External Committee Member of the Apprenticeship Committee

Key Responsibilities

• Enhancing Scottish Apprenticeships, including the qualifications currently known as Foundation Apprenticeships, in Scotland.
• Providing insight and constructive challenge to support the SFC Board in securing and funding apprenticeships, in line with Scottish Government priorities. This includes, but is not limited to:
• Ensuring apprenticeships and work-based learning are responsive to the needs of learners, employers, and the wider economy, including current and emerging skills demands, and providing evidence-based advice on the required scale, shape and prioritisation of apprenticeships across Scotland and by region and sector.
• Considering how best to maximise value and impact for learners, employers, the wider economy and the public purse.
• Providing advice on the development, quality, and continuous improvement of apprenticeship frameworks, including the required standards or qualifications to be achieved by apprentices during an apprenticeship.
• Drawing on sectoral expertise and employer insight and sharing industry intelligence and examples of good practice to identify opportunities to strengthen and improve the apprenticeship system.
• Having regard to a broad range of evidence and considerations, including labour market intelligence, equalities, and sustainability to help ensure apprenticeship provision is inclusive and forward looking.
• Adopting a holistic approach across apprenticeships provision to support a more coherent and connected skills system.
• Considering the alignment between different pathways, with a view to simplifying and removing duplication across tertiary education and training pathways and promoting parity of esteem for learners. This integrated approach will support greater clarity for employers and learners, and contribute to a skills system that is flexible, responsive, and inclusive.
• Considering evidence on outcomes related to apprenticeships, including completion rates and barriers to access and participation.
• Providing advice to support the SFC Board’s understanding of trends, emerging risks and opportunities for improvement across the wider tertiary education and skills system. This should include consideration of implications for future funding priorities.
• Making decisions about design, approval and updating of apprenticeship frameworks to meet Scottish Government priorities and employer needs; quality assurance arrangements in place to assure and enhance quality of Scottish Apprenticeships and the qualifications currently known as Foundation Apprenticeships and compliance of these frameworks with the National Occupational Standards (NOS).

Skills, Knowledge and Expertise

• Apprenticeship provider (including college, university and Scottish Training Federation members).
• Employer in one of Scottish Government’s strategic skills priority sectors; we are seeking a mix of large, medium-sized, small and micro employers.
• Member of an industry body (e.g., Industry Leadership Groups, sector skills councils or trade bodies).
• Trade Union from the Scottish Trades Union Congress.
• Developing the Young Workforce.
• An apprentice or learner.
• An education and training body (such as Education Scotland, Skills Development Scotland or awarding body, including Qualifications Scotland).

• Scottish Apprenticeships (Modern and Graduate Apprenticeships) and the qualifications currently known as Foundation Apprenticeships.
• The existing apprenticeship and work-based learning landscape and policy environment, including employability support and skills development pathways.
• The delivery and management of apprenticeship and work-based learning programmes, including the financial considerations associated with their delivery.
• Workforce planning and regional and local skills needs, including any cross-border considerations.
• Relevant industry or sectoral experience.
• The tertiary education and training system.
• The design or delivery of vocational qualifications.
• Quality assurance and standards relating to apprenticeship provision.
• Best practice in apprenticeship delivery, including from other countries.
• The diversity of experience of apprentices and learners.
• Advancing equality, diversity and inclusion.
• The ability to think creatively and contribute to innovative approaches to apprenticeship development.

• Demonstrable commitment to inclusion, equality and diversity in the workplace.
• Proven ability to work effectively within the public sector requirements for accountability and openness and within financial constraints.

Additional Information