The Tri-Partite Relationship
Each apprentice is allocated an academic tutor, appointed by the University, and a workplace mentor, allocated by the employer. These roles support the progress and achievement of the apprentice and support identification of appropriate workplace activity to facilitate work-integrated learning opportunities.
The work-based learning tutor
The work-based learning tutor (WBLT) will work closely with the academic team to monitor engagement, 20 per cent off-the-job learning, and the development of the apprentice’s Knowledge, Skills and Behaviour (KSBs) from the apprenticeship standard. The WBLT will meet with the apprentice, the apprentice’s line manager and/or the apprentice’s workplace mentor at quarterly intervals in tripartite meetings.
The Commitment Statement
A Commitment Statement is produced for each apprentice at the admissions stage and is signed by the work-based learning tutor, the apprentice and the employer, setting out how they will support the successful achievement of the apprenticeship. The Statement sets out the apprenticeship standard being followed, details of the academic programme being followed and details of the end-point assessment (EPA). It also clearly sets out the roles and responsibilities for each of the three parties - the University, the apprentice and the employer.
The Statement forms part of the evidence pack that tracks the student’s progress through the programme and is a key piece of documentation required for the Education and Skills Funding Agency. The work-based learning tutor, student and employer are required to meet quarterly to review and update the Commitment Statement.
Admissions, recruitment and selection of students
The processes for recruitment and entry for apprenticeships are different from standard student recruitment and admission procedures.
Apprentices are employees and therefore are recruited by the employer. The specific arrangements for recruitment and selection are agreed with each employer in advance. Apprentices will need to meet the appropriate academic entry requirements or demonstrate comparable experience. They must also have achieved the required level of maths and English on entry.
An Initial Needs Assessment (INA) is completed by each applicant and reviewed by an academic member of staff. This is to ensure that the applicant is at the appropriate starting point for the programme, for two reasons:
- The ESFA will not fund repeat learning and all apprenticeships should offer new learning to the apprentice.
- INAs form a key means of measuring progress and inform the individual learning plan.
All offers of a place on an apprenticeship are conditional subject to receipt of a signed Employer Agreement and Commitment Statement.