Business plan 2019-2020

1. An introduction from the Chief Executive Sir Gerry Berragan

We have continued to expand and establish the Institute in this last year, most notably by the commencement of our responsibilities for the technical qualification within T Levels on 1 February 2019. As our renaming as the Institute for Apprenticeships & Technical Education indicates, these now sit alongside our continuing accountabilities within the apprenticeships programme, and we look forward to the further convening the employer view in support of the Department’s Technical Education Reform programme as it develops over the coming year.

A key focus during 2018/2019 was preparing to take on our T Level responsibilities and I am delighted that we were able to reassure the Infrastructure and Projects Authority (IPA) and Department for Education that we were able to do so on time.  This involved a very significant expansion of the Institute and the development of our capability and processes, which was achieved alongside a substantive uplift in the number of apprenticeship standards available for employers to use. There were 257 published apprenticeship standards in April 2018, after several years of work to achieve that number. As I write, we have over 420 standards available for use and it is very encouraging for the programme overall to now see the uptake of standards eclipsing that of frameworks, the spread of starts on standards across all areas of the economy and all levels of occupation, and the positive reflection of both employers and apprentices on their quality.

Discharging our responsibilities for T Levels will be a priority in the coming year. We look forward to working with Awarding Organisations to develop quality, relevant content for the wave 1 and 2 pathways and we will be working hard to ensure that proper foundations are set for success in wave 3. We will also be concluding the pilot statutory review of apprenticeship standards on the digital route and starting others. Reviews will become a more significant activity for us as we realise the ambition for the total number of apprenticeship standards available.  We also expect to extend the Occupational Maps that are the common foundation for both T Levels and apprenticeships to cover other technical education qualifications.

We will also be examining how we can improve the efficiency and transparency in the way in which we develop funding band recommendations for the Department for Education. I am aware that stakeholders have noted that building confidence and understanding of our funding advice is something we should focus on and we are resolved to address this.

I remain convinced of the ambition and necessity of the reforms to both apprenticeships and technical education.  With our employer-led focus, I recognise the importance of the Institute’s contribution and the necessity of this work. We have achieved much over the past year, but more needs to be done to transform the skills landscape, deliver the needs of employers and improve access to quality apprenticeships and technical education.  We look forward to tackling the challenges this will bring for the Institute over the coming year and to continuing to make a difference.

2. How will the Institute continue to make a positive impact on the design and delivery of quality apprenticeships and T levels?

Applying our values, our strategic principles

Efficient,qualitysolutions

Efficient and effective systems which continuously improve the delivery of the Institute’s accountabilities for technical education, ensuring credible and enduring technical qualifications within T  Levels  and timely, quality occupational standards, assessment plans and funding band recommendations that remain relevant and meet the needs of employers and apprentices.

Collaborativerelationships

Establishing and harnessing effective relationships with stakeholders to enrich the work of the Institute, extend understanding and amplify its impact by engaging widely, listening and acting with transparency. Releasing the potential of our staff by building an Institute that is a brilliant place to work.

Building credibility and transforming the landscape

Increasing the Institute’s impact, influence and reputation for the benefit of the technical education reform programme by delivering lasting and sustained positive effect through the evidence we provide, the clarity with which we present it, the support we give and the thoughts and ideas we generate.

3. 400 apprenticeship standards and counting…

On 15 February, the Institute approved the Fashion Studio Assistant apprenticeship making it the 400th new apprenticeship standard approved for use and published on its website.

New apprenticeship standards are developed with support from the Institute by groups of employers known as trailblazers. Some of the UK’s best known and loved brands such as Jasper Conran and young designer Roksanda were involved in developing this latest apprenticeship.

The Institute has achieved impressive results since implementing a new, streamlined approach geared at improving approval rates for new apprenticeships last year. The 300th assessment plan and occupational standard – which sets out key knowledge skills and behaviours expected for new apprenticeships – was approved for use last July. The Institute set itself a target to publish 400 apprenticeship standards on its website and ready for use by the end of March 2019 and achieved that challenge over a month early with the publication of the fashion studio assistant apprenticeship.

4. The Institute’s progress in developing quality apprenticeships and technical education

Meeting skills needs

In the early days of apprenticeship standards, take up was low. From summer 2017, numbers began to rise steadily, however this increase gained substantial momentum during 2018 and, cumulatively, we have now achieved over 300,000 starts on apprenticeship standards.

Greater choice

The Institute has helped develop, approve and publish apprenticeship standards to the extent there are now over 400 standards available for employers and learners to use. These standards are supporting employers and learners at all levels and those new standards published since April 2018 have increased coverage of occupational needs from level 2 all the way through to level 7.

Better outcomes

As a result of the Institute’s work to support trailblazers to design the apprenticeship standards employers need, we now see more starts on standards than on frameworks. All apprenticeships can be positive, however standards provide better outcomes for employers and ensure learners possess the skills and behaviours employers need by the end of their apprenticeship.

Percentage of apprenticeship starts on standards and frameworks

5. Principle 1 – efficient, quality solutions

Technical qualifications design and contract oversight

ByMarch2020 we will have:

• updated and expanded Occupational Maps to embrace all technical education qualifications;
• collaborated with contracted Awarding Organisations to develop and deliver high quality technical qualifications;
• delivered the technical qualification content of wave 3;
• designed and implemented a robust approach to managing the contracts awarded for the delivery of technical qualifications;
• procured the most appropriate providers for the technical qualifications in wave 2; and
• defined and agreed the role of the Institute and the process by which level 4 and 5 qualifications will be reviewed. 

Performance indicators

ApprenticeshipStandards– creation and review

ByMarch2020 we will have:

• ensured that continuous improvement is at the heart of our the Institute’s operating culture;
• delivered an inventory of no less than 475 apprenticeship standards available on the Institute’s website for employers and learners to use;
• refined and improved the current funding band recommendation process;
• fully developed and implemented a long-term approach to funding band recommendations which offers greater transparency and raises stakeholder confidence;
• extended our digital service and further improved the quality of the Institute’s case records and management information; and
• designed and implemented a process that delivers our statutory accountability for reviewing occupational standards, assessment plans and funding band recommendations. 

Performanceindicators

Quality

ByMarch2020 we will have:

• developed the Quality Alliance’s Quality Strategy into an action plan which all members support and are actively working together to deliver;
• developed and implemented a strengthened framework to evaluate the quality of end point assessment with a supporting digital solution and service; and oversee the Institute’s procured service;
• implemented an External Quality Assurance (EQA) charging structure;
• implemented a robust process that ensures learning from all aspects of the quality system is channelled back into the preparation and delivery of end point assessment plans; and
• grown the Institute’s credibility as an authority on technical education quality.

Performanceindicators

6. Principle 2 – collaborative relationships

Relationships

ByMarch2020 we will have:

• expanded the role of Route Panels to cover both apprenticeship and T Level business;
• strengthened our communications and engagement with all stakeholders to improve understanding of the Institute’s role and the linkages between T Levels and apprenticeships;
• improved the transparency of the Institute including its processes and the decisions and recommendations it makes;
• clarified and improved stakeholder understanding of the existing funding band recommendation process; and
• developed the capabilities of the Institute’s record management system to further support collaborative, data informed decision making by internal and external stakeholders.

 Performanceindicators

People

ByMarch2020 we will have:

• further strengthened the connectivity between the Institute’s work on apprenticeships and technical education;
• recruited to more than 90% against staffing plan and financial plan, with permanent staff turnover of less than 10%;
• implemented a workforce development strategy that includes learning and development, talent and leadership sub-strategies;
• Cabinet Office agreement for London premises solution by March 2020;
• strengthened financial and budgetary management processes across the Institute; and
• established an Institute centre of excellence for procurement and commercial services and expertise. 

Performanceindicators

7. Principle 3 – building credibility and transforming the landscape

Influence

ByMarch2020 we will have:

• established ways of ensuring greater exploitation of evidence and analysis produced by the Institute’s Digital Services and Data Science Team;
• developed the Institute’s thinking and the deepened relationships with stakeholders and partners, including with T Level awarding organisations;
• implemented a communications and engagement plan for the Institute which includes better utilisation of the communication potential of Board and Route Panel members;
• achieved greater recognition of the Institute as an arms length body that works closely with government and acts with integrity, representing its views and interests with clarity, purposefulness and honesty; and
• enacted timely resolutions to apprenticeship delivery policy issues. 

Performanceindicators

8. Chief Operating Officer

What we do

The Chief Operating Officer is directly accountable to the Chief Executive for the outputs of the Institute’s operational teams.  The Chief Operating Officer is responsible for developing the capacity of the Institute’s operational teams, ensuring their efficient operation and managing their performance. When required, the Chief Operating Officer deputises for the Chief Executive.

Priority tasks for 2019/20

• Ensuring that continuous improvement is at the heart of our the Institute’s operating culture
• Change programme projects deliver on their programme mandates
• Further strengthening the connectivity between the Institute’s work on apprenticeships and technical education
• Extending the capacity of the Institute and strengthening performance management
• Play a leading role in the development of the Institute’s thinking and the deepening of relationships with stakeholders and partners, including with T Level awarding organisations.

9. Apprenticeship and Technical Education Approvals

What we do

The Apprenticeship & Technical Education Approvals team manages the 15 employer-led Route Panels that review and approve new apprenticeship proposals, occupational standards, assessment plans and provide recommendations on funding bands.  We ensure that decisions made by the Route Panels meet the Institute’s criteria and quality statement to result in the highest quality outcomes for the benefit of employers, learners and the economy. 

Institutefocusfor:

• Route Panel
• Approvals and Funding Committee

Priority tasks for 2019/20

• Update and expand Occupational Maps to embrace all technical education qualifications
• Design and implement a process that delivers our statutory accountability for reviewing apprenticeship standards
• Expand the role of Route Panels to cover both apprenticeship and T Level business
• To define and agree the role of the Institute and the process by which level 4 and 5 qualifications will be reviewed

10. Standards Development

What we do

The Standards Development team is the Institute’s principal point of contact with trailblazers and employers, supporting them to supply and revise proposals, occupational standards, assessment plans and funding information that comply with Institute policy and meet the requirements of employers, apprentices and the outputs of the Institute’s statutory reviews process. The team oversees and drives the performance of the end-to-end development and approvals process. It also leads the Institute’s processes for the identification and resolution of policy issues concerning apprenticeship standards, including qualifications.

Institutefocusfor:

• Trailblazers

Priority tasks for 2019/20

• Ensuring that continuous improvement is at the heart of our delivery of an inventory of at least 475 apprenticeship standards available on the Institute’s website for employers and learners to use
• To ensure 85% of submissions to Route Panels meet the quality criteria fully, or with conditions, at the first attempt
• To consolidate Relationship Managers’ responsibilities for the through-life progression of apprenticeship standards
• To enact timely resolutions to apprenticeship delivery policy issues
• To conclude the ‘even faster and better’ initiative

11. Technical Education – Implementation and Delivery

 What we do

The Technical Education Implementation and Delivery team is responsible for the development and implementation of T Level qualifications. Building on relevant apprenticeship standards, we work with employers to design occupationally current content for high quality qualifications developed by contracted Awarding Organisations.

The team supports T Level Panels to design the content  for the T Level pathways and, once the contracts to Awarding Organisations are confirmed, coordinates work with those organisations and other bodies to develop high-quality qualifications.

Institutefocusfor:

• T Level Panels
• Contracted Awarding Organisations

Priority tasks for 2019/20

• Continue to build the capability and capacity to deliver the Institute’s technical education responsibilities
• Through a process of continuous improvement, refine the approach for future waves of T Levels
• Collaborate with contracted Awarding Organisations to develop and deliver high quality technical qualifications
• Deliver the technical qualification content of wave 3
• Determine and publish the additional steps required for students to reach occupational competence

12. Technical Education – Commercial

What we do

The Technical Education Commercial team is responsible for delivering a sustainable strategy for the procurement of future T Level pathways and for managing the contracts and single licence arrangements with Awarding Organisations for all pathways. The team works closely with the technical education implementation team in developing clear service requirements and to build an intelligent customer capability that ensures effective contract performance. 

Priority tasks for 2019/20

• Design and implement a robust approach to managing the contracts awarded for the delivery of technical qualifications
• Procure the most appropriate providers for the technical qualifications in wave 2
• Design and implement a refined strategy for the procurement of wave 3 technical qualifications, applying the learning from waves 1 and 2
• Provide greater support to potential bidders for wave 2 technical education qualifications
• To establish an Institute centre of excellence for procurement and commercial services and expertise

13. Assessment and Quality assurance

What we do

The Assessment & Quality Assurance team is responsible for developing and maintaining quality in assessment across apprenticeships and T-Level technical qualifications.

In particular, we will develop and deliver the operational processes to receive and review assessment plans submitted to the Institute, oversee the EQA process and deliver EQA where employers have chosen the Institute’s EQA option and support the development and delivery of technical  qualifications.

Institutefocusfor:

• Quality Assurance Committee
• Quality Alliance

Priority tasks for 2019/20

• Develop the Quality Alliance’s Quality Strategy into an action plan which all members support and are actively working together to deliver
• Develop and implement a strengthened framework to evaluate the quality of end point assessment with a supporting digital solution; and oversee the Institute’s procured service
• To review technical qualification assessment strategies making recommendations during the development phase to ensure assessments will deliver high quality qualifications
• Implement a robust process that ensures learning from all aspects of the quality system is channelled back into the preparation and delivery of end point assessment plans

14. Funding – Policy and Operations

* Funding review is a temporary team created to conduct a spe- cific, time bound project.

What we do

The Funding Team recommends an appropriate funding band for each apprenticeship to DfE, to support employers to purchase the high quality apprenticeship training they need.

We also review existing funding bands to make sure they support high quality delivery, and maximise value for money for employers and the taxpayer. We are working to develop the best approach for pricing apprenticeships in the long term.

Priority tasks for 2019/20

• Refine and improve the current funding band recommendation process
• Improve stakeholder understanding of the existing funding band recommendation process
• Fully develop and implement a long-term approach to funding band recommendations which offers greater transparency and raises stakeholder confidence
• Complete the review of 30 existing apprenticeship funding bands as requested by the Department for Education
• 85% of submissions to the Approval & Funding Committee and Ministers are approved at the first attempt

15. Digital Services and Data Science

What we do

The Digital Services and Data Science Unit is an interdisciplinary team which makes use of cutting edge analytical methods and large data sets to support decision making by the Institute and to influence innovation in the design of technical education.

We are also responsible for the development of the Institute’s website and internal management information systems.

Priority tasks for 2019/20

• Extend our digital service and further improved the quality of the Institute’s management information
• Establish ways of ensuring greater exploitation of the evidence and analysis produced by the Institute’s Digital Services and Data Science Team
• Expand our digital service to include the on-boarding of T Level case records and management information
• Develop the capabilities of the Institute’s record management system to further support collaborative, data informed decision making by internal and external stakeholders

16. Corporate Services

What we do

Corporate Services provides the central functions, structures and governance to enable the Institute to meet statutory, financial,  and assurance obligations, including programme and risk management, estates, legal, procurement and contract management. The team also provides strategic and operational leadership to our Route Panel membership and people support to the Institute as a whole. 

Institutefocusfor:

• Audit and Risk Assurance Committee
• People Forum
• Apprentice Panel

Priority tasks for 2019/20

• Recruit to more than 90% against staffing plan and financial plan, with permanent staff turnover of less than 10%
• Implement a workforce development strategy that includes learning and development, talent and leadership sub- strategies
• Cabinet Office agreement for London premises solution by March 2020
• Implement an EQA charging structure
• Strengthen financial and budgetary management processes across the Institute

17. Chief of Staff

What we do

The Chief of Staff’s office delivers the internal co-ordination that ensures the Institute runs efficiently and effectively, managing the flow of information across the Board, Committee and Route Panel network. We also provide strategic communications to Institute officials and members, ensure effective engagement with our partners and stakeholders, and are responsible for the profile of the Institute.

Institutefocusfor:

• Stakeholder Reference Panel
• Remuneration Committee
• Institute Board and all committees

Priority tasks for 2019/20

• Grow the Institute’s credibility as an authority on technical education quality
• Strengthen our communications and engagement with all stakeholders to improve understanding of the Institute’s role and the linkages between T Levels and apprenticeships
• Improve the transparency of the Institute including its processes and the decisions and recommendations it makes
• Implement a communication and engagement plan for the Institute which enhances our impact and standing, including through Board and Route Panel members
• Achieve greater recognition of the Institute as an arms length body that works closely with government and acts with integrity, representing its views and interests with clarity, purposefulness and honesty

18. Our resources

Resources

The Institute is an executive non-departmental public body, sponsored and fully-funded by the Department for Education. The terms of sponsorship and funding are agreed annually to reflect any changes to the remit of the Institute. The agreements, whilst giving the organisation the framework within which it must operate, are designed to provide sufficient scope to be independent from government and drive forward the quality agenda.

The Institute relies on the Department for Education for a number of the systems it needs to manage its HR, IT and digital and financial services. Where these services are provided to the Department for Education by shared service providers, the delivery arrangements are provided to the Institute on the same terms. The Institute ensures it manages its finances in line with ‘managing public money’ requirements.

Staffing

The Institute has recruited and developed a committed, knowledgeable and engaged group of staff since its inception. It has steadily grown in size as capability has been built and the scope of the organisation widened. At the start of April 2019, the Institute had 149 staff members. By March 2020 it is expected that the Institute will have grown to around 206 members of staff.

The key aim for the Institute in developing its workforce will continue to be to recruit quality and retain skill, experience and talent.

Below are some basic details of how the Institute’s staffing is currently comprised.

19. Download business plan

Business plan 2019 – 2020

Business plan 2018 – 2019