1 Negotiating
and bargaining
Negotiating and bargaining
on Apprenticeships
T
he government
has committed to
substantially increase the
number of Apprenticeships.
Therefore, it is crucial that
union reps and officers
negotiate with employers
to set up high-quality
Apprenticeships.
Apprentices
should have
contracts of
employment for at
least the duration
of the training
period
Trade unions support and represent
apprentices in a number of ways, from
recruitment and organising, to pay
bargaining, learning and skills, equality
and diversity and health and safety.
Unions will have their own negotiating
approaches on Apprenticeships. Some
will include Apprenticeships in learning
agreements, some will draw up specific
Apprenticeship agreements and others will
treat apprentices like any other category of
worker.
Apprenticeships are required to meet
government minimum standards.
These include: a minimum duration of
12 months, employed for 30 hours per
week (this can be reduced to a minimum
of 16 hours to accommodate part-time
apprentices, for example, but only in
exceptional circumstances); an English
and maths requirement; and minimum
requirements around on and off the
job training. Apprentices have the same
statutory rights as other employees.
Unions will often negotiate higher quality
Apprenticeships that far exceed these
minimum standards.
The TUC Charter on Apprenticeships
(www.unionlearn.org.uk/charterApprenticeships) outlines the key principles
that should underpin an Apprenticeship
and includes the following points:
Contract of employment – Apprentices
should have contracts of employment for
at least the duration of the training period.
1
Ideally an Apprenticeship should lead to a
guaranteed job.
Decent pay and conditions (see the
Pay sheet) – One in seven apprentices
are not receiving the minimum wage
to which they are entitled1. These are
unlikely to be apprentices in unionised
workplaces as unions will negotiate fair
wage rates for their apprentices. Wage
rates should progress incrementally
as apprentices begin to increase their
skill levels. If percentage rates are
negotiated, they should start as high as
possible and progress by time served or
competencies achieved, rather than by
age. In industries such as construction
with nationally agreed apprentice pay,
ensure the local employer is complying
with that agreement.
High quality training – (See also the High
Quality Training sheet). Union negotiators
will want to ensure that Apprenticeship
programmes in their workplace identify
a clear programme of training, including
sufficient time spent off the job, such as in
college, in dedicated training centres at the
workplace, or in private study.
Access to a trade union – Apprentices
have the right to join a trade union.
Apprentices are often young people with
little experience of the workplace or trade
unions. Union reps should negotiate with
employers to make sure that the union has
Continued overleaf
www.gov.uk/government/uploads/system/uploads/attachment_data/file/387319/bis-14-1281apprenticeship-pay-survey-2014.pdf
the opportunity to speak to apprentices
when they start work.
Equality and diversity (see also the
Equality sheet) – A good Apprenticeship
programme should include strategies to
ensure that Apprenticeships are accessible
to the widest possible demographic.
Health and safety (see also the Health &
Safety sheet) – Apprentices must be able
to learn new skills in a safe environment.
Apprentices are especially vulnerable to
health and safety risks as they are working
in unfamiliar environments, often with
unfamiliar equipment. Safeguarding
employees from physical or mental harm
is a major priority for unions and unions
should ensure that the importance of
health and safety is a priority in any
Apprenticeship scheme.
No job substitution – It is vital that unions
negotiate to ensure that apprentices are
not used for job substitution as a way to
save on wage costs, and that they are
recruited to fill genuine skills shortages and
that employers plan for future skills gaps.
Mentoring (see also the Mentoring
sheet) – The role that mentoring plays in
supporting apprentices successfully to
complete their training, and to progress
in their career, has been a crucial aspect
of a quality Apprenticeship experience
for centuries. Union engagement in
Apprenticeships at the workplace level
should involve some form of mentoring of
apprentices by union representatives.
It is vital that unions
negotiate to ensure that
apprentices are not used
for job substitution
Apprenticeships – working across
the union
All union reps have roles to play in ensuring
that Apprenticeship schemes are high
quality. Stewards have a clear role to play
in ensuring that apprentices are included
within collective bargaining negotiations
over terms and conditions.
ULRs have statutory rights to promote
learning or training with their colleagues
and to work with their employers and local
providers to ensure all the workforce can
take up the opportunities. ULRs can help
to ensure that the training aspect of the
Apprenticeship is of sufficient quality.
Health and safety representatives can work
to ensure that the workplace is suitable
for apprentices, in terms of equipment,
environment and culture.
Reps of any kind could take on a mentoring
role within the Apprenticeship scheme.
If some of these roles are not present in the
workplace, the introduction and support of
apprentices would be a good opportunity
to recruit to these posts.
Making the business case
2
There is strong evidence that
Apprenticeships are a good prospect
for investment in terms of returns to
individuals, businesses and to government.
Apprentices
«The lifetime benefits for adult
apprentices at Level 2 and 3 are very
significant, standing at between
£48,000 and £74,000 for Level 2 and
between £77,000 and £117,000 for Level
3 Apprenticeships. Higher apprentices
could earn £150,000 more on average
over their lifetime compared to those
with L3 vocational qualifications.
«Eighty-five per cent of all age
apprentices included in the Apprentice
learner survey 2014 said their ability
to do the job had improved, and 83
per cent of those apprentices said
their career prospects had improved.
Eighty-nine per cent of apprentices
were happy with their Apprenticeship
experience.
Employers
«Eighty-two per cent of employers
said that they were satisfied with their
Apprenticeship programme.
«Seventy per cent of employers
included in the Apprentice
employer survey 2014 reported that
Apprenticeships improved the quality
of their product or service.
The economy as a whole
– Apprenticeships deliver
productivity and growth
«The National Audit Office Report,
published in February 2012,
demonstrates the high level of return
to investment delivered by the
Apprenticeship Programme, indicating
that adult Apprenticeships deliver
£18 of economic benefits for each
pound of government investment. The
government estimates are even higher,
at £28 for each pound of government
investment.
«Apprentices on higher level, good
quality Apprenticeships – those with a
Level 5 qualification – will earn £50,000
more in their lifetime than someone
with an undergraduate degree from a
university outside of the Russell Group,
taking home close to £1.5m over their
career3.
2
3
BIS Research Paper 205, Apprenticeship Evaluation of Learners, 2014
http://www.suttontrust.com/researcharchive/levels-of-success/
2 Apprentice
levy
The Apprentice levy and
other developments
T
he government
has committed
to delivering three
million Apprenticeship
starts over the course
of this parliament. In
the last parliamentary
period there were 2.2m
Apprenticeship starts, so
there will be a substantial
increase.
The Apprenticeship levy
The UK government will collect an
Apprenticeship levy from all eligible
employers (both private and public) in
April 2017. Employers will pay the levy
at a rate of 0.5 per cent of payroll from
the point where their payroll exceeds
£3m. There will be a £15,000 fixed annual
allowance for employers to offset against
their levy payment. It is anticipated that
the levy will raise £12bn over the course of
this parliament.
Employers will be able to recoup their levy
contribution if they take on apprentices.
The levy can be used to fund apprentices
aged 16 and over. Apprentices can be new
entrants or existing employees.
Employers will be able to use their funding
(up to a cap which will depend upon
the standard or framework that is being
trained against) to cover the costs of an
apprentice’s training, including English and
maths, assessment and certification. It will
not be possible to use levy funds to cover
any costs other than those training and
assessment costs listed above. Overheads,
supervision costs and apprentices’ wages
must not be funded by the levy.
Employers will be
able to recoup their
levy contribution if
they take on
apprentices
The levy will be collected by HMRC.
Individual employers’ funding for
Apprenticeship training in England will
then be made available to them via a
new Digital Apprenticeship Service (DAS)
account. Employers will be able to use
this to pay for training for apprentices.
The service will also support employers
to identify a training provider, choose an
Apprenticeship training course and find a
candidate.
So, the DAS will enable employers to:
«select an Apprenticeship training
course
«choose the training provider or
providers they want to deliver the
training
«post Apprenticeship vacancies.
Funding caps will be set which limit
the amount of levy funds an employer
can spend on training for an individual
apprentice. The cap will vary according to
the level and type of Apprenticeship (for
example, more expensive, higher quality
training is likely to have a higher cap).
Apprenticeship levy example
Employer of 250 employees, each with a gross salary of £20,000 would pay:
Pay bill: 250 x £20,000 = £5,000,000
Levy sum: 0.5 per cent x £5,000,000 = £25,000
Allowance: £25,000-£15,000 = £10,000 annual levy payment
Genuine
industrial
partnerships,
including all
stakeholders
within an industry,
are needed to
design and deliver
high quality
Apprenticeships
as is the case in
other European
countries.
Employers can only spend their levy funds
on Apprenticeship training delivered by an
approved provider.
Employers in England who pay the levy
and are committed to Apprenticeship
training will be able to get out more than
they pay in to the levy through a top up
to their digital accounts. The government
will apply a 10 per cent top-up to monthly
funds entering levy paying employers
digital accounts, for Apprenticeship
training in England, from April 2017.
The introduction of the levy will
undoubtedly lead to the creation of
new Apprenticeships. This is a good
opportunity for unions to become
involved at the inception of Apprenticeship
programmes and to negotiate high quality
opportunities.
Apprenticeship public sector
targets
The government has introduced an
Apprenticeship target for public sector
organisations with over 250 employees.
The target will require public sector
organisations to work towards employing
2.3 per cent of their workforce as
apprentices.
The Institute for Apprenticeships
A new independent body, led by
employers, called the Institute for
Apprenticeships, will be established. Its
proposed role is to monitor the quality of
Apprenticeships. The institute’s role will
be to advise on setting funding caps and
approving Apprenticeship standards and
assessment plans. It will be established in
2016 and will be fully operational by April
2017.
The TUC has said that the Institute should
involve key stakeholders, including
trade unions to ensure apprentices are
properly represented in the new structure.
Genuine industrial partnerships, including
all stakeholders within an industry, are
needed to design and deliver high quality
Apprenticeships as is the case in other
European countries.
A traineeship is an education and training
programme with work experience.
Designed to help young people aged 16 to
24 who don’t yet have the appropriate skills
or experience, traineeships provide work
preparation training, English, maths and
work experience.
Trade union involvement is essential
to ensure that young people are not
exploited and that they are given a
genuine chance to progress to an
Apprenticeship. The TUC has developed
a Traineeships Charter4 to help reps and
officers who become involved with
Traineeships.
Further information on Traineeships can be
found at:
www.unionlearn.org.uk/traineeships
www.gov.uk/government/collections/
traineeships-programme
More details on all these latest
Apprenticeship developments can be
found at www.unionlearn.org.uk
Traineeships
Traineeships are a government skills
initiative, which aim to help young people
develop the skills they need to get on to
an Apprenticeship.
4
www.unionlearn.org.uk/sites/default/files/charter%20for%20traineeships.pdf
for
3 Pay
apprentices
Pay for apprentices
A
pprentices should
be paid a fair wage
for doing their job, albeit
one involving extensive
periods of education and
training. There are clear
legal, moral and business
reasons for employers to
pay apprentices a decent
wage.
Apprentices
should also
receive the same
benefits as other
employees such
as pension
contributions,
subsidised
canteen and
leisure facilities
The last detailed survey5 of apprentice pay
revealed that among Level 2 and Level 3
apprentices the mean basic pay was £6.79
an hour, and the median £6.31. Among
higher apprentices on Level 4 and Level 5
provision, the mean pay was £11.63 an hour,
and the median £9.68.
Shockingly the survey also revealed
that around one in seven (14 per cent)
apprentices are not receiving the minimum
wage they are entitled to, despite the fact
that the rates for apprentices are already
substantially lower than the main adult rate.
As their skills develop, apprentices’ pay
should increase accordingly. They may also
get additional money for essential books,
clothing or equipment. Apprentices should
also receive the same benefits as other
employees such as pension contributions,
subsidised canteen and leisure facilities.
National minimum wage
(www.gov.uk/national-minimumwage-rates)
At present in England, apprentices over
the age of 19 are entitled to the national
minimum wage after they have completed
the first 12 months of their Apprenticeship.
Those under the age of 19 or in the
first twelve months of their training are
currently entitled to an Apprenticeship
national minimum wage which is £3.30
(March 2016). This will rise to £3.40 from
October 2016.
5
6
Apprentices should be paid for time spent
training off the job as well as the time they
spend in the workplace. The minimum
wage entitlement for apprentices will also
cover Wales, Northern Ireland and Scotland.
Why paying more pays off
There is a clear link between
Apprenticeship completion rates and pay.
Completion rates improved from 24 per
cent in 2001/02 to 63 per cent in 2005 when
the minimum pay rate for apprentices was
introduced. Completion rates currently
stand at 70 per cent.6
Apprentices who are paid a fair wage
are more likely to complete their
Apprenticeship and stay on with their
employer afterwards.
Checklist for negotiators
«Apprentice pay rates should reflect the
job being done.
«If percentage rates are negotiated, they
should start as high as possible and
progress by time served or milestones
reached, rather than by age.
«In industries such as construction with
nationally agreed apprentice pay,
ensure the local employer is complying
with that agreement.
www.gov.uk/government/uploads/system/uploads/attachment_data/file/387319/bis-14-1281apprenticeship-pay-survey-2014.pdf
www.gov.uk/government/statistical-data-sets/fe-data-library-apprenticeships
and
4 Health
safety
Health and safety and working time
A
pprentices must be
able to learn new skills
in a safe environment.
Union health and safety
representatives can play an
essential role in supporting
apprentices and ensuring
that they have a safe
and healthy working
environment during their
Apprenticeships.
The workplace can be a dangerous
place, in which tragic and fatal accidents
sometimes occur. Young people are
particularly vulnerable in a working
environment, especially when they are
new to the workplace, and may have
specific health and safety requirements.
Health and safety risks to apprentices are
increased where employers and providers
look to misuse the Apprenticeship
programme to save money, rather than
offer a young person a supportive, highquality training experience.
The law
Under the Health and Safety and Work
Act 1974 young workers should receive at
least the same protection as other workers.
However, there are some legal provisions
that apply specifically to workers aged
under 18.
More information can be found at www.
hse.gov.uk/youngpeople/index.htm
and the joint TUC and LSC publication
Apprenticeships: a short guide for union
safety reps www.tuc.org.uk/sites/default/
files/extras/Apprenticeships.pdf
Checklist
When talking to an employer about taking
on apprentices, you should make sure you
cover the following points:
Risk assessment
Has the employer done a full risk
assessment on all aspects of the
apprentice’s job before they start, taking
into account the apprentice’s lack of
experience?
Induction training
Is health and safety covered in the
induction training and is it appropriate to
the kind of work that the apprentice will be
doing?
Supervision
Are supervisors trained and competent
to supervise a young person and are they
given enough time to do so?
Training
Is health and safety an integral part of the
training that the young person receives?
Protective equipment
Is the apprentice issued with appropriate
protective clothing and equipment at no
cost to them?
Monitoring
Is the Apprenticeship training and any
injuries relating to apprentices being
monitored by the employer?
The role of the union health and
safety representative
Unionised workplaces are safer workplaces.
Union health and safety representatives
and negotiators are likely to be aware
of the general potential hazards in their
workplace and the measures that should
be taken to protect their members’
health and safety. They are ideally suited
to be both messengers and champions
for the health and safety agenda within
Where they are
present, union safety
representatives work
with stewards and
union learning
representatives to
ensure that health
and safety is core to
any Apprenticeship
scheme
a workplace. They can help support
an apprentice’s needs within a specific
workplace and help ensure a safe and
healthy working environment.
Where they are present, union safety
representatives work with stewards
and union learning representatives to
ensure that health and safety is core to
any Apprenticeship scheme. Often this
means making sure that the employer has
done a full and sufficient risk assessment
on all aspects of the proposed work of
the apprentices before they start, and
that these take into account the lack of
experience and lack of awareness about
possible risks.
The best protection for apprentices is to
become members of trade unions and
for workplaces to have strong trade union
organisation, including the involvement
of union reps in assessing and preventing
health and safety risks.
Key working time rights for
apprentices under the age of 18
Young workers are entitled to:
«two days off per week
«a daily rest break of 12 consecutive
hours (the break between finishing
work one day and starting work the
next)
«a rest break of at least 30 minutes if the
working day lasts more than 4.5 hours
«a normal work quota of not work more
than eight hours a day or 40 hours a
week
«an expectation of not having to work
at night - however, there are some
exceptions.
5 Training
High-quality training
A
pprenticeships are
full-time paid jobs
which incorporate on and
off the job training. A good
quality Apprenticeship
should enable the
apprentice to develop
a range of high quality
transferable skills that are
recognised in a nationally
recognised qualification
on completion of their
contract.
An Apprenticeship must include guided
learning, assessment, training and
monitored workplace practice, planned
and agreed between the apprentice
and their employer. All apprentices need
to have a clear balance between time
working, time learning while working, and
time away from the work-station to study.
An Apprenticeship must not be delivered
only by distance learning. Online and other
blended learning activity can be included
in the delivery of an Apprenticeship,
if it contributes to the Apprenticeship
framework and is appropriate.
Apprenticeship programmes interpret off
the job training differently and the amount
of time spent in college varies from one
Apprenticeship framework to another
and from one employer to another. Some
frameworks typically involve one day’s
release per week to attend college, others
as little as half a day per fortnight. Some
colleges send tutors to the workplace so
much of the learning takes place at work.
In the meantime, union reps should
consider the following points of best
practice when negotiating Apprenticeship
programmes:
«“Off workstation” should mean either
college-based or access to a quiet area
to work in the workplace which is away
from the distractions and demands of
the job.
«The provider should be consulted
about the amount of time that
the apprentice will be required to
spend in college as well as the time
recommended for study in the
workplace.
«The employer should also give
consideration to allowing time off for
both the apprentice and their mentor
to meet for mentoring sessions and
informal discussions.
The government has put in place
minimum standards relating to training
(please see Minimum Standards sheet for
further information):
«280 hours guided learning: guided
learning is the time spent developing
technical skills, knowledge of
theoretical concepts and practical
skills on the job whilst being guided.
Apprentices must spend at least 280
hours in ‘guided learning’ in their first
year.
«100 hours or 30 per cent (whichever
is greater) of all guided learning must
be delivered off the job. Clear and
verifiable evidence must be provided
of all learning undertaken.
6 Widening
access
Widening Apprenticeship access to
under-represented groups
A
quality Apprenticeship
programme should
ensure that underrepresented groups are
given equal opportunities
to start an Apprenticeship.
Union representatives
have extensive experience
of helping hard-to-reach
workers and making sure
that all the workforce has
the opportunity to access
training.
The TUC is
concerned that too
many Apprenticeships
are not good enough
quality and that
workplace
discrimination is
preventing underrepresented groups
achieve their
qualifications
There is a significant body of work to
be undertaken to improve equality and
diversity within Apprenticeships. It is
welcome that the government has set
up an advisory group to address some
of these challenges and that there is a
commitment to increase BME participation
in Apprenticeships by 20 per cent.7
In 2014–2015 just 61.9 per cent (around
three-fifths) of young black women
successfully completed their training
programmes, compared to more than
two-thirds (66.4 per cent) of Asian
and (69.5 per cent) white apprentices.
The TUC is concerned this falling
completion rate indicates that too many
Apprenticeships are not decent quality
and that workplace discrimination is
preventing under-represented groups
achieve their qualifications.
Jeremy Crook, chair of the government’s
Apprenticeships Advisory Group has
highlighted that the proportion of
ethnic minority people who apply for
an Apprenticeship is far higher than the
proportion who start one.8 In 2011/12,
around 25 per cent of applications made
via the central Apprenticeship Vacancies
system were from ethnic minority people
but only 10 per cent of the starts in that
year were by ethnic minorities.
Of all the Apprenticeships started in
2014/2015, 53 per cent were started by
7
8
9
women. Whilst the ratio of male/female
apprentices is nearly balanced, many
young women are working in sectors
synonymous with low pay and do not
have as much opportunity to progress
through Apprenticeship frameworks and
levels, which would lead to increased
career opportunities and higher pay.
Only one per cent and three per cent of
Apprenticeship starts were by women
(aged under 19) in construction and
engineering, respectively.9
The Apprenticeship Pay Survey of
2014 revealed that non-compliant
pay (pay levels which breached the
Apprenticeship national minimum wage)
was more common among apprentices
in hairdressing (42 per cent) and children’s
care (26 per cent). Apprentices in these
sectors are overwhelmingly women. The
vast majority (94.3 per cent) of childcare
Apprenticeships are undertaken by
women, with 91.7 per cent of hairdressing
Apprenticeships undertaken by women.
When compared with the more
highly paid sector of engineering and
manufacturing technologies, which has an
average hourly salary of double that in the
hairdressing sector, women only make up
7.4 per cent of these Apprenticeships.
This is one of the reasons for an overall
gender pay gap of 19.2 per cent, but
even within the same sector women are
www.conservativehome.com/thetorydiary/2015/04/camerons-message-to-ethnic-minority-voters.html
www.bteg.co.uk/content/time-employers-and-government-end-equality-opportunity-deficit-ethnicminorities
http://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/educationcommittee/apprenticeships-and-traineeships-for-16-to-19-year-olds/written/15592.pdf
being paid less: for example 61 per cent of
apprentices in the retail sector are female
but they are paid 16 per cent less than
male retail apprentices.10 Recent research
by unionlearn (2011) reinforces these earlier
findings, showing that occupations with
the highest-paid Apprenticeships tend
to have a much lower ratio of female
apprentices.11
Unions have a crucial role to play in
redressing this balance and ensuring
that women, disabled people, ethnic
minorities and other disadvantaged
groups are not discouraged from taking up
Apprenticeship opportunities.
There are a number of practical reforms
that should be considered, such as
improving careers guidance, amending
recruitment practices and providing
further childcare support for parents that
are undertaking Apprenticeships.
Some points to suggest to your employer:
«Consider what reasonable
adjustments they could make
and what support services they
could make in order to make their
Apprenticeship programmes
accessible to disabled people.
«Encourage applications for
Apprenticeships from underrepresented groups – consider how
10
11
marketing and recruitment strategies
could reach a wider audience.
«Use more targeted recruitment by
working with community groups
and media outlets that work closely
with under-represented groups.
Tackle workplace discrimination and
discriminatory recruitment practices
that exclude women/BME candidates.
«Review recruitment and selection
criteria to ensure they don’t exclude or
discourage under-represented groups.
«Consider giving all “atypical” applicants
who meet the minimum selection
criteria an interview, and consider using
positive action to address underrepresentation.
«Carry out equality and diversity training
for managers and others involved in
recruitment
«Introduce flexible working for all young
people.
«Ask current apprentices and employees
from under-represented groups to act
as role models or “champions”.
«Target particular groups by holding
recruitment days at community events.
Apprentices and Gender Segregation: still more (better paid) jobs for the boys, TUC, 2008
Apprentice Pay and Conditions, unionlearn 2011
Encourage
applications for
Apprenticeships
from underrepresented
groups – consider
how marketing
and recruitment
strategies could
reach a wider
audience
«Look for training providers who are
actively involved in training atypical
apprentices, and have incorporated
their views in the design, development,
review and delivery of Apprenticeships.
«Targeting information at parents of
young people from disadvantaged
groups will also help to address their
under-representation.
«Try to ensure the composition of
the workforce reflects the local
community.
«Set up an equal opportunities policy.
«Check whether any workforce training
and development plan has an equal
opportunities clause.
«Check that training provided to
the staff involved in running the
Apprenticeship programme includes
training on equal opportunities and its
application to recruitment.
«Put in place steps to monitor the
outcome of Apprenticeships to ensure
that people from under-represented
groups gain access to long-term
employment opportunities.
7 Mentoring
Mentoring
M
entoring is an
effective way
of helping people to
progress in their careers
and it is particularly useful
for young apprentices as it
helps them acclimatise to
the workplace and gives
them additional support.
Mentoring is a
good way of
supporting and
improving
communication
between the
employer and
apprentice, often
giving apprentices
‘a voice’
There is evidence that mentoring
programmes lead to improved
Apprenticeship completion rates.12
However, many organisations, employers
and even providers are unclear as to what
mentoring is, and how it can be used
effectively to support apprentices to
complete their Apprenticeship successfully
and progress to further learning and
success at work. The TUC has developed
an interactive, online learning module
that helps to explain what mentoring
involves and provides further signposting
to useful materials. Visit this site for further
information www.tuceducation.org.uk/
enotes.
What is mentoring for?
It is used specifically and separately as a
form of long-term tailored development
for the individual which brings benefits
to the mentee, mentor and organisation.
Mentoring provides the mentee with an
opportunity to think about career options
and progress.
Mentors can give advice, help a new
employee orientate into the workplace,
provide Information, Advice and Guidance
relating to the learning and training
aspects of the Apprenticeship and work
with the apprentice and employer to
ensure that problems are resolved quickly
and do not threaten the Apprenticeship.
Traditionally, mentoring is the long-term
passing on of support, guidance and
advice. In the workplace it has tended to
describe a relationship in which a more
experienced colleague uses their greater
knowledge and understanding to support
the development of a more junior or
inexperienced member of staff. Mentors
rely upon having had similar experiences
to gain an empathy with the mentee and
an understanding of their issues.
Mentoring can help apprentices and new
employees adopt soft employment skills
such as time-keeping and prioritisation
and helps manage the transition from
school or college environment to the
workplace.
Mentoring leads to a number of benefits,
not just to the mentee but to the mentor,
employers, training providers and the
union alike.
Mentors play an important role in passing
on skills and knowledge, with many
employers in traditional Apprenticeship
frameworks viewing the mentor as critical
in supporting the ‘learning through doing’
Mentoring is a good way of supporting
and improving communication between
the employer and apprentice, often giving
apprentices ‘a voice’.
Continued overleaf
12
The Role of Mentoring in Supporting Apprenticeships, Andy Hirst, Christina Short and Sini Rinne of Cambridge
Policy Consultants, Research Paper 20, April 2014
A mentor
should be
someone from
outside the
apprentice’s
reporting hierarchy
at work. A ULR or
workplace rep is
often well placed
to mentor
apprentices.
process. This process is also seen as twoway, with experienced members of staff
benefiting from fresh insight and up-todate knowledge.
What can be discussed?
Mentoring differs from the typical support
offered from a line manager. For example,
it allows young workers and apprentices
to discuss issues that they may not feel
comfortable speaking to management
about with a trusted mentor who can offer
them valuable support.
What is its purpose?
It focuses as much on trusted
support, personal development and
soft employment skills as it does on
professional development. Personal issues
can be discussed more productively.
How does it work?
The form that mentoring takes may differ
depending on the mentee involved – a
student may need different support to
an apprentice, for example with the focus
shifting from pastoral care to professional
development.
Why is it important?
Mentoring plays an important role in
motivating apprentices to persevere with
their training through to achievement of
their qualification.
Why is it different from other
support?
The purpose is to support and encourage
people to manage their own learning
in order that they may maximise their
potential, develop their skills, improve their
performance and become the person they
want to be.
A mentor should be someone from
outside the apprentice’s reporting
hierarchy at work. A ULR or workplace rep
is often well placed to mentor apprentices.
It is also essential that issues between
mentor and mentee are confidential.
An employer considering taking on
apprentices should give consideration
to allowing for training and time off for
mentors within the company. Union
reps often have training and experience
of mentoring type skills through their
union role. For example, many will
already have experience of the following
mentoring skills:
« questioning
« building rapport
« offering constructive feedback
« setting targets
« offering support and guidance
« signposting
« acting as a role model.
« active listening
Mentoring overview
Core focus:
Career development and psychological support
Relationship:
Mutual learning with mentor passing on experience
Timescale:
On-going
Delivery:
Can be formal or informal with an internal or external mentor
Target group:
Primarily on an individual level
Outcomes:
Guidance on personal development and developing career path.
8
Functional
skills
English, maths and Functional Skills
in Apprenticeships
G
ood literacy and
numeracy skills are
important for everyone,
both those working and
studying.
Following a recent OECD International
Survey of Adult Skills, which highlighted
the below-average levels of English and
maths among adults and the very poor
English and maths skills of young people
in England, the government has focused
on ensuring all young people and adults
achieve Level 2 skills (equivalent to GCSE
A*-C or pass mark 4-9 from 2017) and
funding has been made available for
this provision.
Embedding English and maths learning in
Apprenticeships has been one of the tools
the government has used to enable more
people to achieve minimum standards
as well as underlining the importance of
literacy and numeracy at work.
Depending on the Apprenticeship
programme the required level can be
achieved through GCSEs or Functional
Skills.
Requirements
Apprenticeships include learning in
English and maths up to Level 2. However,
apprentices who already have GCSEs in
English and maths at grades A*-C (or level 2
Functional Skills if aged 19+) do not have to
continue studying these subjects.
their final Apprenticeship assessment.
Apprentices on Apprenticeships under
the Trailblazer standards must study
towards Level 2 and take the exam before
completing their Apprenticeship.
GCSEs or Functional Skills?
The government has been keen to
promote the use of GCSEs to meet the
English and maths requirements in new
Apprenticeships because they feel that
GCSEs have good employer recognition.
However, there is an increasing
acknowledgement that Functional Skills
should be considered as an alternative
to GCSEs for people who find academic
qualifications challenging.
With their contextualised and practical
nature the Functional Skills are often
thought to be a more appropriate and
motivating approach for workplace settings.
A recent review from the Education and
Training Foundation (ETF) showed that
employers value practical skills in maths and
English. They highlighted that employers
who employed apprentices saw Functional
Skills as a better match for their apprentices
than GCSEs.
Apprentices on Level 2 Apprenticeships
must achieve Level 1 in English and maths
in order to complete their Apprenticeship.
This can be done either via GCSEs or a
Functional Skills assessment.
Besides the practical nature of Functional
Skills they can also be assessed any time
of the year. The opportunities for taking
the GCSE tests are more limited; the exams
are taken in June and re-sits take place in
November.
Level 3 and 4 apprentices must achieve
Level 2 in English and maths prior to taking
If apprentices have completed their other
learning it can be difficult to keep them
Union reps can
be active in finding
out how the English
and maths learning
opportunities have
been arranged for
apprentices, what
the quality of
provision is and
whether there are
any additional
support needs
interested and motivated with continuing
English and maths learning until the chance
to take the exam comes. And should they
fail, there is a question of whether extra
support to pass the re-sit is provided as well
as any issues around time off to study. It is
also questionable whether a learner who
has failed GCSEs before can be motivated to
try the same exam again and again.
Funding
In England the government funds the
cost of English and maths taken up to
Level 2 for 16- to 24-year-olds as part of an
approved Apprenticeship standard.
Apprentices who are over 24 can get fully
funded English and maths learning up to
Level 2 if a need has been identified or if
they have not previously achieved Level 2
in English and maths. The funding rule in
this case is the same as for all adults
in England.
Employers do not need to pay for English
and maths classes or courses in either case.
The funding goes directly to the learning
provider, such as a college.
With Trailblazers the funding rules are the
same except that if English and maths at
Level 3 is a requirement for completion of
the Apprenticeship standard, it is funded
from the joint employer/government
contribution.
The funding arrangements will change
when the Apprenticeship levy comes
into effect from April 2017 but there are
no suggestions that English and maths
learning requirement will be removed.
Reps’ role
Union reps can be active in finding out
how the English and maths learning
opportunities have been arranged for
apprentices, what the quality of provision
is and whether there are any additional
support needs. These can be discussed
with the employer as well as any issues
around time off to study. Also, where
there are union learning centres on site or
nearby they can be a helpful first point of
contact if apprentices need help with their
learning.
Unionlearn has published a guide to
resources that reps can use to support
learners develop their English and maths
skills www.unionlearn.org.uk/english-andmaths-learning-resources-and-tools.
9 Frameworks
& standards
Frameworks and standards
M
ost apprentices will
be covered by an
Apprenticeship framework,
but some may be covered
by a newly designed
Standard, which has been
developed by a group of
employers under the new
“Trailblazer” process.
There are over 200 different types of
Apprenticeships currently available in
England, through existing Apprenticeship
frameworks, available in thirteen broad
sector subject areas. Apprentices can
receive qualifications ranging from those
equivalent to five GCSE passes to those
equivalent to a degree.
An Apprenticeship framework:
«is a document which covers all
the statutory requirements for an
Apprenticeship programme in England
or Wales
«is used by colleges, employers and
Trailblazers were
established to give
employers greater
ownership of the
Apprenticeship
system and ensure
that Apprenticeships
meet the needs of
businesses and the
wider sector
training providers to make sure that
all Apprenticeship programmes are
delivered consistently and therefore to
national standards, no matter where in
England and Wales the Apprenticeship
takes place
«includes the names of all qualifications
and what each qualification is worth
(their “credit value”)
«gives guidance on how to get onto an
Apprenticeship programme, the time
it will take and career paths available
after an Apprenticeship.
13
New, employer-designed Apprenticeship
standards are being developed to replace
the current Apprenticeship frameworks.
These will eventually replace existing
Apprenticeship frameworks. This process
has been underway since October 2013
when the first eight Trailblazers were
launched, and there are now over 140
Trailblazers that have been collectively
delivered. Once the process is complete,
there will be over 350 new Apprenticeship
Standards developed by Trailblazer groups
of employers. Trailblazers were established
to give employers greater ownership of
the Apprenticeship system and ensure
that Apprenticeships meet the needs of
businesses and the wider sector.
It’s important for unions to be involved
in the trailblazer process to ensure that
the apprentice is represented in any
discussions. Unions will be well placed to
ensure that a standard is designed which
will enable an apprentice to progress and
develop high quality skills.
For example, Unite was heavily involved
in developing a Trailblazer standard
in the print sector.13 This ensured that
Apprenticeships included rigorous training
standards and relevant qualifications for
apprentices. Unions were able to represent
www.unitetheunion.org/news/unite-develops-apprenticeships-to-secure-paper-and-print-industry/
Trailblazer process
Employer group bid to become
a Trailblazer/develop a new
Standard
Gateway 2: Approval of the
standard and assignment of
indicative funding cap
Trailblazer develops assessment
plan, working with providers and
others on delivery
Gateway 1: Green light to
develop a standard
Trailblazer develops the
standard, working with providers,
professional bodies etc
Gateway 3: Approval of the
assessment plan and assignment
of final funding cap
FI NAL PR E PAR AT I O NS FO R D E LI V E RY
the workforce and sector to ensure that
new entrant and existing staff could
receive a quality, skilled Apprenticeship.
In November
2014, a new type of
Apprenticeship was
announced: Degree
Apprenticeships
(Levels 6-7)
The government has published additional
guidance on Trailblazers.14
A list of Trailblazer standards can be found
at: www.gov.uk/government/publications/
Apprenticeship-standards-list-of-occupationsavailable
In November 2014, a new type of
Apprenticeship was announced:
14
Degree Apprenticeships (Levels 6-7).
Employers, universities and professional
bodies co-designed these new degrees
combining university education and
work experience. Forty-five of the new
Trailblazer standards are Higher and
Degree Apprenticeships. They are part of
the Higher Apprenticeship programme
but differ from Higher Apprenticeships
(Levels 4-7) in that they entitle apprentices
to achieve a full bachelor’s or master’s
degree. In contrast, Higher Apprenticeships
www.gov.uk/government/uploads/system/uploads/attachment_data/file/487350/BIS-15-632apprenticeships-guidance-for-trailblazers-december-2015.pdf
allow apprentices to study to degree level
(NVQ Level 4 and above or a foundation
degree) but do not incorporate a university
degree. Course fees and training costs
are funded by the government (two
thirds) and employer (one third) so that
apprentices can earn a university degree
without paying tuition fees. In any
other respect, they are similar to other
Apprenticeship programme: apprentices
earn a salary and gain experience in a
relevant workplace. As of September 2015,
these Apprenticeships are available in
chartered surveying, electronic systems
engineering, aerospace engineering,
aerospace software development, defence
systems engineering, laboratory science,
nuclear, power systems, public relations,
digital, automotive engineering, banking
relationship manager, and construction.
Apprenticeships can be studied at different
qualification levels:
«Intermediate Apprenticeships lead to
Level 2 qualifications, equivalent to 5
GCSE passes.
«Advanced Apprenticeships lead to
Level 3 qualifications, equivalent to 2
A-Level passes.
«Higher and Degree Apprenticeships
lead to Level 4 qualifications and
above.
10 Professional
registration
Professional registration and
Apprenticeships
A
pprentices are the
most likely group
to take up professional
registration. Often they
are just starting out in
their careers and have
aspirations to achieve as
much as they can.
What is registration?
Registration shows a commitment to
professional standards. It also helps
with the development of further skills
in the job role. It is a way of establishing
the professional level of competence
in the workplace. The competence is
assessed by peers against internationally
recognised standards of proven skills,
knowledge and any formal qualifications
relevant to the register.
For an apprentice, professional registration
provides recognition of the skills,
knowledge and experience developed
on an Apprenticeship. Registered status
not only acts as a goal for apprentices to
aim toward and makes it easier to move
between jobs once the Apprenticeship
is complete but also offers a progression
route from technician at Level 3-4, Level
5/6 and onto Chartered status at Level 7.
For an
apprentice,
professional
registration provides
recognition of the
skills, knowledge
and experience
developed on an
Apprenticeship.
The Trailblazer frameworks (see
Frameworks and Standards sheet) are
apprentice standards and assessment
plans that have been designed by a group
of employers in a particular sector. These
new apprentice standards focus on how an
apprentice should demonstrate mastery
of an occupation, and be aligned with
professional registration requirements in
sectors where these exist (for example, in
engineering, science and accountancy).
This also gives employers confidence that
their Apprenticeship programmes are
high quality as they have been approved
by a professional body. For the employer,
successful registration in the end of the
programme is also an opportunity to
acknowledge and reward apprentices for
their achievement.
For instance, a technician wanting
to register joins the appropriate
professional body and applies to register
for EngTech, RSciTech or RITTech. The
Engineering Council and the Science
Council can help find the correct
professional body and discuss the cost
involved. BCS, The Chartered Institute of
IT, is responsible for RITTech.
A professional body membership and
registration cost for the first year can
range from £70 upwards. For union
reps this is an issue to discuss with the
employer so that the apprentices are
supported both financially and with the
actual application process.
Reps’ role
Unionlearn recommends that reps
actively ensure that any Apprenticeship
programme in engineering, science
and ICT offered by their employer
meets the standards for the industry
and that opportunities for professional
registration are included within the
Apprenticeship. Reps are advised to
request that their employers allow the
relevant professional body to approve
the Apprenticeship programme.
Most professional bodies offer a free
service to approve Apprenticeship
Continued overleaf
programmes, and can help align them
to the industry standards. Approved
programmes help ensure the quality
of the scheme and make it easier for an
apprentice to gain registration once their
Apprenticeship is complete.
Additionally, some professional bodies
offer free membership for apprentices and
will also deliver free information sessions
and workshops to help with becoming
registered. Sessions like these can help
reps engage apprentices and provide
an opportunity to discuss how unions
support apprentices. Contact the relevant
professional body via the Science Council
or the Engineering Council to find out
more about joint working opportunities.
A number of reps are also taking on the role
of mentoring apprentices. It is important
that the mentors know how the application
process works with the professional body
the employer deals with and also that they
know where to find more information and
support for the apprentices.
Encourage
apprentices to
engage with the
professional bodies,
particularly if they
run activities and
networking events
and provide
resources that will
help them develop
their career
Reps should:
« investigate whether their employer’s
Apprenticeship scheme meets the
industry standard and is approved by
the relevant professional body
« make sure the apprentices in their
workplace take up the opportunity
to register, if their scheme is approved
« challenge management to improve
the Apprenticeship programme
if it is not approved so that it meets
the standards by making use of the
free help available from the
professional bodies
« encourage apprentices to engage with
the professional bodies, particularly
if they run activities and networking
events and provide resources that will
help them develop their career
« include professional registration
in learning events organised in the
workplace by union learning reps
« negotiate with the employer for
financial support for registration and
professional body membership for
apprentices.
Who are technicians and what do
they do?
Technicians are the trained professionals
who install, maintain and operate the
equipment and technology each day
that makes the UK’s engineering and
science industries successful. They work
in practically all industries from aerospace
and the rail industry to higher and further
education.
Typically, technicians are responsible
for overseeing production and solving
practical problems, but many also work
in research and help their businesses to
develop new products and processes.
Information is available from:
Unionlearn Technician Pathways project
www.unionlearn.org.uk/technicianpathways
Prospect RegTech project
www.careersmart.org.uk/regtech
Engineering Council
www.engc.org.uk/informationfor/studentsapprentices-and-graduates/apprentices/
EngTechNow
www.engtechnow.com/news/Features/
engtech-perfect-for-Apprenticeships
Science Council
www.sciencecouncil.org/careers-fromscience/Apprenticeships/
Technicians Make it Happen
www.technicians.org.uk/
11 Minimum
standards
Government minimum
standards for Apprenticeships
T
here are minimum
standards that must
be met by Apprenticeship
programmes. The Skills
Funding Agency has
published a Statement on
Apprenticeship Quality.15
There are basic requirements of
Apprenticeship programmes.
The Statement on Apprenticeship Quality,
published in May 2012, summarises the
aspects of Apprenticeships subject to
minimum standards:
«a minimum length of 12 months
«280 hours guided learning: Guided
learning is the time spent developing
technical skills, knowledge of
theoretical concepts and practical
skills on the job whilst being guided
– apprentices must spend at least 280
hours in ‘guided learning’ in their first
year (this is the bare minimum and
many high quality Apprenticeships
would see far more hours dedicated to
guided learning)
«100 hours or 30 per cent (whichever
is greater) of all guided learning must
be delivered off the job – clear and
verifiable evidence must be provided
of all learning undertaken
«employed for 30 hours a week:
Apprentices must be employed for
a minimum of 30 hours per week,
including time training away from the
workplace. If an apprentice’s personal
circumstances or if the nature of
employment in a given sector make it
impossible to work these hours, then
an absolute minimum of 16 hours
15
a week must be worked. In these
exceptional cases, the total duration
of the Apprenticeship is extended
accordingly.
«training to Level 2 in maths and English:
Apprenticeships must offer training
to Level 2 in English and maths or
Functional Skills, if the apprentice does
not already have these or equivalent
qualifications
«Apprenticeship Agreements:
Apprentices must sign an
Apprenticeship Agreement with their
employer before the Apprenticeship
begins. This is a contract stipulating the
framework being followed and the skill,
trade or occupation the apprentices
is working in. It is not a legally
binding contract, but without it an
Apprenticeship completion certificate
cannot be issued
«specification of Apprenticeship
Standards for England (SASE): SASE sets
out minimum academic requirements
that all frameworks must meet. This
is a technical document written
principally to guide organisations
designing frameworks. It stipulates
minimum qualification levels required
of successful apprentices under the
vocational, technical and key skills
elements of the Apprenticeship. It
also specifies standards of attainment
www.gov.uk/government/uploads/system/uploads/attachment_data/file/393819/Statement-onApprenticeship-QualityV1.pdf
Apprentices
must be employed
for a minimum of 30
hours per week,
including time
training away from
the workplace
expected of successful apprentices,
including “team working” and “creative
thinking”. Further detailed information
on the minimum contractual and
operational standards required of
Apprenticeships can be found in the
SFA Funding rules for 2015 to 2016.
The TUC has published an Apprenticeship
Charter that sets out the key principles of a
high-quality Apprenticeship programme. See
the following Factsheet (12) for this or your
union’s own version.
12 Unite
charter
Unite and Apprenticeships
A
s Britain’s largest
trade union with
members in every type
of workplace, Unite and
its predecessor unions
have a long and proud
tradition of involvement
and participation in the
development of high
quality Apprenticeship
programmes.
With consensus across the political
divide and many parts of industry on
the importance of Apprenticeships, the
development of new Apprenticeship
Standards and frameworks, and
introduction of funding systems such as
the Apprenticeship Levy, together we must
all ensure that longstanding involvement
and participation continues now more
than ever.
As trade unionists we have a responsibility
to promote and advocate on the important
role industry-recognised Apprenticeships
play for investing in people, skills
development, lifelong career progression,
and ensuring the long-term sustainability
of the UK skills base, to employers, industry,
the members we serve, and to government
and political parties.
Apprentices represent the next generation
of Unite members and skilled workers, and
their employment and training must be
meaningful and of high quality.
Unite’s extensive experience in
representing apprentices across industry
means we understand the difficulties
apprentices may encounter, many of
whom will be young and new to the
world of work, and therefore vulnerable,
and not least to exploitation. It is therefore
essential for apprentices to have their trade
union to turn to, supporting them through
their work-based learning to successful
outcomes.
Unite have worked closely with the TUC
and unionlearn to bring you this essential
resource for use by Unite negotiators,
officers, workplace and learning reps, all
of whom play a key role in UK workplaces,
including advocating for the provision of
high-quality Apprenticeships, workforce
education and training, and the creation of
meaningful employment opportunities for
young people.
Apprentices should be looking forward to
great job prospects for their working lives,
and require a trade union that understands
their needs. This Apprenticeships Toolkit
is a resource that we hope assists you in
promoting Apprenticeships, monitoring
that they are of high quality, and protecting
apprentices in the workplace throughout
their training programme, through to
successful Apprenticeship completions
and skilled status.
Unite supports the drive for increasing
the number of quality Apprenticeships
available in the UK. However, the union
is concerned by the arbitrary target of
three million Apprenticeships up until
2020, and argues that targets should
be set based on objective and robust
Labour Market Intelligence at sectoral
and regional levels, workforce planning,
with appropriate funding available to
deliver bona fide, quality apprenticeships
to the nationally recognised occupational
outcomes needed.
Unite is seriously concerned that industry
will struggle to meet future demand for
skilled workers unless decisive action
is taken to reverse skills shortages
and gaps. The union emphasises that
Apprenticeships must be of high quality,
Apprentices
should be given
sufficient training on
health and safety,
including relevant
legislation, and the
programme should
be regularly
reviewed from a
health and safety
perspective.
leading to world class nationally and
industry recognised occupations. They
must be not be low-quality, short duration
cosmetic exercises that fail the learner and
bring no long-term benefit to industry and
the economy.
Unite therefore believes in the provision
of a high-quality and sustainable
Apprenticeships system that includes:
«high quality industry recognised
Apprenticeship provision at
intermediate, advanced or higher
levels, with emphasis on quality
advanced Apprenticeships at level 3
and higher, underpinned by real jobs,
mentoring, “work based learning”
and the best off the job technical
instruction available through quality
provider and college networks
«monitoring, good governance,
appropriate funding and meaningful
rules in place, so that Apprenticeships
are not developed to just meet
minimum statutory requirements,
or used as job substitutes to displace
real jobs, in order for organisations
to save money, and / or used as a
cynical mechanism to claw back levy
contributions as quickly as possible.
Apprenticeships must not be put at
risk of being tarnished as low quality
and exploitative, they should be the
high quality “earn while you learn”
alternatives, equally valued alongside
further and higher education, that the
UK skills base needs
«a robust Apprenticeship agreement
in place, clearly defining employer,
apprentice and training provider
responsibilities, industry-recognised
learning outcomes and the
occupation being studied for,
completion procedures, termination
and redeployment procedures
should the apprentice fail to achieve
the appropriate standard, transfer
of Apprenticeship procedures
should a transfer be required,
agreed protections for apprentices
in redundancy, lay-off and TUPE
situations, underpinned by fair
wages and terms and conditions
of employment, where satisfactory
progress and time served result in
automatic wage increases
«integration of Apprenticeships and
adult workforce skills development into
sustainable procurement and supply
chains
«career progression, Continuing
Professional Development (CPD),
supervisory training and occupational
/ professional registration with the
relevant recognised national and
industry bodies within an occupation
and industry
«that all Apprenticeships, occupational
standards and skills frameworks are
jointly developed and endorsed /
agreed via the appropriate industryled bodies, comprising trade union,
employer, educational and technical
representation relevant to the
occupations, industries and sectors
they serve
«access to skills and Apprenticeships
for all, ensuring equality and diversity
regardless of gender, ethnicity,
disability, sexual orientation or
economic background
«that where they are utilised, only
non-exploitative, meaningful
pre-Apprenticeship Traineeships
programmes, leading to real jobs and
Apprenticeships, are in place at UK
workplaces, as defined in the TUC’s
Charter for Traineeships.
«protection of the established CITB
and ECITB training levies in the UK
construction industry, for ongoing
training, certification and standards
development across the entire inscope construction workforce.
Apprenticeships should act as a firm
foundation for the rest of the apprentice’s
working life. An Apprenticeship should be
a well-organised and supervised method,
which industries use to train people
with little or no prior knowledge of an
occupation, craft, trade or professional role,
to become the next generation of capable,
qualified, experienced and competent
operatives, craftspeople, technicians,
engineers and professionals.
As Britain’s largest trade union our reps
have a significant role to play to ensure that
is the case, advocating the very best highquality Apprenticeships achievable for
our apprentice members and prospective
members, helping to secure decent
standards of living, working, and the future
well-being of the UK skills base.
12 TUC
charter
TUC Apprenticeships Charter
U
nionlearn has
developed an
Apprenticeships Charter
to assist union officers and
representatives who are
involved in negotiations
around Apprenticeships.
Unionlearn is committed to the vision of
high quality Apprenticeships as a skills
development programme for the current
and future workforce as we build a new,
fair and prosperous economy. There are
a number of principles which must be
met in order to ensure that this vision is
realised in a way that is beneficial to the
apprentices, the employing businesses and
the society as a whole.
Please note: This charter does not in
any way impact or replace nationally or
locally negotiated union agreements
or frameworks.
We agree that an Apprenticeship should:
1. Be a job with a productive
purpose
Apprentices should have parity of terms
and conditions with all other employees.
All quality Apprenticeships will have
progression opportunities to genuine
employment.
2. Be paid a fair rate
Apprentice rates should reflect the job
done; if an apprentice does a full job they
should be paid for it, or quickly progress
incrementally to that point.
3. Ensure high quality training and
clear individual development
Apprenticeship programmes must identify
a clear programme of training that is
relevant to the job and recognisable in
the sector. Apprentices must be given
sufficient paid time off the job to study in
colleges, or in dedicated training centres at
the workplace. On the job training should
be fundamental to the Apprenticeship.
There should be a clear system for
supervision, support and mentoring, by
appropriately trained work colleagues.
4. Involve the trade union at every
level of the programme
Trade unions should have a constructive
role in the development and delivery of
the Apprenticeship programme. Unions
will negotiate around aspects of the
Apprenticeship, support apprentices and
work with the employer to ensure the
quality and success of the programmes.
5. Ensure apprentices have regular
access to, and support from, trade
unions
The union rep should play an integral role
in supporting, developing and advocating
for apprentices. Union representatives,
especially union learning reps, are ideally
placed to act as mentors to apprentices.
6. Be accessible to, and achievable
by all
A good Apprenticeship programme
will include strategies to ensure that
Apprenticeships are accessible to the
widest possible demographic and diverse
Apprentices
should be given
sufficient training on
health and safety,
including relevant
legislation, and the
programme should
be regularly
reviewed from a
health and safety
perspective.
spread of people. Particular attention
will be given to enabling people from
disadvantaged groups to take up any
opportunities offered and support
given to complete them successfully,
thereby achieving the full benefit of
Apprenticeship.
7. Be part of, and contribute to, a
healthy and safe environment
Employers and unions should work
together to ensure a safe environment.
Particular attention should be given to the
unique needs of apprentices and young
workers. Apprentices should be given
sufficient training on health and safety,
including relevant legislation, and the
programme should be regularly reviewed
from a health and safety perspective.
8. A commitment from the
employer to complement the
workforce, not supplement it
Apprentices should not be recruited for
job substitution, but to fill genuine skills
shortages and plan for future skills gaps.
Apprentices should be employed by the
employer, not as temporary or indirect
labour.
Apprentices should be a key part of the
workforce, and shouldn’t be seen as a way
of reducing cost.
Please visit the unionlearn website for
further information
www.unionlearn.org.uk/Apprenticeships
If you need any additional support,
please contact Matthew Creagh,
unionlearn Apprenticeship Delivery
Officer on 02074671215 or via email
[email protected]