

rnin

g s

yste

m a

nd

co

un

trie

s w

ith w

ell-

de

velo

pe

d

voca

tion

al l

ea

rnin

g s

yste

ms

ha

ve t

he

low

est

leve

ls o

f yo

uth

un

em

plo

yme

nt.

Th

ere

are

a r

an

ge

of

po

ssib

le n

ext

ste

ps

with

an

FA

:

• E

arn

ing

: dir

ect

to

em

plo

yme

nt

with

th

e s

kill

s e

mp

loye

rs a

re lo

okin

g f

or

• E

arn

ing

an

d le

arn

ing

: Mo

de

rn a

nd

Gra

du

ate

Ap

pre

ntic

esh

ips

– F

As

can

be

a

fa

st-t

rack

to

ach

ievi

ng

a r

ela

ted

MA

• Le

arn

ing

: all

Sco

ttis

h c

olle

ge

s a

nd

un

ive

rsiti

es

reco

gn

ise

FA

s a

s a

Hig

he

r e

qu

iva

len

t

e

ntr

y q

ua

lifica

tion

.

VISI

T AP

PREN

TICE

SHIP

S.SC

OTFO

R M

ORE

INFO

RMAT

ION

Care

er e

duca

tion

Rais

ing

atta

inm

ent,

clo

sin

g th

e ga

p

Edu

cati

on p

olic

y al

ign

men

tPr

ogre

ssio

n a

nd

empl

oyab

ilit

y

FOU

NDA

TION

APP

REN

TICE

SHIP

S GE

T W

ORK

EXP

ERIE

NCE

, GET

QUA

LIFI

ED

FA

s p

rovi

de

ind

ust

ry r

eco

gn

ise

d q

ua

lifica

tion

s in

ke

y se

cto

rs w

he

re t

he

re

is d

em

an

d f

or

skill

ed

em

plo

yee

s.

FA

s a

re a

vaila

ble

in a

ra

ng

e o

f in

du

stri

es

an

d jo

b r

ole

s th

at

ha

ve h

igh

de

ma

nd

an

d

stro

ng

gro

wth

pro

spe

cts.

Vis

it a

pp

ren

tice

ship

s.sc

ot

to fi

nd

ou

t m

ore

ab

ou

t fr

am

ew

ork

ava

ilab

ility

in

yo

ur

sch

oo

l.

APPENDIX 5 Item: 10Page: 74