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10 per cent levy transfer guidance

New guidance from DfE confirms that from April 2018 levy-paying employers will be able to transfer up to 10 per cent of the annual value of funds entering their apprenticeship service account.

Read DfE’s guidance on levy fund transfers

Support for institutions 

To support institutions HEFCE is working with the University Vocational Awards Council (UVAC) to develop and deliver guidance and support. Browse the support programme below to view webcasts of previous webinars or to register for upcoming events.




Register for the webinar


Preparing for the RoATP compliance visit 

  • Purpose
  • The Compliance Framework:
    • General principles
    • Criteria and evidence
  • The visit and process
  • Preparation for the visit - internal compliance review checklist
  • Compliance management good practice:
    • Identifying and managing risk
    • Governance and review

18 January


View the webcast and download the slides


A practical guide to degree/course approval and validation as part of an apprenticeship

  • Reviewing the emerging processes and timelines in place to support validation and revalidation of existing and new provision as part of an apprenticeship:
    • Where existing processes, documentation and information need to be expanded to support apprenticeships
    • Useful documentation and requirements to include in approval or validation submissions to support other apprenticeship processes evidence
    • Emerging examples of good practice

12 February


View the webcast and download the slides


A practical guide to costing and pricing an apprenticeship


  • An overview of cost models for assessing and setting costs for apprenticeship delivery as part of pricing for delivery to employers or delivery as an employer provider to HEI's own staff:
    • Funding rules and evidence requirements
    • Costing criteria, eligible and ineligible costs
    • Costing and evidence requirements for HEIs delivering to their staff as employer providers
    • Pricing strategies for apprenticeship delivery - emerging HEI examples and good practice

15 February


View the webcast and download the slides


A practical guide to making HESA/ILR data returns 

Using the ILR validation tools


  • An overview of ESFA data collection and HESA processes
  • Collection and submission rules and timetable
  • Good practice tools including:
    • The short-form ILR and the HESA ILR tool 
    • Using PDSAT, FIS and other tools
    • Error reporting and resolution 

23 February


View the webcast and download the slides


A practical guide to the general data protection (GDP) regulations 2018

Impact and implications


  • A summary of GDP regulations - helping HEIs understand where the regulations are likely to impact their apprenticeship delivery:
    • Aim and purpose of the regulations and implications for non-compliance and breach
    • Legal obligations for data controllers and data processors
    • Definitions: “special categories of personal data”, lawful processing conditions, consent and individual rights, accountability and governance, security
    • Implications and actions for apprenticeship delivery: policies, documentation, declarations and signatures, record keeping
  • Please note: this is not intended to form any kind of formal legal advice

26 February


(NB: This webinar was rescheduled for 6 March 0930-1100)

View the webcast and download the slides


Back to basics

A practical guide to managing subcontracting and using the UVAC subcontracting and End-Point Assessment (EPA) statement template


  • Policy and rules - general principles and mandatory requirements for subcontracting any element of delivery:
    • Subcontracting to employers and employer providers
    • EPA organisations
    • Subcontracting out degree apprenticeship delivery
  • Subcontracting purpose, ESFA rules, RoATP / List of declared subcontractors
  • Subcontractor management good practice:
    • Identifying and managing risk
    • General rules and circumstances
  • Subcontractor template and EPA subcontractor templates 

1 March 


View the webcast and download the slides


A practical guide to apprentice assessment, the Tri-partite review and the commitment statement template

  • A summary of the rules, documentation and evidence relating to employer and apprentice reviews 
  • System, documentation, staffing and management requirements and implications
  • Emerging good practice and examples including the Tri-partite review
  • Common issues and queries
  • Evidence collection
  • Example HEI review process cycles, documentation and lessons learned 

14 March


View the webcast and download the slides


Working with the apprenticeship service 

The end-to-end view - from set-up to payment

  • End-to-end process overview on how the 'Apprenticeship service' online account operates from employer registration to apprentice completion including the 10 per cent transfer of funds
  • Employer view - digital account set-up processes including setting up access for other staff, selecting providers and wider reporting
  • Clarity on employer-to-provider commissioning and accepting process
  • Payment processes, rules and guidance to ensure prompt payments 

19 March


Webcast and slides will be made available soon.


A practical guide to making HESA/ILR data returns

Understanding the ILR error reports and fixing the errors

  • An overview of ESFA data collection and HESA processes
  • An overview of the DSAT, FIS and other tools available on the hub
  • Understanding the reports:
    • Overview of the available reports, their purpose and use
    • Typical errors generated, and action needed to resolve
    • Good practice process for use and timing of report production as part of the monthly cycle

26 March


Register for the webinar


A practical guide to managing the ITT ESFA allocation and preparing for performance management points

For HEIs with an ESFA ITT allocation

  • Purpose and process - how and why ESFA performance manages provision and funding
  • Technical funding guidance - earning calculations and payment processes
  • Performance management cycle and timetable
  • Payments and earnings for levy and non-levy apprenticeships
  • Typical issues: over and underperforming - actions
  • Management processes and accountabilities - good practice
  • Performance management points - process, timelines and parameters
  • Developing the required supporting evidence, pipeline and business cases 

9 April 


Register for the webinar


2018-2019 Funding and performance management rules

What's new? Update session

  • New rules for 2018:
    • Provider
    • Employer
    • Employer/Provider

13 April


Register for the webinar


2018-2019 Funding and performance management rules

Deep dive session for new providers

  • Purpose and importance of the ESFA funding rules
  • How to use the funding rules document suite
  • Key rules:
    • Eligibility for funding
    • Change of circumstance
    • Documentation and evidence requirements
  • New rules for 2018:
    • NEW – Transfer of 10 per cent levy funds to other employers
    • Provider
    • Employer
    • Employer/Provider

13 April


Register for the webinar


A practical guide to apprenticeship programme documentation 

  • Following a typical learner journey and confirming the list of documents, declarations and electronic evidence needed and their purpose and benefit:
    • Emerging examples and good practice for the Commitment statement, Contract for services with employers, Initial organisation and apprentice needs assessments
    • Common issues and queries
    • Ensuring documentation supports the evidence

16 April


Register for the webinar


Previous events 

View recording and slides from previous UVAC webinars on the UVAC website

View slides from HEFCE's degree apprenticeship conference

Employer contract and commitment statement templates

UVAC has commissioned a solicitor to produce:

  • an apprenticeship contract template between an HE provider and an employer
  • a subcontractor contract template between an HE provider and a subcontractor.

Read more and request the templates

UVAC has also developed a template for a commitment statement. This is intended to meet the commitment statement requirements in the funding rules, but also offers a wider content to support the apprenticeship.

Case studies

This section lists examples of approaches to developing degree apprenticeships across institutions in the higher education sector.

Middlesex University

Working with employers to develop degree apprenticeships

Middlesex University has created programmes focused on workforce learning which are designed to meet employer needs.

They include degree apprenticeships and combine work-based learning with university accreditation.

Creative industries

The university has partnered with the Creative Skillset project ‘Exploring Higher Level Apprenticeships in Higher Education’ to develop and test models for degree apprenticeships in the creative industries.

The new models aim to attract employers, students and higher education institutions.

Through the project, the university has now developed two work-based degree apprenticeship programmes:

  • BA (Hons) Professional Practice in Visual Effects
  • MA Professional Practice in Visual Effects.

Pilot training

The university has also developed a Degree Apprenticeship Framework. This includes a BSc (Hons) in Professional Aviation Pilot Practice.

This is the only national programme that fully integrates Civil Aviation Authority (CAA) training to gain an Airline Transport Pilots Licence (ATPL) or Multi-crew Pilots Licence (MPL) with the first year of commercial flying as a First Officer.

The programme has partnered with the aviation training company, CTC Aviation, who places 98 per cent of their qualified pilots with commercial airlines, such as easyJet, Virgin Air, British Airways and many others.

The partnership also supports pilots to complete a work-based degree with easyJet.

Retail management

Middlesex has validated a BA (Hons) Retail Management programme for Asda.

The degree combines training through the Asda Retail Academy with work-based modules taught through the university.

It offers ‘step on and step off’ entry and exit qualifications that lead to specific management job roles, from Section Leader to General Store Manager.

The work-based approach ensures that the learning required to complete the degree also has business benefits to the employer through the enhancement of working practice.

Staffordshire University

Overcoming barriers to developing degree apprenticeships

Staffordshire University is working with regional employers to trial recruiting and developing degree apprenticeships.

Two open programmes began in 2016 with 15 Chartered Manager apprentices and fifteen Digital Technology Professional apprentices.

The university faced a number of challenges in putting together these programmes and so approached the work in a range of ways:

  • Develop expertise
    Developing expertise in policy and practice helped the university to put the programmes in place. A central service built up knowledge through conferences, briefings, research and networking in the sector. The expertise has been shared throughout the university at academic planning, quarterly business reviews, faculty development sessions and all-staff briefings.
  • Strategic planning
    The university formed a strategic steering group to devise and put into practice strategic plans.
  • Operational planning
    The work has relied heavily on the knowledge and expertise from the whole university. Admissions and recruitment, student support, finance and contracts, audit and compliance – all helped to overcome issues and deliver quality provision.
  • Education and Skills Funding Agency (ESFA) rules and regulations
    Lead providers must develop a detailed knowledge of the rules for higher education institutions. They need to understand which essential funding deadlines to meet, and the requirements for learner returns and submitting growth applications. Further education colleges have significant experience managing ESFA contracts and can offer support in these areas.
Sheffield Hallam University

Institutional infrastructure to support higher and degree apprenticeships

To provide an institutional view of higher-level skills, Sheffield Hallam University has created a new Directorate of Education and Employer Partnerships.

The directorate, among its many activities, coordinates the development of degree apprenticeships across four faculties.

The university has developed a flexible and responsive approach to work-based learning, which it uses to design and approve programmes rapidly.

This rests on an agreed framework, or a common core, of work-based learning activity for all undergraduate and postgraduate degrees. The framework then combines with specific subjects, approved by a standing panel which meets ten times each year.

The directorate also helps to develop effective partnerships. It represents the university on the Local Enterprise Partnership’s Skills, Employment and Education Board. It also helps to place apprenticeships at different levels within the same company drawing on different providers.

The directorate works with further education colleges in the region to explore new opportunities to develop products and programmes that focus on delivering the skills that employers need to support the economic growth of the region.

Read more detailed case study material from UVAC

Page last updated 20 March 2018

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