Quality Assurance Regulations: Section G

Section G: The validation of apprenticeships

 

G1.   General principles

This section sets out the processes for validating proposals for Higher and Degree Apprenticeships, as well as Higher Technical Qualifications (HTQs). These programmes combine work-based learning with academic study and lead to an academic, professional, or integrated qualification aligned to a specific occupational role. Apprentices are employed for the majority of their time and must undertake the minimum off-the-job training as prescribed by the specific Apprenticeship Standard.

 

Apprenticeships and HTQs that include a higher education qualification fall into the following categories:

 

• Higher Apprenticeships or HTQs at Levels 4 or 5 (e.g. Diploma of Higher Education or Foundation Degree)
• Degree Apprenticeships at Levels 6 or 7 (e.g. Bachelor’s or Master’s degree)

 

The validation regulations are designed to ensure that:

 

• The programme meets the relevant Apprenticeship Standard, adequately prepares apprentices for End-Point Assessment (EPA), and complies with Department for Education (DfE) Apprenticeship Funding Rules.
• The University and its staff have the opportunity to evaluate and enhance the programme, drawing on experience to maintain high academic and professional standards.

 

G2.   Administrative arrangements for validation

All apprenticeship programmes must be validated before apprentice recruitment may begin.

 

To be included on the Validation Schedule, Schools must notify RSO of proposed developments by submitting an outline proposal, in line with Section B3, and a completed apprenticeship validation form. Proposals must align with the School’s strategic plans for apprenticeships and demonstrate financial, resource, and market viability.

 

Apprenticeship validation will follow the University’s standard course validation procedures (see Section B), except where specific variations are identified in this section.

 

G3.   The validation process

The validation event will confirm that the proposed programme aligns with the University’s quality assurance framework, the relevant Apprenticeship Standard, and the associated EPA plan. This must allow apprentices to demonstrate the required knowledge, skills, and behaviours to achieve both the higher education qualification and the apprenticeship award.

 

The validation panel will be constituted in accordance with Section B. At least one external member must have experience of apprenticeships. Panels normally include two external members: one from industry or a professional background and one from the higher education sector. Where neither external member has apprenticeship experience, a third external member will be required. The Chair and internal members will normally have relevant degree apprenticeship experience.

 

In addition to the documentation specified in Section B, programme teams must address the following areas.

 

Rationale and development

• A clear rationale aligned with the School’s apprenticeship strategy and supported by evidence of financial, resource, and market viability.
• An explanation of how the programme will enable employers to develop workforce capacity and capability.
• Mapping of learning outcomes to the knowledge, skills, and behaviours within the relevant Apprenticeship Standard, at course or module level as appropriate, in addition to QAA Subject Benchmark or Characteristic Statements.
• Consideration of varied employment contexts and working patterns to ensure a sustainable balance between work, study, and personal commitments.
• Reference to the DfE Apprenticeship Funding Rules where issues specific to apprenticeships may arise, such as redundancy or changes in employer.
• Identification of any employer requirements that conflict with standard University term dates or assessment periods, which would require exemption approval from the Pro Vice-Chancellor (Teaching and Learning).

 

Admissions and recruitment

Any variation from standard admissions requirements must be clearly stated, including:

 

• Completion of an Initial Needs Assessment using the University’s standard template prior to enrolment.
• Commitment statements outlining roles, responsibilities, and schedules, using the University’s standard template.
• Confirmation that apprentices meet eligibility requirements for apprenticeship funding.

 

Programme delivery and support

Programme documentation must include:

 

• Arrangements for workplace support, including the role of University staff and the organisation of tripartite reviews.
• Confirmation of any additional academic, technical, or administrative resources required.
• A draft Learner Handbook outlining programme expectations and the respective support provided by the University and the employer.
• A draft programme plan identifying how the minimum off-the-job training requirement will be met and where annual leave may be taken.
• Details of how apprentices will evidence and reflect on their learning and progress against the Apprenticeship Standard.

 

Approval of an apprenticeship programme will normally be granted for a maximum of five years, or for the review period specified in the Apprenticeship Standard if this is shorter.

 

G4.   Annual evaluation

Apprenticeship programmes will follow the standard annual evaluation cycle. Reports must address issues specific to apprenticeship delivery and will be considered by the delivering School at its annual evaluation meeting, with oversight from the Standing Committee for Apprenticeships, Work-based Learning and Skills.

 

G5.   Subject review

Apprenticeship programmes are included within the University’s subject review cycle and will be reviewed as part of the assessment of provision within the relevant subject area.