Negotiating and bargaining on Apprenticeships The business case for offering Apprenticeships Apprenticeship frameworks Apprenticeship levels Pay for apprentices
Working time and time off to study
Equality and diversity
Health and safety Mentoring
Next steps – how to advertise a vacancy
Contacts and further sources of information
Case studies booklet
The toolkit is a resource for union reps and ULRs who are
negotiating with employers on Apprenticeships or who are
approaching an employer to discuss the possibility of taking on
apprentices. The factsheets provide concise information on a
range of topics related to Apprenticeships.
This toolkit is intended to be used as a reference and
information resource for reps. Factsheets can be taken out
and given directly to an employer if information on a specific
topic is required. Additional toolkits and individual factsheets
can be downloaded or ordered from the TUC website. Further
information to support the toolkit can be found in other more
detailed TUC publications (see the back cover).
Toolkit contents
How to use this toolkit
1
2
3
4
5
6
7
8
9
10
11
12
March 2010
Apprenticeships
are Union Business
Design by Rumba
Printed by College Hill Press
Photographs used on the factsheets
and this folder are courtesy of the
Learning and Skills Council.
This title may also be made
available, on request, in
accessible electronic formats or
in Braille, audiotape and large
print, at no extra cost.
Published by
Trades Union Congress
Congress House
London WC1B 3LS
Tel 020 7636 4030
www.tuc.org.uk
For more information about the TUC’s work on
Apprenticeships please contact the project team on
020 7467 1273.
A resource for union negotiators and reps
Young workers: a guide for safety representatives, TUC 2006
www.tuc.org.uk/extras/youngworkers_safetyreps.pdf
Apprenticeships
Toolkit
Your Rights as an Apprentice, TUC 2009
Apprenticeships: A detailed overview for trade union negotiators
and reps, TUC 2009
Apprenticeships are Union Business: A guide for union negotiators
and reps , TUC, revised in 2010
Useful TUC publications
1 Negotiating
and bargaining
Negotiating and bargaining
on Apprenticeships
I
t is crucial that
negotiators and reps
get Apprenticeships on
the bargaining agenda.
Apprenticeships span all
areas of union activity
from recruitment and
organising to pay
bargaining, learning and
skills, equality and diversity
and health and safety.
Unions will have their own approaches
to bargaining on Apprenticeships. Some
will include Apprenticeships in learning
agreements, some will draw up specific
Apprenticeship agreements, some will
treat apprentices like any other category of
worker. Below are some suggestions for key
points on Apprenticeships that reps and
negotiators may find useful when entering
into negotiations that include apprentices:
No job substitution – It is vital that unions
negotiate to ensure that apprentices are
not used for job substitution, and that they
are recruited to fill genuine skills shortages
and plan for future skills gaps.
Contract of employment – Apprentices
are employees and should have
contracts of employment for at least
the duration of the training period.
Ideally an Apprenticeship should lead
to a guaranteed job. In some industries,
short-term contracts are the norm and the
union can play a role in supporting newly
It is vital that
unions negotiate
to ensure that
apprentices are not
used for job
substitution
qualified apprentices in getting their first
full job. Unions and employers can help
apprentices to improve their chances
of getting a job by offering guaranteed
interviews to apprentices or by offering
training and support on CV writing skills
and interview skills.
Access to a trade union – Apprentices
are often young people with little
experience of the world or work or of trade
unions. Union reps should negotiate with
employers to make sure that the union has
the opportunity to speak to apprentices
when they start work. Reps should also
encourage other union members to speak
to apprentices about why it is important for
them to join the union.
Mentoring (see also Mentoring
factsheet) – There should be a clear system
for supervision, support and mentoring,
ideally with union involvement.
Continued overleaf
A good
Apprenticeship
programme should
include strategies to
ensure that
Apprenticeships are
accessible to the
widest possible
demographic
spread of people
Pay (see Pay factsheet) – 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. If percentage rates are
negotiated, they should start as high as
possible and progress by time served or
milestones 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.
Union learning reps – 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 opportunities. ULRs should
work closely with the senior steward in
a workplace and it could be appropriate
for a ULR to undertake a mentoring role
within the Apprenticeship system. If there
aren’t already ULRs in the workplace, the
introduction and support of apprentices
would be a good opportunity to recruit to
these posts.
Training and study (see also Time Off
to Study factsheet) – 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.
Equality and diversity (see also
Equality and Diversity factsheet) – A good
Apprenticeship programme should include
strategies to ensure that Apprenticeships
are accessible to the widest possible
demographic spread of people.
business
2 The
case
The business case for offering
Apprenticeships
A
ll the evidence shows
that organisations
offering Apprenticeships
are seen as good places
to work.
The facts
Costs and benefits
The Learning and Skills Council recently
surveyed businesses throughout the UK on
the benefits of hiring an apprentice (Populus,
January 2009). Of those surveyed:
Taking on an apprentice is cost-effective
because people can learn while they’re on
the job and the Government contributes to
the costs of learning.
➜➜ 81 per cent said that employing
There are clear financial benefits to
employers and their investment in
Apprenticeships is repaid many times over.
➜➜ 66 per cent said that their Apprenticeship
A recent study by the University of
Warwick’s Institute of Employment
Research found that the costs of
Apprenticeship training are recouped
relatively quickly – in some cases, within
one year – and that where the investment
is nurtured, the returns are significant. The
report found that “the evidence points to
employers obtaining a range of qualitative
benefits from the Apprenticeship training
in which they invest, but importantly that
investment is recouped in monetary terms
within two to three years in most instances.” *
apprentices generated higher overall
productivity for their company.
Taking on an
apprentice is costeffective because
people can learn
while they’re on the
job and the
Government
contributes to the
costs of learning.
programme made them more
competitive in their industry.
➜➜ 92 per cent said that their Apprenticeship
programme better motivated staff and
increased job satisfaction.
➜➜ 74 per cent said that apprentices tended
to be more loyal, remaining at their
company longer than non-apprentices.
Apprenticeships make good business sense.
Skills shortages are still one of the biggest
threats to UK business. Apprenticeships
can help businesses in all industries by
offering a route to harness fresh talent. By
training people with the right skills for the
job they can do a wider range of tasks and
take on new responsibilities – this can help
to reduce skill shortages, minimise staff
turnover and workplace accidents, and
increase productivity.
Another study by Sheffield University
measured the long-term financial benefit
of investing in Apprenticeships. A Level
3 advanced apprentice will generate an
additional lifetime benefit to themselves
and their employer of £105,000 compared
to someone who does not gain an
Apprenticeship. The Level 2 additional
benefit is £73,000. This represents a gain of
£16 for every £1 of taxpayers’ money.
*Net Benefit to Employer Investment in Apprenticeship
Training Warwick IER (November 2008)
3 Apprenticeship
frameworks
Apprenticeship frameworks
T
here are approximately
200 frameworks on
offer. The number is
constantly growing as new
frameworks are developed
in different sectors.
Within the sector headings below
there are Apprenticeships in everything
from photo imaging to dental nursing,
floristry, footwear and leather goods,
telesales, and beauty therapy; as well as
more traditional Apprenticeships such
as construction and engineering.
Apprenticeship frameworks are devised
and accredited by Sector Skills Councils.
The main sector groups are:
➜➜ Leisure, Travel and Tourism
➜➜ Construction, Planning and the
Built Environment
➜➜ Information and Communication
Technology
➜➜ Arts, Media, and Publishing
➜➜ Health, Public Services and Care
➜➜ Agriculture, Horticulture and
Animal Care
➜➜ Education and Training
➜➜ Engineering and Manufacturing
Technologies
➜➜ Retail and Commercial Enterprise
➜➜ Business Administration and Law
There are Apprenticeships in everything
from photo imaging to dental nursing,
floristry, footwear and leather goods, telesales,
and beauty therapy
Many of these are available as Advanced
Apprenticeships and some are available as
Higher Apprenticeships.
For a comprehensive and up-to-date list of
Apprenticeship frameworks available,
check the NAS website at
www.apprenticeships.org.uk
4 Apprenticeship
levels
Apprenticeship levels
E
mployers should be
clear about what level
of Apprenticeship is being
offered and what prospects
for progression may be
available.
There are three levels of Apprenticeship
available for those aged 16 and over:
Level 2 (standard Apprenticeships)
Apprenticeships (equivalent to five
good GCSE passes)
➜➜ GCSEs grades A*-C
➜➜ BTEC First Diplomas and Certificates
➜➜ OCR Nationals
➜➜ Functional Skills Level 2
➜➜ NVQs at Level 2
Apprentices work towards work-based
learning qualifications such as an NVQ Level
2, Functional Skills and, in most cases, a
relevant knowledge-based qualification
such as a BTEC.
These provide the skills required for the
apprentice’s chosen career and allow entry
to an Advanced Apprenticeship.
Advanced Apprenticeships
(equivalent to two A-level passes)
Advanced apprentices work towards workbased learning qualifications such as an NVQ
Level 3, Functional Skills and, in most cases,
a relevant knowledge-based certificate such
as a BTEC.
To start this programme, the applicant
should ideally have five GCSEs (grade
C or above) or have completed an
Apprenticeship.
Higher Apprenticeships
Higher apprentices work towards workbased learning qualifications such as
an NVQ Level 4 and, in some cases, a
knowledge-based qualification such as a
foundation degree.
Apprentices can also progress to higher
education, including university degrees.
can include:
Level 3 (Advanced Apprenticeships)
can include:
➜➜ A Levels
➜➜ Advanced Extension Awards
➜➜ GCE in applied subjects
➜➜ International Baccalaureate
➜➜ Functional Skills Level 3
➜➜ NVQs at Level 3
➜➜ BTEC Diplomas, Certificates and
Awards
➜➜ BTEC Nationals
➜➜ OCR Nationals
Level 4 (Higher Apprenticeships)
can include:
➜➜ NVQs at Level 4
➜➜ BTEC Professional Diplomas,
Certificates and Awards
for
5 Pay
apprentices
Pay for apprentices
T
here are clear legal,
moral and business
reasons for employers
to pay apprentices a
decent wage.
Very low rates of pay are leading to a much
bigger earnings deficit for women, ethnic
minority and disabled apprentices than in
the workforce as a whole. The EHRC has
demonstrated that women, disabled and
ethnic minority apprentices dominate the
low paid, poorer quality Apprenticeships.
National Minimum Wage
Apprentices
who are paid a fair
wage are more likely
to complete their
Apprenticeship
and stay on with
their employer
afterwards.
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 19 or in the first twelve months
of their training are currently exempt from
the National Minimum Wage and are instead
entitled to a minimum funding guarantee of
£95 per week, which applies to England only.
The Low Pay Commission has
recommended that all apprentices should
be brought into the National Minimum
Wage framework in October 2010.
The rate for those apprentices who are
currently exempt will be £2.50 per hour.
This should include payment for time spent
training off the job. The new Minimum Wage
entitlement for apprentices will also cover
Wales, Northern Ireland and Scotland.
Average pay
The average weekly pay for apprentices
was £170 per week in 2007 when the last
detailed survey of apprentice pay was
carried out. The average pay for electrotechnical apprentices is £210 per week.
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.
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 rates should reflect the job
done – if an apprentice does a full job
they should be paid for it, or quickly
progress to that point.
➜➜ 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.
time &
6 Working
time off to study
Working time and time off to study
T
he amount of time
spent in college varies
from one Apprenticeship
framework to another
and from one employer
to another.
Workers under
the age of 18 must
not work for more
than 8 hours per day
or 40 hours per
week
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.
➜➜ The provider should be consulted
The Government has published guidelines
on the minimum proportion of time “offworkstation”. The guidelines stipulate that
the apprentice should receive 280 guided
learning hours per year, of which at least 30
per cent must be off the job.*
➜➜ The employer should give
Employers should consider the following
points of best practice:
➜➜ “Off workstation” should mean either
college-based or having access to a
quiet area to work in the workplace
that is away from the distractions and
demands of the job.
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.
consideration to allowing time off for
both the apprentice and their mentor
to meet up for mentoring sessions and
informal discussions.
➜➜ Employers should bear in mind that
workers under the age of 18 must not
work for more than 8 hours per day
or 40 hours per week. Young workers
should have a rest break of 30 minutes
every 4.5 hours and a rest period of 12
consecutive hours’ daily rest as well as
48 hours’ rest every 7 days.
➜➜ Under the Working Time Regulations,
young workers (under 18) should not
work between 10pm and 6am (except
in very specific circumstances).**
*Specification of Apprenticeship Standards for England
(SASE) BIS/DCSF 2010
** For more details visit www.direct.gov.uk/en/
YoungPeople/
and
7 Equality
diversity
Equality and diversity
I
n 2008/9 the proportion
of Apprenticeships
started by women
increased to 50 per cent
following the expansion
of Apprenticeships
from traditional craft
Apprenticeships to a wider
range of occupations.
Despite the increase in Apprenticeship
starts by women, they are underrepresented in sectors such as construction
and engineering, which tend to have better
pay and prospects than Apprenticeships
in sectors that are predominantly female,
such as hairdressing and early years care.
Only six per cent of those starting an
Apprenticeship are from ethnic minorities
even though they make up nine per cent
of the population.
EHRC evidence suggests that disabled
young people are not receiving
information about opportunities in workbased learning and Apprenticeships, and
that the information received on further
education options is often negative.*
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.
Continued overleaf
* Staying on: Making the extra years in education count for all young people. Equality and Human Rights
Commission, June 2009.
Review
recruitment and
selection criteria to
ensure they don’t
exclude or discourage
under-represented
groups.
Carry out equality
and diversity training
for managers and
others involved in
recruitment
Some points to suggest to your
employer might be:
➜➜ Consider what reasonable
adjustments they could make and
what support services they could
make available in order to make
their Apprenticeship programmes
accessible to disabled people.
➜➜ Encourage applications for
Apprenticeships from underrepresented groups – consider how
marketing and recruitment strategies
could reach a wider audience.
➜➜ 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.
➜➜ Offer work experience to local schools,
including same-sex open days.
➜➜ 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.
➜➜ 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.
➜➜ Target information at parents of young
people from disadvantaged groups in
order to help to address their underrepresentation.
8
Health
& safety
Health and safety for apprentices
H
ealth and safety is
relevant to everyone
in the workplace but
young people are
particularly vulnerable
to accidents at work as
they do not have as much
experience or training as
older workers.
According to the Health and Safety Executive
(HSE), young men aged 16–25 face a 40 per
cent higher relative risk of all workplace injury
than men aged 45–54.
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
which apply specifically to workers aged
under 18. More information can be found at:
www.hse.gov.uk/youngpeople/index.
htm.
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?
➜➜ Equipment
Are supervisors
trained and
competent to
supervise a young
person and are they
given enough time
to do so?
Is the apprentice issued with
appropriate protective clothing and
equipment?
➜➜ Monitoring
Is the Apprenticeship training and any
injuries relating to apprentices being
monitored by the employer?
9 Mentoring
Mentoring
M
entoring is an
effective way
of helping people to
progress in their careers
and it is becoming
increasing popular. It is
a partnership between
two people (mentor and
mentee) normally working
in a similar field or sharing
similar experiences.
Mentors rely
upon having
had similar
experiences to gain
an empathy with
the mentee and
an understanding
of their issues
A mentor is a guide who can help the
mentee to find the right direction and who
can help them to develop solutions to career
issues. Mentors rely upon having had similar
experiences to gain an empathy with the
mentee and an understanding of their issues.
Mentoring provides the mentee with an
opportunity to think about career options
and progress.
Mentoring is particularly important for
apprentices as they are often young people
entering the workplace for the first time.
The mentor relationship provides additional
support, guidance and pastoral care
removed from the apprentice’s direct line
management chain.
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. Ideally a mentor should
be a member of the union or a union rep.
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:
➜➜ active listening
➜➜ questioning
➜➜ building rapport
➜➜ offering constructive feedback
➜➜ setting targets
➜➜ offering support and guidance
➜➜ signposting
➜➜ acting as a role model.
The TUC offers a course to union reps on
mentoring apprentices. Contact the TUC
for further details on 020 7079 6920.
In addition to a workplace mentor, several
organisations offer specialist mentoring
support that may be useful to certain
groups of workers. For example, the UK
Resource Centre for Women in Science
and Technology (UKRC) offers mentoring
for women in science, engineering and
technology. See the Contacts factsheet for
further information.
10
Next
steps
Next steps
How to advertise an Apprenticeship vacancy
I
f your employer
decides they want to
start an Apprenticeship
programme, there is a lot
of support available to get
the recruitment process
up and running.
Recruit and employ an apprentice
directly
The National Apprenticeship Service has
advisors who can be contacted on 08000
150 600. The advisors will arrange a
convenient time to come and meet the
employer and, ideally, the union rep. The
advisor will then find a suitable training
provider in the area.
Vacancies can be advertised like any other
vacancy or employers can advertise
vacancies for free on the NAS vacancy
matching service.
https://apprenticeshipvacancy
matchingservice.lsc.gov.uk/navms/
forms/candidate/Apprenticeships.aspx
It is crucial that employers think about
issues such as how they can actively
recruit to address gender, age or ethnicity
inequalities in the workplace. For example,
BT worked with the CWU to attract
more women and ethnic minorities into
engineering roles by creating job adverts
targeted at these groups, placing adverts
in women’s magazines, and launching an
internet campaign. See also the Equality
and Diversity factsheet.
For employers in the fields of science,
engineering, and technology, there
is a wide range of support available
from the UK Resource Centre (www.
ukrc4setwomen.org/) aimed at helping
employers to attract more women into
these sectors.
Continued overleaf
It is crucial that
employers think
about issues such as
how they can
actively recruit to
address gender, age
or ethnicity
inequalities in the
workplace.
Recruiting an apprentice through
a Group Training Association
In many sectors, Group Training
Associations (GTAs), offer Apprenticeship
training to smaller employers who do not
have the resources to train apprentices
directly. A Group Training Association
(GTA) is a not-for-profit organisation
providing training for a group of employers
to encourage their involvement in
apprenticeships.
ATAs (Apprenticeship Training Agencies)
may also offer Apprenticeships in your
sector or region. These employ the
apprentice directly and hire them out to
employers. ATAs essentially operate as
employment agencies for apprentices. If
your employer is approached by an ATA
you may wish to take a close look at the
implications that this has for an apprentice
in terms of pay, terms and conditions,
and post-Apprenticeship employment
prospects.
Reps should also be aware that organising,
recruiting and communicating with
apprentices may be more difficult if they
are part of a GTA or ATA. You should speak
to your employer about how you can gain
access to newly recruited apprentices
if they are employed via a training
association or agency.
11 Contacts
Contacts and further sources of information
Useful websites
➜➜ www.apprenticeships.org.uk
➜➜ www.unionlearn.org.uk
➜➜ www.tuc.org.uk/apprenticeships
➜➜ www.equalityhumanrights.com
➜➜ www.horsesmouth.co.uk
➜➜ www.ukrc4setwomen.org/
➜➜ www.employersforapprentices.gov.uk/
➜➜ www.businesslink.gov.uk/
TUC
Unionlearn
Regional Education Officers
➜➜ Northern TUC
Kevin Rowan
Regional Secretary
t 0191 232 3175
e [email protected]
➜ unionlearn with the Northern TUC
➜➜ Yorkshire & Humber TUC
Bill Adams
Regional Secretary
t 0113 242 9696
e [email protected]
➜ unionlearn (Yorkshire & Humber)
➜➜ North West TUC
Alan Manning
Regional Secretary
t 0151 236 5432
e [email protected]
➜ unionlearn (North West)
➜➜ Midlands TUC
Cheryl Pidgeon
Regional Secretary
t 0121 236 4454
e [email protected]
➜ unionlearn (Midlands)
➜➜ Southern & Eastern TUC
Megan Dobney
Regional Secretary
t 020 7467 1220
e [email protected]
➜ unionlearn (Southern & Eastern)
➜➜ South West TUC
Nigel Costley
Regional Secretary
t 0117 947 0521
e [email protected]
➜ unionlearn (South West)
➜➜ Wales TUC
Martin Mansfield
Regional Secretary
t 02920 347010 e [email protected]
➜ Union Learning Fund Team
➜➜ REO in Northern region
Ian West
t 0191 232 3175
e [email protected]
➜➜ REO in Yorkshire & the Humber
Trevor Sargison
t 0113 242 9296 e [email protected]
➜➜ REO in the North West
Pete Holland
t 0151 236 7678
e [email protected]
➜➜ REO in East & West Midlands
Pete Try
t 0121 236 4454 e [email protected]
➜➜ REO in Southern & Eastern
Rob Hancock
t 020 7467 1369
e [email protected]
➜➜ REO in Southern & Eastern
Angela Perry
t 020 7467 1238 e [email protected]
➜➜ REO in the South West
Marie Hughes
t 0117 947 0521
e [email protected]
➜➜ REO in Scotland
Harry Cunningham
t 0141 404 1746
e [email protected]
➜➜ REO in Wales
Julie Cook
t 02920 347010 e [email protected]
Elizabeth Killoran
Regional Manager
t 0191 227 5552
e [email protected]
Alan Roe
Regional Manager
t 0113 242 9296
e [email protected]
Dave Eva
Regional Manager
t 0151 243 2556
e [email protected]
Mary Alys
Regional Manager
t 0121 262 6387
e [email protected]
Barry Francis
Regional Manager
t 020 7467 1209
e [email protected]
Helen Cole
Regional Manager
t 0117 933 4436
e [email protected]
2nd Floor, Orleans House
Edmund Street, Liverpool L3 9NG
t 0151 243 2567
www.unionlearn.org.uk/ulf/index.cfm
Negotiating and bargaining on Apprenticeships The business case for offering Apprenticeships Apprenticeship frameworks Apprenticeship levels Pay for apprentices
Working time and time off to study
Equality and diversity
Health and safety Mentoring
Next steps – how to advertise a vacancy
Contacts and further sources of information
Case studies booklet
The toolkit is a resource for union reps and ULRs who are
negotiating with employers on Apprenticeships or who are
approaching an employer to discuss the possibility of taking on
apprentices. The factsheets provide concise information on a
range of topics related to Apprenticeships.
This toolkit is intended to be used as a reference and
information resource for reps. Factsheets can be taken out
and given directly to an employer if information on a specific
topic is required. Additional toolkits and individual factsheets
can be downloaded or ordered from the TUC website. Further
information to support the toolkit can be found in other more
detailed TUC publications (see the back cover).
Toolkit contents
How to use this toolkit
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March 2010
Apprenticeships
are Union Business
Design by Rumba
Printed by College Hill Press
Photographs used on the factsheets
and this folder are courtesy of the
Learning and Skills Council.
This title may also be made
available, on request, in
accessible electronic formats or
in Braille, audiotape and large
print, at no extra cost.
Published by
Trades Union Congress
Congress House
London WC1B 3LS
Tel 020 7636 4030
www.tuc.org.uk
For more information about the TUC’s work on
Apprenticeships please contact the project team on
020 7467 1273.
A resource for union negotiators and reps
Young workers: a guide for safety representatives, TUC 2006
www.tuc.org.uk/extras/youngworkers_safetyreps.pdf
Apprenticeships
Toolkit
Your Rights as an Apprentice, TUC 2009
Apprenticeships: A detailed overview for trade union negotiators
and reps, TUC 2009
Apprenticeships are Union Business: A guide for union negotiators
and reps , TUC, revised in 2010
Useful TUC publications
Case studies
Apprenticeships
Toolkit
Case studies
Apprenticeships
are Union Business
Contents
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Photo: Learning and Skills Council
North Yorkshire County Council
NASUWT
Merseytravel
City of Lincoln Council
Nottingham City Homes
Advanced Apprenticeships
1
North Yorkshire County
Council
North Yorkshire County Council (NYCC)
Apprenticeship scheme is a great example of what
can be achieved working in partnership with a trade
union, in this case UNISON.
Social inclusion
The NYCC scheme, Real Start, was established
in 2006 with the aim of bringing significant
numbers of young people into council
employment and to support the council’s
wider strategies on youth employment, skills
development and social cohesion. Particular
efforts are made to recruit vulnerable or
excluded young people, such as those leaving
care, young offenders, and those from BME
and travellers communities.
Photo: Lorne Campbell/Guzelian
2
Incremental pay increases
The North Yorkshire scheme offers escalating
pay rates, rising every three months from the
basic apprentice minimum rate of £95 a week.
Once an apprentice reaches the competence
standard required for the job they move on to
full pay. They are also entitled to support for
travel if it costs them more than £10 a week. It
is estimated that the majority of apprentices
receive the full rate of pay for the job within
the first six months of their Apprenticeships.
Apprentices also enjoy exactly the
same holiday entitlement as other
council employees.
REAL START APPRENTICESHIP
SALARY SCALE
(with effect from 01 August 2009):
➜➜ Starting salary: £95.00 per week
➜➜ Progression at 3 months: £115.00 per week
➜➜ Progression at 6 months: £141.00 per week
➜➜ Progression at 9 months:
£205.00 per week
(£6,672 per annum, plus on-costs)
➜➜ Full pay at appropriate NJC rates on
achieving competency
High completion rate
Real Start has an impressive record. Around
300 young people have been through
the programme over the past four years,
with a completion rate close to 100 per
cent. Graduates of the National Graduate
Development Programme are now
mentoring the current crop of apprentices.
Kate Race, the Young Persons Development
Adviser, reports that the scheme is attracting
high quality applicants, at least in part
because of the pay levels it offers. A new
£100 reward scheme has been added for
successful achievement and progression
during the course of the Apprenticeship. Her
team has worked to convince managers that
apprentices are as good as or better than
graduates, and many council managers now
express a preference for apprentices when
filling vacancies.
It is estimated that the majority of apprentices
receive the full rate of pay for the job within the first
six months of their Apprenticeships.
NYCC has spread its good practices to other
employers, providing recruitment and screening
services to other councils in the North Yorkshire
Recruitment Partnership. NYCC oversees
the recruitment pool of qualified applicants
and gives ongoing support to councils that
might otherwise not be able to maintain an
Apprenticeship scheme on their own.
Photo: Lorne Campbell/Guzelian
3
NASUWT
NASUWT, the largest teachers’ union in the UK, is supportive of the
Apprenticeships agenda and, as an employer, has made a decision
to employ apprentices.
Initially apprentices are being recruited in
grounds maintenance and catering, but a
number of other roles are being considered
in areas including IT, finance and office
management.
Terms and conditions
The NASUWT apprentices are recruited as
additional posts, so the core work in their area
is covered regardless of their contribution.
They are on a contract that lasts for the
duration of their Apprenticeship with the
assumption that they will get a permanent
contract on the same terms and conditions
as other staff in the same role once they have
satisfactorily completed their Apprenticeship.
Training
NASUWT has a good existing relationship
with a local training provider with whom
they are working to provide Apprenticeship
training both in the workplace and in college.
4
Who are the apprentices, and how are
they recruited?
NASUWT made a decision that they wanted
to use their Apprenticeship positions to give
opportunities to young people who would
be considered hard to place due to personal
circumstances, disability or other special
needs. NASUWT made contact with Remploy,
which acted as an agency to supply and
support applicants for the posts and into their
time in the workplace.
The experience of NASUWT in interviewing
potential apprentices was that young people
were being encouraged to apply to every
available Apprenticeship vacancy rather than
targeting opportunities that were relevant to
their skills and aspirations. It is vital that where
young people are being encouraged to
apply for opportunities they are given good
advice about tailoring their application to the
specific job for which they are applying and
that they apply for roles where their skills and
aspirations are relevant. NASUWT has been
overwhelmed by the passion, commitment
and calibre of candidates who were
interviewed for posts within their chosen area
of work.
NASUWT made
a decision to give
opportunities to
young people with
particular needs.
Photo: NASUWT
5
Merseytravel
Merseytravel provides an integrated travel network in
Merseyside, operating trains, buses, the Mersey tunnel
and ferries.
As well as being an Investor in People
and recipient of the unionlearn Quality
Award, Merseytravel is a well established
employer of apprentices, both in business
administration and in more traditional craft
frameworks.
The recognised unions, especially UNISON,
have been involved in every stage of the
development of the Apprenticeships
programme and apprentices at Merseytravel
have real opportunities to develop their
careers once their formal Apprenticeship
has ended.
Photo: © Colin McPherson
At Merseytravel, UNISON branch secretary
Roger Irvine says the development of a
lifelong learning culture throughout the
passenger transport operation has been
crucial to the success of the programme.
“When young people come into the
organisation as apprentices, they can see
it’s geared up towards trying to deliver for
its staff in terms of education, training and
progression,” he says.
Training and development officer Liz
Chandler, who runs the Apprenticeship
programme at the organisation, explains:
“Working with the five trade unions
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within Merseytravel, the provision of a
quality Apprenticeship programme is
another important piece in the jigsaw
as Merseytravel strives to become a true
learning organisation.”
Ensuring that the unions are involved in
the initiative is another vital ingredient in
the recipe for Apprenticeship success, says
Roger Irvine at Merseytravel. “We’ve been
heavily involved in the development of the
programme through the Joint Learning
Forum, which comprises senior union
learning reps, senior management, myself
and Liz Chandler,” Roger explains.
Decent pay
“At Merseytravel, apprentices are on
standard terms and conditions and a
decent wage – the only thing they miss
out on initially is the flexitime system, but
once they’ve finished their first six months,
they get the flexi as well and are treated
identically to the rest of the staff,” Roger says.
A broad learning experience
At Merseytravel, the programme works by
rotating the apprentices around different
parts of the organisation every three
months, so they get to work at the Passenger
Transport Executive, Merseytunnel, Mersey
Ferries, and Merseylearn and in one of three
union learning centres.
Time off for learning
Photo: Jess Hurd/reportdigital.co.uk
As well as 30 days’ off-the-job training a year
and half a day every week on their NVQ many
of the apprentices have taken advantage of
the learning centres to take courses like the
European Computer Driving Licence.
Mentoring
Every apprentice has a mentor, often
someone who has been through the
Apprenticeship themselves, to speak to and
keep in touch with if there are any issues with
their work placements or their learning.
Every apprentice
has a mentor, often
someone who has
been through the
Apprenticeship
themselves, to
speak to and keep
in touch with.
7
City of Lincoln
Council
At City of Lincoln Council a learning agreement has been
successfully negotiated through the leadership of Kevin Clarke,
a UCATT union learning rep. The learning agreement covered a
range of issues, including Apprenticeships.
Learning agreement
UCATT Regional Council member
and senior shop steward Kevin Clarke
has helped to negotiate the learning
agreement with the support of UCATT
Midlands Regional Officer Mike Nelson,
and to set up a learning committee with
equal representation from each of the four
unions with members in the local authority
– UNISON, GMB and Unite also sit on the
committee.
Craft apprentices have been re-introduced
for the first time in a number of years,
which has boosted morale and will
enhance the future workforce. Although
there are currently only three apprentices,
as Kevin said: “It’s three more than last year
or the year before that!”
8
Union involvement from selection to
completion
The unions are involved in the selection
and interviewing of the apprentices and
have been involved in negotiating their
terms and conditions, with respect to
their induction, health and safety, training,
monitoring and appraisal.
Decent pay and conditions
The City of Lincoln council apprentices are
full employees enjoying the same benefits
as other groups of workers and are paid in
accordance with the local government ‘Red
Book’ conditions.
Mentoring
Team leaders act as role models and
mentors for the apprentices and ensure
that they have good on-the-job training
and that development opportunities are
The City of Lincoln council
apprentices are full employees
enjoying the same benefits as other
groups of workers and are paid in
accordance with the local government
‘Red Book’ conditions.
on offer. Pay levels for staff with apprentices
reflect this mentoring role.
Planning for the future
Kevin believes that taking on these three
apprentices shows a commitment by the
authority to look seriously at bringing back
craft apprentices and that it is thinking about
the future.
“It shows the authority is committed to the
future, committed to the area, and that it
has staying power,” he says. With an ageing
workforce, the apprentices are vital in helping
to ensure that construction skills are passed
on and retained within the local authority’s
workforce. For example, one apprentice is a
flat-felt roofer and will eventually take over
from the last remaining roofer with this skill
working for the council.
Photo: Jess Hurd/reportdigital.co.uk
9
Nottingham
City Homes
Nottingham City Homes (NCH) employs around 1,100
staff, including some 400 craft operatives. NCH is
responsible for the day-to-day management of 29,000
homes and 1,000 leasehold properties. Built into every
contract is the requirement that for every £1m spent,
contractors must take on at least one apprentice.
One in a Million Scheme
Neal Hodkinson, Joint Trade Union Works
Convenor, UCATT Senior Shop Steward and
Regional Council member, said: “The total
spend on Decent Homes in Nottingham
will be around £243m, meaning that more
than 200 apprentices will be taken on over
the life of the project. It is a great example
of what organisations can do to expand
the construction workforce through
Apprenticeships, which are in great demand.
NCH recently took on 13 apprentices, but
more than 2,000 people requested application
forms.”
The initiative has not gone unnoticed at
a national level. A spokesperson for the
Department of Business, Innovation and Skills
(BIS) said: “We commend UCATT, Nottingham
City Homes and Nottingham City Council for
their commitment and leadership in providing
Apprenticeship opportunities through their
Photo: Justin Tallis/reportdigital.co.uk
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innovative One in a Million scheme. This is a
great example of what can be done in local
areas by using the leverage of procurement
to provide work and training opportunities to
local people. We would strongly encourage
more local authorities, working with local
partners such as trade unions, to explore how
they can create Apprenticeship opportunities
through their procurement and planning
processes.”
Equality and diversity
As well as the apprentices taken on through
the One in a Million scheme NCH’s housing
maintenance service is committed to taking
on ten apprentices a year. The repairs and
maintenance team – which includes two
young women – has won the Association
for Public Service Excellence (APSE) National
Apprentice of the Year award three times. It
currently has 23 apprentices, many of whom
come from the local area and from very
diverse backgrounds, including young black
and minority ethnic (BME) workers, and female
and disabled workers. More than 60 current
employees came through the Apprenticeship
scheme originally and are now fully qualified
operatives.
Learning and Development Officer and
Apprentice and Trainee Coordinator, Ian
Richardson, says: “NCH does a lot of outreach
Photo: Justin Tallis/reportdigital.co.uk
work with young BME and disabled people and
young women. They have access to employment
courses run by Nottingham City Council, local
colleges and organisations including schools,
Remploy and Connexions. We let them know what
is on offer and give advice on filling in application
forms before we advertise the Apprenticeships. We
are about to advertise ten craft Apprenticeships
and for the first time, ten Business Administration
Apprenticeships.”
Terms and conditions
Neal Hodkinson of UCATT explains why NCH
Apprenticeships are so popular: “The National
Agreement sets down reasonable terms and
conditions, but NCH have improved on these. There
is good support in place, with recognition for staff
involved in mentoring the apprentices and bringing
them on, so they do not lose out financially. It means
that people are fully protected and the apprentices
get the best possible assistance.”
Mentoring
Staff receive coaching and mentoring training.
According to Ian: “There is a great willingness to
show young people what they do and bring them
on. There is a very good, close working relationship
between the apprentices and their mentors.”
We would strongly
encourage more local
authorities, working with
local partners such as trade
unions, to explore how they
can create Apprenticeship
opportunities.
11
Advanced
Apprenticeships
Rachael Hoyle left school at 16 with 8 GCSEs, mainly As
and A*s and an ICT NVQ. Her mum and teachers were
not happy; they expected her to take A-levels and go
on to university. Now she is an engineer and part of a
team working on Eurofighter Typhoon jets.
She is a member of Unite and the union
and its reps have been very supportive of
the Apprenticeship scheme, working with
the employer to ensure quality and pay and
conditions for apprentices.
Rachael, 22, said: “I always liked maths and
science at school and vaguely wanted to do
something with them as a career. But it was
when I did work experience at BAE Systems
when I was in Year 10 that I realised the path I
wanted to take. The trip gave me a real insight
into the company and a very different view of
the career options open to me.”
Learning on the job
Rachael applied on-line to do the
Apprenticeship through BAE Systems, at
Warton, near Preston, Lancashire. “It appealed
because I could carry on with my education
while getting hands-on experience at work.
I was being trained by the experts in the
business,” she said.
She did the Advanced Apprenticeship in
aerospace engineering, which took three and
12
a half years. This included practical, vocational
and academic qualifications, plus placements
in different parts of the company. Her practical
work involved working on the cockpits of the
Eurofighter Typhoon jets.
Flexible learning
Rachael said: “I started doing avionics, but the
more I learned about the industry the more I
became interested in the structural side. The
Apprenticeship is flexible enough for you
to tailor your learning to what interests you
as you discover more about the industry.”
Her team monitors the stresses and other
variables on the craft and checks that the fleet
is in top condition before it goes out to clients.
Higher education
Rachael is now part of the Eurofighter
Typhoon Structures Team. She goes on dayrelease to Manchester Metropolitan University
to do a degree in mechanical engineering
– and the company is paying. She said: “My
mum and my teachers did not think that I was
making the right choice. But I am now doing
a degree and not paying for it. I have a friend
who has just finished uni and is struggling
to find a job, others will leave with debts.
Meanwhile, I have received the best ever
training and was paid while I was doing it.”
More opportunities for young women in
engineering
Rachael was one of three young women
out of 43 taking the Apprenticeship, but the
Structures Team is, unusually in this industry,
50:50 men and women.
Rachael has made her parents very
proud, especially when she won the
Advanced Apprentice of the Year
Award in the annual Learning and Skills
Council Apprenticeship Awards.
I have received
the best ever
training and was
paid while I was
doing it
Photo: Learning and Skills Council
13
This title may also be made
available, on request, in
accessible electronic formats
or in Braille, audiotape and
large print, at no extra cost.
Published by
Trades Union Congress
Congress House
London WC1B 3LS
Tel 020 7636 4030
www.tuc.org.uk
Design by Rumba
Printed by College Hill Press
March 2010