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The Institute for Apprenticeships and Technical Education (IfATE) [1] is an employer led organisation that helps shape technical education [2] and apprenticeships in the United Kingdom. They do so by developing, reviewing and revising occupational standards [3] that form the basis of apprenticeships [4] [5] [6] and qualifications such as T ...
Apprenticeship in the British "Training Market", Paul Ryan and Lorna Unwin, University of Cambridge and University of Leicester, 2001 ; Creating a 'Modern Apprenticeship': a critique of the UK's multi-sector, social inclusion approach Alison Fuller and Lorna Unwin, 2003 ; Apprenticeship systems in England and Germany: decline and survival.
T Levels are based on the same standards as apprenticeships, designed by employers and approved by the Institute for Apprenticeships and Technical Education. [2] They are the responsibility of the Minister of State for Skills in the Department for Education .
It introduced a quango, the National Apprenticeship Service (NAS). The National Skills Director of the Learning and Skills Council (LSC) was to be in charge of the NAS. The LSC at the time had had most of its funding farmed out to local authorities. The NAS was to be part of the LSC, as outlined in the government's 2008 document on apprenticeships.
A shoemaker and his apprentice c. 1914 Electricians are often trained through apprenticeships. Apprenticeship is a system for training a new generation of practitioners of a trade or profession with on-the-job training and often some accompanying study (classroom work and reading). Apprenticeships may also enable practitioners to gain a license ...
In 2015, the UK Government [1] [2] rolled out the degree apprenticeship programme which was developed as part of the higher apprenticeship standard. The programme is the equivalent of a master's or bachelor's degree which offers a level 6 – 7 qualification. [ 3 ]
AAT is the largest provider of accounting apprenticeships in the UK. AAT has members living in and students pursuing its qualifications from, more than 100 countries globally. Beyond the UK, the counties with the highest number of current or previous AAT learners are Botswana, Malaysia and Bahrain. [2]
As a result, they developed the concept of expansive-restrictive continuum to characterize the differences in apprenticeship and highlight how apprenticeships' quality is mediated through participation, personal development and institutional arrangements, with important lessons for the UK's Modern Apprenticeship programme and the integration of ...