fr03900 - it, software, web & telecoms professionals€¦ · k3 - level 3 certificate in ict...

Latest framework version?Please use this link to see if this is the latest issued version of this framework:afo.sscalliance.org/frameworkslibrary/index.cfm?id=FR03900

Issue date: 15 July 2016

IT, Software, Web &Telecoms Professionals(England)

IMPORTANT NOTIFICATION FOR ALL APPRENTICESHIP STARTS FROM 22 AUGUST2017Modifications to SASE came into effect on 22 August 2017. Accordingly, SASE publication DFE-00167-2017 appliesboth to new Apprenticeship starts from 22 August 2017 and all Apprenticeships commenced before and notcompleted by 22 August 2017.

For more details of the changes please read the following preface page to the framework document.

Issued byThe Tech Partnership

http://afo.sscalliance.org/frameworkslibrary/index.cfm?id=FR03900

Modifications to SASE came into effect on 22 August 2017. Accordingly, SASE publication DFE-00167-2017 applies both to new Apprenticeship starts from 22 August 2017 and all Apprenticeships commenced before and not completed by 22 August 2017.

The modifications allow for an exemption to the English and Maths regular minimum requirements for people with Special Educational Needs, Learning Difficulties or Disabilities. This means that adjusting the minimum requirements to Entry Level 3 in English and Maths can be considered by the provider, on an individual and case-by-case basis, where all of the conditions of the updated SASE section 18 (Intermediate level) or section 37 (Advanced level) for have been satisfied and can be evidenced. Full details relating to the exceptions eligibility criteria are contained in: Sections 15-23 of SASE for Intermediate Level ApprenticeshipsSections 34-42 of SASE for Advanced Level Apprenticeships

When applying this exemption, providers must STILL consider how to enable the Apprentice to access furtherliteracy and numeracy development – including Level 1 and Level 2 courses – as part of their overall trainingprovision.

The modifications to SASE have also extended the list of qualifications that meet the minimum Englishrequirements to allow for a British Sign Language (BSL) qualification, at the appropriate level, to be acceptedas an alternative to a qualification in English, where BSL is the primary language of the Apprentice.

Full details relating to BSL acceptance are contained in: Section 5(f) of SASE for Intermediate Level ApprenticeshipsSection 28(f) of SASE for Advanced Level Apprenticeships

Furthermore, the SASE modifications have further extended the list of qualifications that meet the minimumEnglish and Maths requirements to allow for the acceptance of a range of UK-wide qualifications, as analternative to qualifications gained in England.

Full details relating to the list of acceptable qualifications are contained in:

Sections 5(g-j) and 6(f-i) of SASE for Intermediate Level ApprenticeshipsSections 28(g-j) and 29(f-i) of SASE for Advanced Level Apprenticeships

The modifications include reference to the new numerical grades in the reformed GCSE system and theminimum grade requirements. A grade 4 (new grading) will be considered equivalent to a grade C (old grading). A grade 2 (new grading) will be considered equivalent to a Grade E (old grading).

Full details relating to the numerically graded GCSEs are contained in:

Sections 5 and 6 of SASE for Intermediate Level ApprenticeshipsSections 28 and 29 of SASE for Advanced Level Apprenticeships

Please note that some frameworks may have English and Maths grade/level requirements that are above theSASE regular minimum requirements. The exceptions relating to the use of British Sign Language or Entry Level3 qualifications, detailed above, do not apply to industry-specific minimum entry requirements. Please checkspecific framework documents to ascertain where this is the case and/or check directly with the Issuing Authorityresponsible for the framework.

The updated version of SASE, and guidance documents, can be accessed here:https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/630068/Specification_of_Apprenticeship_Standards_for_England_.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/630068/Specification_of_Apprenticeship_Standards_for_England_.pdf

... IT, Software, Web & Telecoms Professionals (England)

Apprenticeship in Construction-Building....

apprenticeshipFRAMEWORKS ONLINE

IT, Software, Web & Telecoms Professionals(England)




Framework summaryIT, Software, Web & Telecoms Professionals

Intermediate Apprenticeship for IT, Software, Web & TelecomsProfessionals

This framework includes information on Personal Learning and Thinking Skills

Pathways for this framework at level 2 include:

Pathway 1: IT, Software, Web & Telecoms Professionals

Competence qualifications available to this pathway:C1 - Level 2 Diploma in Professional Competence for IT & Telecoms Professionals

C2 - Level 2 Diploma in IT Skills for Communication Specialists (QCF)

C3 - Diploma in ICT Professional CompetenceKnowledge qualifications available to this pathway:K1 - Level 2 Award in ICT Systems and Principles

K2 - Level 2 Diploma in IT

K3 - Level 2 Certificate in ICT Systems Support

K4 - Level 2 Diploma in ICT Systems Support

K5 - Level 2 Diploma in ICT Systems and Principles for IT Professionals

K6 - Level 2 Certificate in ICT Systems and Principles for Bowman Operator Apprentices

K7 - Level 2 Certificate in ICT Systems and Principles

K8 - Level 2 Award for Digital Home Technology Integrators

K9 - Level 2 Certificate for Home Technology Integrators

K10 - OCR Level 2 Cambridge Technical Certificate in IT

K11 - OCR Level 2 Cambridge Technical Extended Certificate in IT

K12 - OCR Level 2 Cambridge Technical Diploma in IT

K13 - Level 2 Certificate in IT Skills for Employment

K14 - Level 2 Certificate In Open Systems IT ManagementCombined qualifications available to this pathway:N/A

This pathway also contains information on:

Employee rights and responsibilitiesFunctional skills

IT, Software, Web & Telecoms Professionals

Advanced Apprenticeship for IT, Software, Web & TelecomsProfessionals




This framework includes information on Personal Learning and Thinking Skills

Pathways for this framework at level 3 include:


Competence qualifications available to this pathway:C1 - Level 3 Diploma in ICT Professional Competence

C2 - Level 3 Diploma in Professional Competence for IT and Telecoms ProfessionalsKnowledge qualifications available to this pathway:K1 - Level 3 Diploma in ICT Systems and Principles


K3 - Level 3 Certificate in ICT Systems and Principles for Advanced Bowman Apprentices

K4 - Level 3 Subsidiary Diploma in IT

K5 - BTEC National Diploma in IT

K6 - BTEC Extended Diploma in IT

K7 - BTEC Level 3 Extended Diploma in ICT Systems and Principles

K8 - Diploma in ICT Systems Support


K10 - OCR Level 3 Cambridge Technical Introductory Diploma in IT

K11 - OCR Level 3 Cambridge Technical Subsidiary Diploma in IT


K13 - OCR Level 3 Cambridge Technical Extended Diploma in IT

K14 - Level 3 Award in ICT systems and principals for Professionals

K15 - Level 3 Extended Diploma in IT

K16 - Level 3 Diploma in Open Systems ComputingCombined qualifications available to this pathway:N/A

This pathway also contains information on:

Employee rights and responsibilitiesFunctional skills




Framework information

Information on the Issuing Authority for this framework:

The Tech Partnership

The Apprenticeship sector for occupations in business and Information Technology.

Short description

This Apprenticeship framework provides the skills, knowledge and competence required tobecome an IT, Software, Web or Telecoms Professional in a wide range of job roles such as:

IT Technical SupportSoftware DeveloperWeb DeveloperDatabase AdministratorTelecoms EngineerNetwork Planner

The Apprenticeship programme combines skills and knowledge with employment in an IT role,meaning that apprentices are paid throughout the programme. Apprentices can apply andimprove their skills in the workplace to complement the instructor-led learning.

This framework includes:

Level 2Level 3

Issue number: 20

Framework ID:FR03900

Date this framework is to be reviewedby: 31/12/2017 This framework is for use in: England




Contact information

Proposer of this framework

The Tech Partnership UK Joint Awarding Body Forum and ICT Skills Action Group

Developer of this framework

Name: Harry GoldieOrganisation: The Tech Partnership

Organisation type: Sector Skills CouncilJob title: Apprenticeships

Phone: 020 7963 8920Email: [email protected]

Postal address: 1 Castle LaneLondonSW1E 6DR

Website: www.thetechpartnership.com

Issuing Authority's contact details

Issued by: The Tech PartnershipIssuer contact name: Harry Goldie

Issuer phone: 020 7963 8920Issuer email: [email protected]




Revising a framework

Contact details

Who is making this revision: Harry GoldieYour organisation: The Tech Partnership

Your email address: [email protected]

Why this framework is being revised

Addition of two new qualifications and to remove one qualification

Summary of changes made to this framework

Addition of one Level 2 and one Level 3 qualification from TLM

Removal of one Level 3 qualification from BIIAB - credit value too low for framework

Qualifications removed

BIIAB Level 3 Award in ICT systems and principals for Professionals 601/6506/6

Qualifications added

TLM Level 2 Certificate In Open Systems IT Management 601/4276/5

TLM Level 3 Diploma in Open Systems Computing 601/1376/5

Qualifications that have been extended

N/A




Purpose of this framework

Summary of the purpose of the framework

An Apprenticeship is a job with an accompanying skills development programme designed byemployers in the sector. It allows the apprentice to gain technical knowledge and real practicalexperience, along with functional and personal skills, required for their immediate job andfuture career. These are acquired through a mix of learning in the workplace, formal off the jobtraining and the opportunity to practice and embed new skills in a real work context. Thisbroader mix differentiates the Apprenticeship experience from training delivered to meetnarrowly focused job needs.

On completion of the Apprenticeship the apprentice must be able to undertake the full range ofduties, in the range of circumstances appropriate to the job, confidently and competently tothe standard set by the industry

This Apprenticeship programme is designed for new entrants to a role in the IT & Telecomssector, and to provide progression and re-skilling routes for existing IT Professionals.Apprentices can work in areas such as:

Software & Web DevelopmentTechnical SupportTelecommunicationsIT Project Management

What is included in this Apprenticeship?

The apprenticeship is made up of qualifications and learning that will provide apprentices withthe skills and knowledge required to become competent in their chosen job role.

The framework includes a balance of content in technical, business and interpersonal areas,designed to ensure apprentices have an appropriate set of skills to operate in today’s IT &Telecoms job roles.

The technical content includes units for Software Development, Web Development, TechnicalSupport, Telecommunications and Databases. In addition to generic units, the apprenticeshipcontains 'vendor' and industry recognised content from Microsoft, Cisco, Oracle, VM Ware andCompTIA.

Aims and objectives of this framework (England)

Why is this Apprenticeship important?




In 2009 e-skills UK, now Tech Partnership, published Technology Counts: IT & Telecoms Insights2010, which summarised the findings of research to provide an in depth understanding of theexisting IT & Telecoms landscape and forecasts of the future based on the best availableintelligence, including new input from over 2,000 employers across the UK.

The research found that there is a need for 110,500 new entrants a year over the next 5 yearsinto IT & Telecoms professional occupations. Apprenticeship programmes provide a vital routeto bring new entrants into this growing area.

The sector will require 20,800 new entrants each year from full-time education, but also57,800 entrants per annum from roles in other sectors and 43,600 per annum from othersources (such as returners to work), which could also be well suited to apprenticeship training.

The objective for this Apprenticeship framework is that it will enable an increasing number ofwell-trained new entrants to join the sector over the next 5 years, growing each year from thecurrent number of 8,000 apprentices starting their programme in 2009/10.

How is an apprenticeship delivered?

An Apprenticeship programme is fundamentally designed to be a work-based programme,whereby instructor-led learning can be immediately applied by apprentices in a real workcontext.

The qualifications contained in the framework reflect the overall design of an apprenticeship.The mandatory units from the competence qualification must be assessed in the workplace,and wherever possible, it is recommended that optional units should also be assessed in thiscontext.

The knowledge component (or technical certificate) will generally be taught in an off-the-jobsetting, and assessed using assignments or tests, in order to ensure the apprentice has gainedthe underpinning theory and principles required for the role.




Entry conditions for this frameworkThere are no entry conditions for this Apprenticeship framework. However, many employersrequire good (A*-C) GCSE passes in English and Maths in order to enter an AdvancedApprenticeship, and a Level 3 qualification (such as A Level or BTEC National) in order to startthe Higher Apprenticeship.

(nb For more detailed requirements on Advanced Apprenticeship and Higher Apprenticeshipentry, please refer to later sections)

Prospective apprentices who have achieved a GCSE grade A*-C in Maths and English will beexempt from completing the corresponding Key Skills or Functional Skills, if these were gainedwithin 5 years of beginning the Apprenticeship programme.

The majority of apprenticeship roles within the IT and Telecoms sector require:

Individuals to be proactive, fast learners; able to work both in a team and sometimesaloneThe ability to focus on assisting customers and colleagues find solutions to problemsThe ability to work logically and methodically, often under pressure to set deadlinesGood attention to detail and the ability to deliver what is required, when it is requiredIndividuals to be open to change and focus on the requirements of the business at alltimes

Roles in areas, such as Software and Web Development would suit individuals who:

Have an interest in design and creativity, with good attention to detailHave a mathematical or analytical mindHave good logical reasoning and problem solving skills

Roles in IT Services would suit individuals who:

Are able to analyse and solve problemsHave an interest in both hardware and softwareEnjoy working to deadlines and under pressure

Roles in Technical Sales and Consulting would suit individuals who:

Have a broad knowledge of technologyHave excellent interpersonal skills and are comfortable presenting to others


...... level 2



Title for this framework at level 2

Intermediate Apprenticeship for IT,Software, Web & Telecoms Professionals

Pathways for this framework at level 2


Level 2


...... level 2

......... Pathway 1



Description of this pathway

This pathway covers all job roles in the IT & Telecoms sector.

This Intermediate Apprenticeship requires a minimum of 75 credits..

Entry requirements for this pathway in addition to the framework entryrequirements

There are no further entry requirements in addition to the general requirements.

Employers would also value achievement of the Level 2 IT Diploma (for 14-19 year olds) orone of the listed Knowledge Qualifications for this Intermediate Apprenticeship framework.However, it is recognised that these are not available to all prospective apprentices, so this isnot an entry requirement.

Level 2, Pathway 1: IT, Software, Web &Telecoms Professionals


...... level 2

......... Pathway 1



Job title(s) Job role(s)

Support Technician Setting up new equipment or upgrading existing systems

Website Administrator Monitoring website content and editing and uploading material asrequired

Helpdesk Professional Working with customers (primarily over the phone and via e-mail)to identify, troubleshoot and escalate IT faults

Field Operations (Lineinstaller & repairer)

Travel to customer sites to install, connect, maintain, test andrepair equipment and services


...... level 2

......... Pathway 1



Qualifications

Competence qualifications available to this pathway

C1 - Level 2 Diploma in Professional Competence for IT & Telecoms Professionals

No. Ref no. Awarding organisationCreditvalue

Guidedlearning

hours

UCASpointsvalue

C1a 501/1290/9 Pearson Edexcel 48 360 N/A

C1b 501/1789/0 City & Guilds 48 270-355 N/A

C1c 501/0735/5 OCR 48 250-386 N/A

C1d 501/1686/1 Pearson EDI 48 220-345 N/A

C1e 601/0509/4 Skillsfirst 48 255 N/A

C1f 601/6450/5 BIIAB 48 270-355 N/A

C1g 601/7873/5 NCFE 48 360 N/A

C2 - Level 2 Diploma in IT Skills for Communication Specialists (QCF)


Guidedlearning

hours

UCASpointsvalue

C2a 601/4065/3 aptawards 48 320 N/A


...... level 2

......... Pathway 1



Competence qualifications available to this pathway (cont.)

C3 - Diploma in ICT Professional Competence


Guidedlearning

hours

UCASpointsvalue

C3a 601/5919/4 FAQ 48 255-370 N/A

C3b 601/7120/0 TQUK 48 255-370 N/A

Knowledge qualifications available to this pathway

K1 - Level 2 Award in ICT Systems and Principles


Guidedlearning

hours

UCASpointsvalue

K1a 500/3475/3 City & Guilds 12 90-100 N/A

K1b 600/0785/0 OCR 12 70-105 N/A

K1c 601/0516/1 Skillsfirst 12 75 N/A

K1d 601/5918/2 FAQ 12 75-140 N/A

K1e 601/6468/2 BIIAB 12 70-105 N/A

K1f 601/7133/9 TQUK 12 70-105 N/A

K2 - Level 2 Diploma in IT


Guidedlearning

hours

UCASpointsvalue

K2a 500/9552/3 Edexcel 60 360 N/A


...... level 2

......... Pathway 1



Knowledge qualifications available to this pathway (cont.)

K3 - Level 2 Certificate in ICT Systems Support


Guidedlearning

hours

UCASpointsvalue

K3a 501/1623/X City & Guilds 27 170-240 N/A

K4 - Level 2 Diploma in ICT Systems Support


Guidedlearning

hours

UCASpointsvalue

K4a 501/1430/X City & Guilds 37 250-275 N/A

K5 - Level 2 Diploma in ICT Systems and Principles for IT Professionals


Guidedlearning

hours

UCASpointsvalue

K5a 501/1859/6 City & Guilds 37 220-320 N/A

K5b 601/6469/4 BIIAB 37 214-295 N/A


...... level 2

......... Pathway 1




K6 - Level 2 Certificate in ICT Systems and Principles for Bowman Operator Apprentices


Guidedlearning

hours

UCASpointsvalue

K6a 500/9703/9 City & Guilds 16 156 N/A



Guidedlearning

hours

UCASpointsvalue

K7a 501/1381/1 Edexcel 13 120 N/A

K7b 600/2194/9 EDI 13 105-135 N/A

K7c 601/6470/0 BIIAB 24 135-193 N/A

K7d 601/7867/X NCFE 13 80-110 N/A

K8 - Level 2 Award for Digital Home Technology Integrators


Guidedlearning

hours

UCASpointsvalue

K8a 600/3703/9 City & Guilds 12 100 N/A

K9 - Level 2 Certificate for Home Technology Integrators


Guidedlearning

hours

UCASpointsvalue

K9a 500/6502/6 City & Guilds 16 130 N/A


...... level 2

......... Pathway 1






Guidedlearninghours

UCASpointsvalue

K10a 600/4219/9 OCR 15 90 N/A

K11 - OCR Level 2 Cambridge Technical Extended Certificate in IT


Guidedlearninghours

UCASpointsvalue

K11a 600/4225/4 OCR 30 180 N/A



Guidedlearninghours

UCASpointsvalue

K12a 600/4222/9 OCR 60 360 N/A

K13 - Level 2 Certificate in IT Skills for Employment


Guidedlearninghours

UCASpointsvalue

K13a 601/4066/5 apt awards 15 90 N/A


...... level 2

......... Pathway 1




K14 - Level 2 Certificate In Open Systems IT Management


Guidedlearninghours

UCASpointsvalue

K14a 601/4276/5 TLM 20 150 N/A


...... level 2

......... Pathway 1



Combined qualifications available to this pathway

N/A

Relationship between competence and knowledge qualifications

K1 - K14 provide underpinning knowledge and understanding for C1 - C3.

There are no restrictions on the use of knowledge qualifications. The competence qualificationhas been designed to be used with all of the knowledge included in the framework, as detailedin the Pathway Description section above.

The framework is designed in this way to provide maximum flexibility for employers andapprentices, due to the constantly changing job roles and technology requirements in the IT &Telecoms sector.

The 'Diploma in Professional Competence' contains a wide range of units that can be selectedby employers, apprentices and training providers to match any of the job roles required in thesector.

The knowledge qualifications are designed to be suitable for all job roles, especially thequalifications in 'ICT Systems & Principles' which provide broad underpinning knowledge forapprentices.

In addition, selected knowledge qualifications provide a more focused approach to a specific jobrole. In the Level 2 Apprenticeships, the ICT Systems Support qualification is designed forTechnical Support and Helpdesk roles. Employers, apprentices and training providers shouldselect the best knowledge qualifications based on the requirements of the apprentice's role.For example, some roles will require further theoretical or technical knowledge before anapprentice is able to take on the day-to-day requirement of the role.


...... level 2

......... Pathway 1



Transferable skills (England)

Functional Skills / GCSE (with enhanced functional content) and Key Skills(England)

Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values. Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded.

EnglishMinimum

levelor grade

Creditvalue

Functional Skills qualification in English 1 5

GCSE qualification in English (with enhanced functional content) E 5

Key Skills qualification in Communication achieved either before September2013 as part of the Apprenticeship, or...*

1 5

GCSE Qualification in English* C N/A

A' Level or AS Level qualification in English Language* E N/A

A' Level or AS Level qualification in English Literature* E N/A

A' Level or AS Level qualification in English Language and Literature* E N/A

GCSE or O' Level qualification in English Language** A N/A

A' Level or AS Level qualification in English Language** A N/A

A' Level or AS Level qualification in English Literature** A N/A

A' Level or AS Level qualification in English Language and Literature** A N/A

* achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship.

** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.


...... level 2

......... Pathway 1



MathematicsMinimum

levelor grade

Creditvalue

Functional Skills qualification in Mathematics 1 5

GCSE qualification (with enhanced functional content) in Mathematics E 5

Key Skills qualification in Application of Number achieved either beforeSeptember 2013 as part of the Apprenticeship, or...*

1 5

GCSE qualification in Mathematics* C N/A

A' level or AS Level qualification in Mathematics* E N/A

A' Level or AS Level qualification in Pure Mathematics* E N/A

A'Level or AS Level qualification in Further Mathematics* E N/A

GCSE or O'Level qualification in Mathematics** A N/A

A' Level or AS Level qualification in Mathematics** A N/A

A' Level or AS Level qualification in Pure Mathematics** A N/A

A' Level or AS Level qualification in Further Mathematics** A N/A




...... level 2

......... Pathway 1



ICT

Apprentices must complete or have completed one of the ICT transferable skills qualificationslisted below in order to successfully complete their Apprenticeship and this will carry the QCFfive credit values. If they do not have one of these qualifications as part of their evidence anApprenticeship certificate cannot be awarded.

ICTMinimum

levelor grade

Creditvalue

Functional Skills qualification in Information and Communications Technology(ICT)

1 5

GCSE qualification in ICT (with enhanced functional content) E 5

Key Skills qualification in ICT achieved either before September 2013 as part ofthe Apprenticeship, or...*

1 5

GCSE qualification in ICT* C N/A

A' Level or AS Level qualification in ICT* E N/A

GCSE or O'Level qualification in ICT** A N/A

A' Level or AS Level qualification in ICT** A N/A



Inclusion of Information and Communications Technology (ICT)

ICT has been included in this framework since it is fundamental to effective performance.

Progression routes into and from thispathwayTypically an apprentice will enter the Intermediate Apprenticeship directly from education orfrom an existing role in the sector.

While it is not mandatory for an apprentice to achieve an Intermediate Apprenticeship prior toembarking upon the Advanced Apprenticeship programme, it may be beneficial in some cases


...... level 2

......... Pathway 1



embarking upon the Advanced Apprenticeship programme, it may be beneficial in some casesto begin at Level 2 as some of the fundamentals of an IT business and core technical skillsneed to be learned at a basic level before more advanced IT skills and techniques can beeffectively applied in the workplace.

Having completed a Level 2 Apprenticeship Framework, apprentices may then progress on to aLevel 3 Apprenticeship – or continue to work and undertake a range of professional job-specificqualifications and training.

Some apprentices may elect to continue their technical studies and embark upon job-specificprofessional/vendor qualifications (for example: with Microsoft, Cisco, Oracle, VM Ware orCompTIA).

Progression on to the Level 3 and Level 4 Frameworks would be recommended to enable theachievement of further nationally recognised qualifications and technical training, whilstremaining in employment.

Alternatively, apprentices may elect to return to full-time education, and to complete A Levels,the IT Diploma, BTECs or an equivalent qualification.


...... level 2

......... Pathway 1



Employee rights and responsibilitiesTo achieve the ERR national outcomes the apprentice must demonstrate that he/she:

1. Knows and understands the range of employer and employee statutory rights andresponsibilities under Employment Law. This should cover the apprentice’s rights andresponsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safetylegislation, together with the responsibilities and duties of employers;2. Knows and understands the procedures and documentation in their organisation whichrecognise and protect their relationship with their employer. Health & Safety and Equality &Diversity training must be an integral part of the apprentice’s learning programme;3. Knows and understands the range of sources of information and advice available to them ontheir employment rights and responsibilities. Details of Access to Work and Additional LearningSupport must be included in the programme;4. Understands the role played by their occupation within their organisation and industry;5. Has an informed view of the types of career pathways that are open to them;6. Knows the types of representative bodies and understands their relevance to their skill,trade or occupation, and their main roles and responsibilities;7. Knows where and how to get information and advice on their industry, occupation, trainingand career ;8. Can describe and work within their organisation’s principles of conduct and codes of practice;9. Recognises and can form a view on issues of public concern that affect their organisationand industry.

The Employee Rights & Responsibilities must be formally assessed and verified through:

Completing and assessing the Employment Rights and Responsibilities Portfolio, availableat www.thetechpartnership.com. The portfolio must then be signed and submitting to theTech Partnership for approval.Achievement of an accredited QCF unit approved for this purpose by the Tech Partnership


...... level 3



Title for this framework at level 3

Advanced Apprenticeship for IT,Software, Web & Telecoms Professionals

Pathways for this framework at level 3


Level 3


...... level 3

......... Pathway 1



Description of this pathway

This pathway covers all job roles in the IT & Telecoms sector.

This framework requires a minimum of 111 credits.

Entry requirements for this pathway in addition to the framework entryrequirements

There are no formal additional requirements for Advanced Apprenticeships, but manyemployers will require 5 GCSEs (A*-C) or an equivalent qualification when applying for theprogramme.

Employers would also value achievement of the Level 2 IT Diploma (for 14-19 year olds) orone of the listed Knowledge Qualifications for the Intermediate Apprenticeship framework.However, it is recognised that these are not available to all prospective apprentices, so this isnot an entry requirement.

Level 3, Pathway 1: IT, Software, Web &Telecoms Professionals


...... level 3

......... Pathway 1



Job title(s) Job role(s)

Software/ Web Developer Creating software applications and websites

Desktop Support Engineer Installing and troubleshooting desktop PCs

Network Planner Designing and planning the installation of IT and Telecomsnetworks

Database Administrator Responsible for the maintenance and security oforganisation's databases

Network Engineer Maintaining company networks, including servers, softwareand security

Software Tester Testing software applications before they are released


...... level 3

......... Pathway 1



Qualifications

Competence qualifications available to this pathway

C1 - Level 3 Diploma in ICT Professional Competence


Guidedlearning

hours

UCASpointsvalue

C1a 501/1291/0 Pearson Edexcel 72 540 N/A

C1b 501/1788/9 City & Guilds 72 525-565 N/A

C1c 501/1124/3 OCR 72 369-608 N/A

C1d 501/1875/4 Pearson EDI 72 421-513 N/A

C1e 601/0448/X Skillsfirst 72 451 N/A

C1f 601/2103/8 Lifetime 72 420-575 N/A

C1g 601/5923/6 FAQ 72 451-558 N/A

C1h 601/6356/2 NCFE 72 540 N/A

C1i 601/6447/5 BIIAB 72 420-575 N/A

C1j 601/7134/0 TQUK 72 451-558 N/A

C2 - Level 3 Diploma in Professional Competence for IT and Telecoms Professionals


Guidedlearning

hours

UCASpointsvalue

C2a 601/6775/0 Open College Network West Midlands 72 540


...... level 3

......... Pathway 1



Knowledge qualifications available to this pathway

K1 - Level 3 Diploma in ICT Systems and Principles


Guidedlearning

hours

UCASpointsvalue

K1a 501/0277/1 City & Guilds 72 595-612 N/A

K1b 501/1435/9 Edexcel 37 320 N/A

K1c 601/2172/5 Lifetime 72 374-595 N/A

K1d 601/6358/6 NCFE 37 270-305 N/A

K1e 601/6449/9 BIIAB 48 285-390 N/A


...... level 3

......... Pathway 1






Guidedlearning

hours

UCASpointsvalue

K2a 500/3476/5 City & Guilds 24 160-170 N/A

K2b 501/1436/0 Edexcel 24 150-190 N/A

K2c 600/1317/5 OCR 24 150-190 N/A

K2d 600/2195/0 EDI 25 195-230 N/A

K2e 601/0292/5 Skillsfirst 24 165 N/A

K2f 601/5920/0 FAQ 24 165-235 N/A

K2g 601/6357/4 NCFE 24 180-200 N/A

K2h 601/6461/X BIIAB 24 150-190 N/A

K2i 601/7132/7 TQUK 24 190-195 N/A

K3 - Level 3 Certificate in ICT Systems and Principles for Advanced Bowman Apprentices


Guidedlearning

hours

UCASpointsvalue

K3a 501/0866/9 City & Guilds 24 190 N/A

K4 - Level 3 Subsidiary Diploma in IT


Guidedlearning

hours

UCASpointsvalue

K4a 500/9147/5 Edexcel 60 360 40-140


...... level 3

......... Pathway 1



K5 - BTEC National Diploma in IT


Guidedlearning

hours

UCASpointsvalue

K5a 500/9150/5 Edexcel 120 720 80-280


...... level 3

......... Pathway 1




K6 - BTEC Extended Diploma in IT


Guidedlearning

hours

UCASpointsvalue

K6a 500/9149/9 Edexcel 180 1080 120-420

K7 - BTEC Level 3 Extended Diploma in ICT Systems and Principles


Guidedlearning

hours

UCASpointsvalue

K7a 600/1086/1 Edexcel 72 595

K7b 601/6891/2 Open College Network West Midlands 72 620

K8 - Diploma in ICT Systems Support


Guidedlearning

hours

UCASpointsvalue

K8a 501/1585/6 City & Guilds 72 489-540 N/A


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Guidedlearning

hours

UCASpointsvalue

K9a 600/4228/X OCR 30 180

K10 - OCR Level 3 Cambridge Technical Introductory Diploma in IT


Guidedlearninghours

UCASpointsvalue

K10a 600/4623/5 OCR 60 360

K11 - OCR Level 3 Cambridge Technical Subsidiary Diploma in IT


Guidedlearninghours

UCASpointsvalue

K11a 600/4237/0 OCR 90 540



Guidedlearninghours

UCASpointsvalue

K12a 600/4231/X OCR 120 720


...... level 3

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K13 - OCR Level 3 Cambridge Technical Extended Diploma in IT


Guidedlearninghours

UCASpointsvalue

K13a 600/4234/5 OCR 180 1080

K14 - Level 3 Award in ICT systems and principals for Professionals


Guidedlearninghours

UCASpointsvalue

K14a 601/6506/6 BIIAB 12 65-105 N/A

K15 - Level 3 Extended Diploma in IT


Guidedlearninghours

UCASpointsvalue

K15a 601/7050/5 NCFE 180 1080

K16 - Level 3 Diploma in Open Systems Computing


Guidedlearninghours

UCASpointsvalue

K16a 601/1376/5 TLM 50 360 N/A


...... level 3

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Combined qualifications available to this pathway

N/A

Relationship between competence and knowledge qualifications

K1 - K16 provide underpinning knowledge and understanding for C1 - C2.

There are no restrictions on the use of knowledge qualifications. The competence qualificationhas been designed to be used with any of the knowledge qualifications included in theframework, as detailed in the Pathway Description section above.

Employers, apprentices and training providers should select the most appropriate knowledgequalification based on the requirements of the apprentice's role. For example, some roles willrequire further theoretical or technical knowledge before an apprentice is able to take on theday-to-day requirement of the role.


...... level 3

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Transferable skills (England)

Functional Skills / GCSE (with enhanced functional content) and Key Skills(England)

Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values. Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded.

EnglishMinimum

levelor grade

Creditvalue

Functional Skills qualification in English 2 5

GCSE qualification in English (with enhanced functional content) C 5

Key Skills qualification in Communication achieved either before September2013 as part of the Apprenticeship, or...*

2 5

GCSE Qualification in English* C N/A

A' Level or AS Level qualification in English Language* E N/A

A' Level or AS Level qualification in English Literature* E N/A

A' Level or AS Level qualification in English Language and Literature* E N/A

GCSE or O' Level qualification in English Language** A N/A

A' Level or AS Level qualification in English Language** A N/A

A' Level or AS Level qualification in English Literature** A N/A

A' Level or AS Level qualification in English Language and Literature** A N/A




...... level 3

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MathematicsMinimum

levelor grade

Creditvalue

Functional Skills qualification in Mathematics 2 5

GCSE qualification (with enhanced functional content) in Mathematics C 5

Key Skills qualification in Application of Number achieved either beforeSeptember 2013 as part of the Apprenticeship, or...*

2 5

GCSE qualification in Mathematics* C N/A

A' level or AS Level qualification in Mathematics* E N/A

A' Level or AS Level qualification in Pure Mathematics* E N/A

A'Level or AS Level qualification in Further Mathematics* E N/A

GCSE or O'Level qualification in Mathematics** A N/A

A' Level or AS Level qualification in Mathematics** A N/A

A' Level or AS Level qualification in Pure Mathematics** A N/A

A' Level or AS Level qualification in Further Mathematics** A N/A




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ICT

Apprentices must complete or have completed one of the ICT transferable skills qualificationslisted below in order to successfully complete their Apprenticeship and this will carry the QCFfive credit values. If they do not have one of these qualifications as part of their evidence anApprenticeship certificate cannot be awarded.

ICTMinimum

levelor grade

Creditvalue

Functional Skills qualification in Information and Communications Technology(ICT)

2 5

GCSE qualification in ICT (with enhanced functional content) C 5

Key Skills qualification in ICT achieved either before September 2013 as part ofthe Apprenticeship, or...*

2 5

GCSE qualification in ICT* C N/A

A' Level or AS Level qualification in ICT* E N/A

GCSE or O'Level qualification in ICT** A N/A

A' Level or AS Level qualification in ICT** A N/A



Inclusion of Information and Communications Technology (ICT)

ICT has been included since it is fundamental to effective performance.

Progression routes into and from thispathwayThe Level 3 Advanced Apprenticeship programme offers successful apprentices the opportunityto further progress in their studies and go on to undertake a related IT degree programme.They could select from Bachelors degrees, Foundation degrees, Higher Nationals or anotherhigher level qualification, in areas such as Computing, Business Information Systems, IT or


...... level 3

......... Pathway 1



Telecommunications. Apprentices may also elect to continue within their job role and pursuetheir learning by undertaking additional technical, business or managerial level training andqualifications.

Apprentices who have completed a Level 3 apprenticeship programme have often progressedwithin their career to take on team leader or senior level positions, utilising their expandingtechnical expertise – and guiding and training others within the organisation.

UCAS points for this pathway: N/A


...... level 3

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Employee rights and responsibilitiesTo achieve the ERR national outcomes the apprentice must demonstrate that he/she:

1. Knows and understands the range of employer and employee statutory rights andresponsibilities under Employment Law. This should cover the apprentice’s rights andresponsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safetylegislation, together with the responsibilities and duties of employers;2. Knows and understands the procedures and documentation in their organisation whichrecognise and protect their relationship with their employer. Health & Safety and Equality &Diversity training must be an integral part of the apprentice’s learning programme;3. Knows and understands the range of sources of information and advice available to them ontheir employment rights and responsibilities. Details of Access to Work and Additional LearningSupport must be included in the programme;4. Understands the role played by their occupation within their organisation and industry;5. Has an informed view of the types of career pathways that are open to them;6. Knows the types of representative bodies and understands their relevance to their skill,trade or occupation, and their main roles and responsibilities;7. Knows where and how to get information and advice on their industry, occupation, trainingand career ;8. Can describe and work within their organisation’s principles of conduct and codes of practice;9. Recognises and can form a view on issues of public concern that affect their organisationand industry.

The Employee Rights & Responsibilities must be formally assessed and verified through:

Completing and assessing the Employment Rights and Responsibilities Portfolio, availableat www.thetechpartnership.com. The portfolio must then be signed and submitting to theTech Partnership for approval.Achievement of an accredited QCF unit approved by the Tech Partnership as beingsuitable for this purpose




The remaining sections apply to all levels and pathways within this framework.

How equality and diversity will be metEQUALITY AND DIVERSITY

The Tech Partnership IT & Telecoms Apprenticeship Framework offers no barriers to entry andintends to accommodate all learners regardless of gender, age, disability or ethnic origin.

The learning content required for the off-the-job learning can be delivered in a number ofdifferent learning styles to accommodate learner requirements.

This Apprenticeship framework is primarily designed to help new entrants into the IT &Telecoms workforce, thereby ensuring fair access for all that apply for the programme.

The Tech Partnership expects employers and training providers to comply with the Equality Act2010 to ensure that applicants are not discriminated against in terms of entry to, andprogression within the sector, using the 8 protected characteristics of:

1. Age2. Disability3. Gender reassignment4. Marriage and civil partnership5. Pregnancy and maternity6. Race7. Religion or belief8. Sex or sexual orientation

The following section is included to identify current workforce demographics.

GENDER EQUALITYGender imbalance remains a significant issue for the IT & Telecoms sector. Considering IT &Telecoms professional job roles across all sectors, there has been a drop of femalerepresentation from 22% in 2001 to 17% in 2009. This compares to the overall UK workforcebeing 45% female.

As is the case in industry, gender imbalance is prevalent across IT-related courses, and this isworsening over time throughout the education system. 15% of applicants to Computing degreecourses are female and whilst the absolute number of females taking Computing A-level hasfallen again, the proportion has stabilised at 10% of those sitting in 2009.

This under-representation of women across the whole IT & Telecoms sector has a number ofcauses including:




a lack of awareness (by both individuals and career advisors) of the broad range ofcareer opportunities availableconfusion in school teaching of ICT between IT User and IT professional roles

The Tech Partnership has initiated or participated in a number of programmes to address thisgender gap and encourage girls to consider a career in IT.

AGE OF WORKFORCEAnalysis of the period 2001-2009 shows a changing trend in the age profile of IT & Telecomsprofessionals. The proportion of people aged 16-29 has dropped from 33% in 2001 to 22% in2009.

44% of IT & Telecoms professionals are now 40+, compared to 31% eight years ago. Duringthis period, the proportions in each age category across the overall UK economy haveremained stable.

A key contributory factor to this changing dynamic in IT & Telecoms is the effect ofglobalisation. The maintenance of strong apprenticeship programmes in the sector will be vitalto ensure that this trend can be halted or reversed in the coming years, thereby ensuring thatthe sector has the pipeline of skilled professionals that it requires to move into higher level jobroles in 5-10 years time.

ETHNICITY AND DISABILITYThe ethnic mix of IT & Telecoms professionals in general mirrors that of the UK as a whole, butwith a larger proportion of ‘Asian or Asian / British’. Of the UK’s IT & Telecoms professionals,86% identify themselves as being ‘White’ (compared to 91% for all occupations in all sectorsin the UK), and 9% as ‘Asian / Asian British’ (compared to 5% for all occupations).

The proportion of IT & Telecoms professionals with a disability has shown a gradual increaseover the eight year period, to 10% in 2009. This compares to 13% for all UK occupations.There is significant provision for individuals with disabilities throughout the IT & Telecomssector with many, varied opportunities for rewarding careers at all levels. This in turn meansthat apprenticeships are available in a wide range of areas for those with differing levels ofdisability.




On and off the job guided learning(England)

Total GLH for each pathway

The expected minimum duration of Intermediate and Advanced Apprenticeships is 12 months;for Higher Apprenticeships it is 18 months. For apprentices aged 19+ relevant prior learningcan be taken into consideration that could reduce the length of the apprenticeship. Relevantprior learning must be considered on an individual basis and a minimum duration of six monthsmust be observed.

For each of the Apprenticeship framework levels, a minimum of 280 guided learning hours isrequired for the first 12 months of the programme year. In each subsequent year, the numberof hours will be calculated pro-rata based on 280 hours per year.

In addition to the minimum numbers of hours per year, there are minimum totals for each ofthe frameworks, which are detailed below. This includes off-the-job learning time, pluson-the-job coaching and mentoring delivered in addition to normal work activities.

The indicated minimum GLH below are based on the combination of the minimum GLHCompetence component and the minimum GLH Knowledge component. These may not be fromthe same Awarding Organisation and the actual minimum required for any candidate willdepend on the actual combination of qualifications undertaken.

The Intermediate Apprenticeship requires a minimum of 310 (445 with Functional Skills)Guided Learning Hours. This is made up as follows:

Competence: 220 hoursKnowledge: 70 hoursEmployee Rights and Responsibilities: 20 hoursFunctional Skills (For apprentices without the required levels): 135 hours

The Advanced Apprenticeship requires a minimum of 539 (674 with Functional Skills) GuidedLearning Hours. This is made up as follows:





The Higher Apprenticeship requires a minimum of 1025 (1160 with Functional Skills) GuidedLearning Hours. This is made up as follows:


The minimum credit figures shown include an allocation of 15 (3x5) for the functional skillsunits. Where a candidate has one of the other allowed transferable skills qualifications thenthese are regarded as having a ‘notional’ 5 credits and no additional credits are required.

Minimum off-the-job guided learning hours

A minimum amount of off-the-job learning is required for each of the levels within thisApprenticeship framework. The 'off-the-job learning' can be delivered through instructor-led,classroom learning, e-learning or one-to-one mentoring that takes places away from theapprentice's day-to-day responsibilities.

For each of the Apprenticeship framework levels, a minumum of 100 off-the-job hours per yearis required for the first 12 months of the programme, even if the apprentice finishes before theend of the first year. In each subsequent full year, a further 100 hours are required. Shouldthe apprentice finish the programme during a year, the number of hours will be calculatedpro-rata based on 100 hours per year.

In addition to the minimum numbers of hours per year, there are minimum totals for each ofthe frameworks, which are detailed below:

For Intermediate Apprenticeship - 110 off-the-job hours (70 hours for knowledge, 20hours for competence, 20 hours for ERR)For Advanced Apprenticeship - 160 off-the-job hours (120 hours for knowledge, 20 hoursfor competence, 20 hours for ERR)For Higher Apprenticeship - 310 off-the-job hours (270 hours for knowledge, 20 hoursfor competence, 20 hours for ERR)

In addition, where required, Functional Skills will be delivered off-the-job.

How this requirement will be met

Off-the-job learning should be delivered by instructor-led learning, one-to-one technical




Off-the-job learning should be delivered by instructor-led learning, one-to-one technicalcoaching activities or dedicated e-learning activities. There is a particular requirement forapprentices to receive their technical and theoretical learning through off-the-job learning, inorder to ensure they have the skills required to contribute in the workplace.

Evidence of learning undertaken should be recorded in the apprentice's Individual LearningPlan, and updated at 12 week reviews throughout the programme. On completion of theApprenticeship, the off-the-job learning hours can be evidenced through submission of theCompetence Qualification, Knowledge Qualification, Functional Skills and Employee Rights andResponsibilities.

Minimum on-the-job guided learning hours

For each of the Apprenticeship framework levels, a minumum of 180 on-the-job learning hoursper year is required for the first 12 months of the programme, even if the apprentice finishesbefore the end of the first year. In each subsequent full year, a further 180 hours are required.This includes off-the-job learning time, plus on-the-job coaching and mentoring delivered inaddition to normal work activities.

Should the apprentice finish the programme during a year, the number of hours will becalculated pro-rata based on 180 hours per year.

In addition to the minimum numbers of hours per year, there are minimum totals for each ofthe frameworks, which are detailed below:

For Intermediate Apprenticeship - 200 on-the-job learning hours (200 hours forcompetence)For Advanced Apprenticeship - 350 on-the-job learning hours (300 hours forcompetence, 50 hours for knowledge)For Higher Apprenticeship - 700 on-the-job learning hours (490 hours for competence,210 hours for knowledge)

How this requirement will be met

Guided learning hours can include on-the-job coaching, shadowing and practical application ofskills and knowledge attained in the off-the-job learning.

Evidence of guided learning hours undertaken should be recorded in the apprentice's IndividualLearning Plan, and updated at 12 week reviews throughout the programme. On completion ofthe Apprenticeship, the total number of guided learning hours can be evidenced throughsubmission of the Competence Qualification, Knowledge Qualification, Functional Skills andEmployee Rights and Responsibilities.




Personal learning and thinking skillsassessment and recognition (England)

Summary of Personal Learning and Thinking Skills

The Personal Learning and Thinking Skills have been incorporated in the mandatory unit in theCompetence Qualifications, titled "Develop own effectiveness and professionalism".

This unit is specially designed to drive apprentices to identify, assess and develop theirPersonal Learning and Thinking Skills during the course of the Apprenticeship. Since this unit isa mandatory part of the competence qualification no separate certification is required.

Creative thinking

Creative Thinking skills will be developed and assessed through Learning Outcome 5 in themandatory unit 'Develop Own Effectivness and Professionalism'.

This unit must be assessed in the workplace, and the acquisition of this skill is likely to bethrough the on-the-job coaching and support provided by the apprentice's mentor or manager.The apprentice will be required to demonstrate that they have made suggestions orrecommendations to improve the working practices of their team or organisation.

Independent enquiry

Independent Enquiry skills will be developed and assessed through Learning Outcome 1 in themandatory unit 'Develop Own Effectivness and Professionalism'.

This unit must be assessed in the workplace, and the acquisition of this skill is likely to bethrough the on-the-job coaching and support provided by the apprentice's mentor or manager.

Reflective learning

Reflective Learning skills will be developed and assessed through Learning Outcome 1 in themandatory unit 'Develop Own Effectivness and Professionalism'

This unit must be assessed in the workplace, and the acquisition of this skill is likely to bethrough the apprentice's experience of self-study, with guidance provided as required bytrainer, manager or mentor.




Team working

Team Working skills will be developed and assessed through Learning Outcome 2 in themandatory unit 'Develop Own Effectivness and Professionalism'

This unit must be assessed in the workplace, and the acquisition of this skill is likely to bethrough the apprentice's experience of teamwork, with guidance provided as required bytrainer, manager or mentor. Some off-the-job learning might prove beneficial for apprentice'slooking to enhance their team working skills prior to the assessment.

Self management

Self Management skills will be developed and assessed through Learning Outcomes 1 and 2 inthe mandatory unit 'Develop Own Effectivness and Professionalism'.

This unit must be assessed in the workplace, and the acquisition of this skill is likely to bethrough the apprentice's experience on-the-job, with guidance provided as required by trainer,manager or mentor.

Effective participation

Effective Participation skills will be developed and assessed through Learning Outcome 1, 2 and5 in the mandatory unit 'Develop Own Effectivness and Professionalism'

This unit must be assessed in the workplace, and the acquisition of this skill is likely to bethrough the apprentice's experience on-the-job, with guidance provided as required by trainer,manager or mentor.




Additional employer requirementsThere are no additional employer requirements for this framework.

www.afo.sscalliance.orgFor more information visit

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