Glossary
We’re here to make apprenticeships easy to understand
The wonderful world of apprenticeships is full of acronyms and technical terms. Not sure what any of it means? Don’t worry – let’s unpack the jargon together.
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Terms, meaning and definition
ACLG (Action Centered Learning Group)
A small group of learners (generally 5-8 maximum) who work together on practical tasks or real-life projects as part of their training. The focus is on learning by doing, with group members supporting each other and applying what they’ve learned in a hands-on way. This method helps build skills and knowledge in a practical, collaborative environment.
AEB (Adult Education Budget)
A government fund in England that supports adults aged 19 and over to gain new skills, qualifications, or retrain. It covers a range of learning opportunities, from basic skills like literacy and numeracy to more advanced vocational qualifications, helping adults improve their job prospects and progress in their careers. It can be used to fund:
- Adults aged 19-23: To obtain their first Level 2 or Level 3 qualification if they do not already have one.
- Low-waged learners aged 24 and over: To gain their first Level 2 or Level 3 qualification.
- Unemployed individuals: For any course or qualification up to Level 2.
- Low-waged individuals whose first language isn’t English: To improve their English language skills up to Level 2.
AGD (Anticipated Gateway Date)
The expected date when an apprentice is ready to move from the training phase to the assessment phase of their apprenticeship. This is when the apprentice, training provider, and employer agree that the apprentice has developed the necessary skills and knowledge to take their End-Point Assessment (EPA). The AGD helps in planning and ensuring the apprentice is on track to complete their program on time.
ALN (Additional Learning Needs)
Additional Learning Needs (ALN) refer to the extra support required by learners who have difficulties or disabilities that affect their ability to learn. This can include a wide range of needs, such as learning difficulties, physical disabilities, emotional or behavioral challenges, or sensory impairments. Providing appropriate support for ALN ensures that all learners have equal opportunities to succeed, with accommodations like specialised teaching methods, tailored resources, or extra assistance in the classroom or online learning environment.
ALS (Additional Learning Support)
This is the extra help provided to learners who have specific needs that may impact their ability to complete their course or apprenticeship. This support can include one-on-one tutoring, assistive technology, modifications to learning materials, or personalised teaching approaches. The goal of ALS is to ensure that all learners, regardless of their challenges, have the necessary resources and assistance to succeed in their education and achieve their qualifications.
APL (Accredited Prior Learning)
This is the process of recognising and giving credit for learning and skills that a learner has acquired previously, either through formal education, work experience, or other relevant activities. This recognition can count towards a qualification, reducing the amount of time and coursework needed to complete a program and avoiding duplication of work. APL helps learners build on their existing knowledge and skills, allowing them to progress more quickly through their educational or training goals.
Apprenticeship
An apprenticeship is a work-based training program that combines practical on-the-job experience with classroom learning (either in person or online). Apprentices earn a wage while working towards a recognised qualification in their chosen field. The programme involves a close partnership between the apprentice, their employer, and a training provider. Apprenticeships are designed to equip individuals with the skills, knowledge, and behaviour needed to succeed in a specific occupation.
Apprenticeship Levy
The Apprenticeship Levy is a tax paid by large employers in England to fund apprenticeship programs. Companies with an annual payroll of over £3 million are required to contribute 0.5% of their payroll to the levy. The funds collected are used to pay for apprenticeship training and assessment. Employers can use their levy contributions to cover the costs of training apprentices, and any unused funds are available for other organisations to access. The levy aims to encourage businesses to invest in developing their workforce and increasing the number of apprenticeship opportunities.
Aptem
Aptem is a digital platform designed to support and manage apprenticeship programs and other training initiatives. It helps training providers and employers by offering tools to streamline administrative tasks, track learner progress, and ensure compliance. Aptem supports the entire learner’s journey, from onboarding and ongoing assessment to progress monitoring and completion.
ARAR (Apprenticeship Register and Reporting Application)
Previously known as RoATP (Register of Apprenticeship Training Providers), this is the updated government-maintained list of approved organisations that can deliver apprenticeship training and receive funding. It ensures that providers meet required standards and regulations.
BCS (British Computer Society)
The British Computer Society (BCS) is a professional organisation in the UK that represents IT and computing professionals. It provides accreditation, certification, and professional development opportunities for those working in the technology sector. BCS also sets industry standards, offers training and qualifications, and supports continuous learning in computing and IT.
BIL (Break in Learning)
A Break in Learning (BIL) refers to a period when an apprentice or learner temporarily stops their training before completing their program. This break could be due to personal reasons, health issues, or other factors that affect their ability to participate in their learning activities. During a BIL, the learner’s progress is paused, and upon returning, they may need to catch up on missed work or reassess their learning plan to continue their programme effectively.
BKSB (Basic and Key Skills Builder)
BKSB is an online tool used to assess and develop basic and key skills, such as literacy, numeracy, and digital skills. It provides diagnostic tests and learning resources to help learners identify their skill levels and areas for improvement.
British Values
British Values refer to a set of principles that are considered fundamental to life in the UK. These are: Democracy; The Rule of Law; Individual Liberty; Mutual Respect and Tolerance. These values are promoted in educational settings, e.g. by apprenticeship providers, and workplaces to foster a fair, inclusive, and cohesive society.
BTS (Back to Start)
This refers to the process where learners are withdrawn from their program within the first 12 weeks, and any funding received up to that point is returned to the client. This procedure is often implemented if the learner is unable to continue with their training for any reason, ensuring that funding is only used for learners who are actively participating in and progressing through their programme.
CEIAG (Careers Education, Information, Advice and Guidance)
CEIAG includes services that help individuals make informed decisions about their careers and education. It covers careers education, relevant information, personalized advice, and guidance to support career planning and goal achievement.
CMI (Chartered Management Institute)
The Chartered Management Institute (CMI) is a professional body in the UK dedicated to promoting and supporting excellence in management and leadership. It offers qualifications, training, and resources for managers at all levels, helping them develop their skills and advance their careers. CMI also sets industry standards, provides professional recognition, and supports continuous professional development in management and leadership.
Co-investment
Co-investment refers to the arrangement where employers pay 5% of the cost of training and assessing an apprentice, with the Government covering the remaining 95%. This applies to employers who do not have sufficient Apprenticeship Levy funds to cover the full cost of the apprenticeship. This system helps ensure that apprenticeship training remains financially accessible for all employers.
Cognassist
Cognassist is an evidence-based neuro-inclusion software platform that supports the needs of neuro-diverse learners. It offers personalised assessments to identify cognitive and learning challenges and provides tailored strategies and resources to enhance learning outcomes. Used by educational institutions and training providers, Cognassist ensures that all learners receive the support they need to succeed.
Cohort
A group of learners or apprentices who start and progress through a training programme or course together. They move through the programme as a unit, participating in the same learning activities and assessments at the same time, which fosters collaboration and mutual support among group members.
Commitment Statement
This is a formal agreement between an apprentice, their employer, and the training provider. It outlines the responsibilities and expectations of all parties involved in the apprenticeship, including details on the apprenticeship’s duration, the training and development plan, and the specific roles and commitments of each party. This statement ensures clarity and alignment throughout the apprenticeship, helping to support the apprentice’s successful completion of their programme.
CPD (Continuing Professional Development)
CPD involves ongoing learning activities that help professionals maintain and enhance their skills and knowledge throughout their careers. It includes training, workshops, and other educational opportunities to stay updated with industry standards and advance in their field.
DAS (Digital Apprenticeship Service)
An online platform used by employers to manage apprenticeship funding, find training providers, advertise vacancies, and track apprenticeship progress. Originally known as DAS, it is now commonly called TAS (The Apprenticeship Service). This service is crucial for employers using the apprenticeship levy to allocate funds and oversee their apprenticeship programmes.
DfE (Department for Education)
A UK government department responsible for overseeing education and children’s services in England. It sets educational policies, funding, and standards for schools, colleges, and apprenticeships. The DfE also works to ensure high-quality education and training, supports educational reforms, and promotes the well-being and development of children and young people.
Diagnostics
Diagnostics refer to assessments and tools used to identify and understand a learner’s strengths, weaknesses, and specific needs. In education and training, diagnostics help tailor learning plans and support to address individual learning challenges, ensuring more effective and personalised instruction.
Diploma
A diploma is a formal qualification awarded to individuals who have successfully completed a specific course of study or training program. It signifies that the holder has achieved a certain level of knowledge, skills, or competence in a particular subject or field. Diplomas are commonly issued by accredited educational institutions and can vary in level, from introductory diplomas to advanced or professional diplomas.
Distinction
The grading system for apprenticeships, similar to vocational courses like BTECs, includes Pass, Merit, and Distinction, with Pass being the lowest and Distinction the highest grade. Distinction is awarded to apprentices who demonstrate exceptional performance and exceed the standard requirements.
Dlock (Data Lock)
Data Lock (DLock) occurs when there is a mismatch between the information provided by an employer about an apprentice and the details recorded in the training provider’s individualised learner record. This data mismatch, also known as a ‘data match error,’ prevents updates or further processing until the discrepancies are resolved, ensuring that all records are accurate and consistent.
EDRS (Employer Data Record Service)
The Employer Data Record Service (EDRS) was an online tool for employers to manage and update apprenticeship data. It has since been replaced by the Employer Reference Number (ERN) system in 2021, which provides a unique reference number for tracking and managing apprenticeship-related information.
EHCP (Education, Health & Care Plan
An EHCP is a legal document for individuals up to age 25 with special educational needs and disabilities (SEND). It details the support required in education, health, and care to help them achieve their goals.
EIF (Education Inspection Framework)
The set of guidelines used by Ofsted to evaluate and inspect the quality of education and training provided by schools, colleges, and other educational institutions in England. It focuses on assessing the effectiveness of education, including curriculum quality, teaching standards, and student outcomes.
ENIC (European Network of National Information Centres)
A joint initiative of UNESCO and the Council of Europe, connects national information centers across Europe to support the recognition and comparison of international qualifications and skills, ensuring consistency and cooperation in evaluating educational credentials.
Entry Level 1
In Functional Skills, Entry Level 1 is the most basic level of qualification. It represents the foundational skills in English, maths and IT, suitable for individuals who are just beginning to develop these essential abilities.
Entry Level 2
In Functional Skills, Entry Level 2 builds on basic English, maths, and IT skills, providing a foundation for progression to more advanced levels, including Level 3
Entry Level 3
In Functional Skills, Entry Level 3 is the highest of the entry-level qualifications. It builds on the skills from Entry Levels 1 and 2, providing a solid foundation in English, maths, and IT. Completing Entry Level 3 prepares learners to progress to Level 1 qualifications and further develop their essential skills.
EPA (End-point Assessment)
The final evaluation an apprentice must pass to complete their apprenticeship and receive their qualification. It’s designed to assess whether the apprentice has gained the necessary knowledge, skills, and behaviors outlined in their apprenticeship standard. Conducted by an independent assessment organisation (an End-point Assessment Organisation), the EPA typically includes a combination of practical tasks, tests, and interviews.
EPAO (End Point Assessment Organisation)
An End-point Assessment Organisation (EPAO) is an independent body approved to conduct End-point Assessments (EPA) for apprentices. The EPAO is responsible for evaluating whether an apprentice has met the required standards and competencies at the end of their apprenticeship. They ensure the assessment is fair, consistent, and impartial, providing the final certification if the apprentice successfully passes the assessment.
EQA (External Quality Assurance)
External Quality Assurance (EQA) ensures that End-point Assessments (EPA) are conducted consistently and fairly across all providers. It guarantees that assessments are reliable, learners receive a quality service, and the standards are consistently upheld by independent bodies.
ERN (Employer Reference Number)
The Employer Reference Number (ERN) is a unique identifier assigned to each employer by HMRC in the UK. It’s used in managing and tracking apprenticeship data, payroll, and other employer-related activities, ensuring accurate and consistent records across government systems.
ESFA (Education and Skills Funding Agency)
The Education and Skills Funding Agency (ESFA) is a UK government agency responsible for funding education and skills training for children, young people, and adults. It oversees the allocation of funds to schools, colleges, and training providers, manages apprenticeship funding, and ensures that public money is used effectively to improve education and training outcomes.
ESOL (English for Speakers of Other Languages)
ESOL refers to courses designed to help individuals whose first language is not English improve their English language skills. These courses focus on developing reading, writing, speaking, and listening abilities to support learners in everyday communication, further education, and employment in English-speaking environments.
F2F (Face to Face)
Face to Face (F2F) refers to in-person interactions, meetings, or training sessions where participants are physically present together, as opposed to virtual or online formats. F2F sessions are often used in educational settings to facilitate direct communication and hands-on learning.
FE (Further Education)
Further Education (FE) refers to education and training that takes place after secondary school (age 16) but is not part of higher education (university-level). It includes a wide range of courses, such as A-levels, vocational qualifications, apprenticeships, and adult education, aimed at developing skills, knowledge, and qualifications for employment or further study.
FRM (Funding Rules Monitoring reports)
These reports are tools used by the Education and Skills Funding Agency (ESFA) to check that training providers and employers are complying with funding rules for education and apprenticeships. These reports identify potential errors or issues in how funding is being used, ensuring that public money is spent correctly and in line with the guidelines
FS (Functional Skills)
These are practical, applied qualifications in English, maths, and ICT. They focus on developing essential skills needed for everyday life, work, and further education. FS are a key component of apprenticeship programmes and are designed to help learners improve their ability to apply these skills in real-world situations.
Gateway
Gateway is a critical review point in an apprenticeship, where the employer and training provider assess whether an apprentice is ready to take the End-point Assessment (EPA). It typically occurs near the end of the apprenticeship, once the apprentice has completed all mandatory training. Only when all parties agree that the apprentice meets the required standards can they proceed to the EPA.
IA (Initial assessment)
Initial Assessment (IA) is the process of evaluating a learner’s current skills, knowledge, and abilities at the start of a course or apprenticeship. It helps identify their strengths, learning needs, and appropriate starting level, allowing training providers to tailor learning plans and support to the individual’s requirements.
IAG (Information and Guidance)
Information, Advice, and Guidance (IAG) refers to the support provided to individuals to help them make informed decisions about education, training, and career pathways. It involves offering clear information, personalised advice, and practical guidance to help learners achieve their goals and navigate their options effectively.
IfATE (Institute for Apprenticeships and Technical Education)
The Institute for Apprenticeships and Technical Education (IfATE) is a UK government body responsible for overseeing apprenticeship standards and technical education. It works with employers to develop and approve high-quality apprenticeship standards and ensures that technical qualifications meet industry needs, helping to maintain consistency and quality across vocational education.
ILR (Individual Learner Record)
The Individual Learner Record (ILR) is a data collection system used by training providers in England to report key information about learners and their learning programs to the Education and Skills Funding Agency (ESFA). The ILR includes details like learner demographics, course progress, and funding claims, ensuring accurate reporting and funding allocation.
IQA (Internal Quality Assurance)
Internal Quality Assurance (IQA) involves monitoring and reviewing the assessment processes within a training provider to ensure consistency, accuracy, and fairness. It ensures that assessments are carried out to the required standards, and that assessors are properly supported and trained. IQA helps maintain the quality and integrity of qualifications before external verification occurs.
ITP (Independent Training Provider)
An Independent Training Provider (ITP) is a private organisation that offers education and training services, such as apprenticeships and vocational qualifications, outside of traditional schools and colleges. ITPs work with employers and learners to deliver industry-relevant training and qualifications, often funded through government schemes like the Apprenticeship Levy.
KSBs (Knowledge, Skills and Behaviours)
Knowledge, Skills, and Behaviours (KSBs) are the core components that apprentices are expected to develop during their training. Knowledge covers the theoretical understanding needed for a role, skills involve the practical abilities required, and behaviours focus on the attitudes and professional conduct necessary for success in the workplace. KSBs are assessed throughout the apprenticeship and during the End-point Assessment (EPA).
Level 2
A qualification level in the UK education and training framework. A Level 2 apprenticeship is know as an intermediate apprenticeship and is typically equivalent to five GCSE passes.
Level 3
Level 3
Level 4
A qualification level in the UK education and training framework, typically equivalent to a higher national certificate (HNC) or a first-year undergraduate degree.
Level 5
A qualification level in the UK education and training framework, typically equivalent to a foundation degree or higher national diploma (HND).
Level 6
A qualification level in the UK education and training framework, typically equivalent to a bachelor’s degree with honours.
Level 7
A qualification level in the UK education and training framework, typically corresponding to postgraduate study or advanced professional training and is equivalent to a master’s degree.
Levy Gifting
Levy gifting allows large employers in the UK who pay the Apprenticeship Levy to transfer up to 25% of their annual levy funds to other employers. These funds can be used to cover the costs of apprenticeship training and assessment. Levy gifting is often aimed at supporting smaller businesses, charities, or sectors with skills gaps by enabling them to access apprenticeship funding they might not otherwise afford.
LMS (Learning Management System)
A Learning Management System (LMS) is a digital platform used to manage, deliver, and track training and educational programs. In the context of apprenticeships, an LMS allows training providers and employers to monitor apprentices’ progress, provide learning resources, schedule assessments, and manage communications. It streamlines the administration of training and ensures that apprentices have access to the content and support they need.
LP (Learning Plan)
A Learning Plan (LP) is a personalised document outlining the goals, training, and support a learner will receive during their course or apprenticeship. It details the skills and knowledge to be developed, the timeline for achieving milestones, and any additional support needed. The LP is regularly reviewed to track progress and adjust the learning approach as needed.
LRS (Learning Record Store)
A Learning Record Store (LRS) is a specialised system used to collect, store, and manage learning activity data. Unlike a traditional LMS, which tracks progress within specific courses, an LRS captures a wider range of learning experiences across various platforms and formats, including informal and on-the-job training. It’s essential for handling xAPI (Experience API) data, enabling detailed insights into an apprentice’s learning journey across multiple environments.
LSF (Learning Support Funding)
Learning Support Funding (LSF) is additional funding provided to apprenticeship training providers to help them meet the needs of apprentices with learning difficulties or disabilities. The funding covers extra support that might be required for the apprentice to complete their training and achieve their qualification, such as specialist equipment, learning aids, or tailored teaching methods. Training providers must assess and evidence the need for this support to access LSF.
Matrix
The Matrix Standard is a UK quality framework used to assess and accredit organisations that provide information, advice, and guidance (IAG) services. For apprenticeship training providers, being accredited with the Matrix Standard demonstrates that they deliver high-quality support to apprentices and other learners, helping them make informed decisions about their learning and career development. The accreditation covers aspects like leadership, service delivery, and continuous improvement.
Merit
The grading system for apprenticeships, similar to vocational courses like BTECs, includes Pass, Merit, and Distinction, with Pass being the lowest and Distinction the highest grade. A Merit is a higher level of achievement than a Pass, indicating that an apprentice has not only met but exceeded the standard requirements for their apprenticeship.
MIAP (Managing Information Across Partners)
Managing Information Across Partners (MIAP) was a UK government initiative aimed at improving the sharing and management of learner information across different education providers and organisations. Central to MIAP was the Unique Learner Number (ULN) and the Learner Record, which enabled efficient tracking of a learner’s educational achievements and progress across multiple institutions. Although the MIAP programme itself is no longer active, its principles and tools, like the ULN, are still used in apprenticeship data management today.
NARIC (National Academic Recognition Centre)
UK NARIC (now known as Ecctis) is the designated national agency responsible for assessing and comparing international qualifications and skills. It provides official recognition and advice on how overseas qualifications align with UK standards. For apprenticeship providers, NARIC’s services are often used to verify the equivalence of foreign qualifications held by apprentices or job applicants, ensuring they meet the necessary requirements for training or employment in the UK.
Non-Levy (SME)
Non-Levy refers to small and medium-sized enterprises (SMEs) in the UK that do not pay the Apprenticeship Levy. These businesses have an annual payroll of less than £3 million and therefore do not contribute to the levy. Instead, they receive government funding to cover 95% of the cost of apprenticeship training, with the employer typically contributing the remaining 5%.
Ofsted
Ofsted is the UK government body responsible for inspecting and regulating education, children’s services, and skills providers. In the context of apprenticeships, Ofsted inspects and rates apprenticeship training providers based on the quality of their teaching, learner outcomes, leadership, and management. Their inspection reports and ratings (ranging from ‘Outstanding’ to ‘Inadequate’) are crucial for maintaining standards and providing transparency for employers and learners choosing a training provider.
OOF (Out of Funding)
Out of Funding (OOF) refers to a situation where an apprentice has exceeded the allocated funding period for their apprenticeship programme. Each apprenticeship standard or framework has a specific funding band and duration, which covers the training and assessment costs. If an apprentice takes longer than this period to complete their training, the apprenticeship is considered “out of funding.” At this point, any additional costs must be covered by the employer or training provider, as further government funding is not available.
OTJ training (Off-the-Job training)
Off-the-job training (OTJ) is a mandatory component of apprenticeships in the UK that requires apprentices to spend a portion of their working hours on learning activities. Following a 2022 update, OTJ training must now average at least six hours per week over the duration of the apprenticeship, providing more flexibility than the previous 20% rule. OTJ training can include classroom sessions, online learning, workshops, or practical training, all aimed at developing the skills, knowledge, and behaviours needed for the apprenticeship.
Pass
The grading system for apprenticeships, similar to vocational courses like BTECs, includes Pass, Merit, and Distinction, with Pass being the lowest and Distinction the highest grade. A Pass denotes that the apprentice has achieved the necessary level of competence or performance to successfully complete that part of their apprenticeship.
PDSAT (Provider Data Self-Assessment Toolkit)
Previously a tool used by training providers to assess the quality and accuracy of their apprenticeship data submissions. It has now been largely replaced by the Funding Rules Monitoring (FRM) reports, which help providers identify potential funding rule violations and data errors in their submissions to ensure compliance with ESFA requirements.
PL (Recognition of Prior Learning)
The process of identifying and assessing an apprentice’s existing skills, knowledge, and experience gained through previous education, training, or work. RPL helps to tailor the apprenticeship programme by reducing its duration or adjusting the content, ensuring that apprentices focus only on new learning areas. This assessment is key in determining appropriate funding and ensuring the apprenticeship meets individual needs.
PPED (Passed Planned End Date)
This refers to when an apprentice continues their training beyond the initially agreed Planned End Date (PED). If an apprentice has not completed their apprenticeship by the PED, they move into the PPED phase, during which they continue working towards finishing their programme and assessments.
PQ (Professional Qualification)
A certification awarded by a recognised professional body that demonstrates a certain level of expertise and competence in a specific industry or profession. In the context of apprenticeships, a PQ may be achieved alongside or as part of the apprenticeship programme, often required for roles in specific sectors like accounting, engineering, or human resources.
Prevent
A government strategy aimed at safeguarding individuals from being drawn into terrorism or extremist activities. As part of the UK’s counter-terrorism strategy, training providers and employers involved in apprenticeships are required to promote the Prevent duty, raising awareness and ensuring that staff and apprentices can recognise and report signs of radicalisation.
Product evidence
Tangible work outputs or materials created by an apprentice that demonstrate their skills, knowledge, and competence in performing specific tasks. Product evidence is typically used in the assessment process to verify an apprentice’s abilities against the standards of their apprenticeship, often forming part of their portfolio or end-point assessment (EPA). Examples include reports, project documents, designs, or completed work items relevant to their job role.
QAR (Qualification Achievement Rate)
A measure used to assess the performance of training providers, indicating the percentage of learners who successfully achieve their qualification compared to the total number of learners who started the programme. In apprenticeships, the QAR target is typically set at 65% or higher, reflecting the quality and effectiveness of the training delivered. Providers with low QARs may face scrutiny or interventions from regulatory bodies, impacting their ability to deliver apprenticeships.
RBIL (Return from a Break in Learning)
The process when an apprentice resumes their training after taking an approved Break in Learning. A Break in Learning can be due to various reasons such as health issues, personal circumstances, or parental leave. When the apprentice is ready to continue, they undergo the RBIL process, which includes updating their training plan and setting new target dates for completion.
RoATP (Register of Apprenticeship Training Providers)
Now known as the Apprenticeship Register and Reporting Application (ARAR), this is a government-maintained list of approved organisations eligible to deliver apprenticeship training and receive funding.
ROI (Return On Investment)
A measure used to evaluate the financial benefits gained in relation to the cost of an investment. In the context of apprenticeships, ROI assesses the value a business gains from investing in apprenticeship training, considering factors such as improved productivity, staff retention, and skill development compared to the cost of delivering or supporting the apprenticeship programme
SEND (Special Educational Needs and Disabilities)
Refers to apprentices who have additional learning needs or disabilities that require tailored support. In the context of apprenticeships, SEND provisions ensure that learners receive the appropriate adjustments, resources, and assistance needed to succeed in their training, such as extended time for assessments, specialised equipment, or one-on-one support. Providers are required to identify and meet the needs of SEND apprentices to promote inclusive learning environments.
Skills Radar
A software tool used in apprenticeships to assess and track an apprentice’s skills development over time. It typically displays key competencies or skills in a chart format, highlighting strengths and areas for improvement. The Skills Radar helps both the apprentice and their employer monitor progress, set development goals, and ensure the training is aligned with the apprenticeship standards.
Standardisation
A process used in apprenticeship assessment and delivery to ensure consistency, fairness, and accuracy in evaluating learner performance. Standardisation involves regular meetings and activities where assessors, trainers, and internal quality assurers (IQAs) review assessment methods, grading decisions, and evidence requirements. The aim is to align interpretations of criteria and maintain high-quality, uniform assessment practices across different learners and assessors.
Standards
In the context of apprenticeships, standards are employer-designed documents that outline the skills, knowledge, and behaviors an apprentice must achieve to be competent in a specific occupation. Each standard is tailored to a particular job role and includes detailed requirements, an assessment plan, and the expected duration of the apprenticeship. Apprenticeship standards have replaced frameworks and are now the primary model for delivering high-quality, role-specific training.
Subcontracting
Where a main training provider delegates some or all aspects of apprenticeship delivery to another organisation. The main provider remains accountable for the quality and compliance of the apprenticeship, but they may engage subcontractors for specialist training, delivery in specific regions, or to handle high volumes of learners. Subcontracting must follow ESFA rules, and the main provider is responsible for managing and monitoring the subcontractor to ensure standards are met.
TAS (The Apprenticeship Service)
An online platform used by employers to manage apprenticeship funding, find training providers, advertise vacancies, and track apprenticeship progress. Originally known as DAS, it is now commonly called TAS. This service is crucial for employers using the apprenticeship levy to allocate funds and oversee their apprenticeship programmes.
TNP1 (Total Negotiated Price 1)
The negotiated cost specifically for the end-point assessment (EPA) of an apprenticeship. TNP2 is agreed between the employer and the end-point assessment organisation (EPAO). Along with TNP1 (which covers training), TNP2 forms part of the overall funding arrangement recorded in the Apprenticeship Service.
TP (Teaching Point)
A specific piece of knowledge, skill, or behavior that is the focus of a learning session or activity. Teaching Points are used by trainers to break down complex topics into manageable, targeted segments that can be clearly communicated and understood by apprentices. They help structure lessons and ensure that key learning objectives are effectively covered.
UK NARIC (UK National Information Centre for Global Qualifications and Skills)
UK NARIC is the UK government’s designated national agency for recognising and comparing international qualifications and skills. It provides support to help individuals, employers, and institutions understand how overseas qualifications align with UK standards.
UKPRN
A unique identifier assigned to education and training providers by the UK Register of Learning Providers (UKRLP). It verifies a provider’s identity and is required for providers to access funding, deliver apprenticeships, and appear on the Apprenticeship Register and Reporting Application (ARAR), previously known as the Register of Apprenticeship Training Providers (RoATP).
UKRLP
A national registry that assigns unique UK Provider Reference Numbers (UKPRNs) to verified education and training providers. The UKRLP allows providers to share key information with government agencies and funding bodies. Registration is a prerequisite for providers to access government funding and deliver accredited training, including apprenticeships.
ULN
A 10-digit number assigned to every learner in the UK education system, used to track their learning journey and achievements across different institutions and qualifications. The ULN links to the learner’s Personal Learning Record (PLR), enabling providers, employers, and awarding bodies to access verified records of qualifications and learning progress.
Workshop
A structured, interactive training session or series of sessions where learners engage in practical activities, discussions, and exercises to develop specific skills or knowledge. Workshops are often used in apprenticeships to provide hands-on experience, reinforce theoretical learning, and facilitate collaborative problem-solving. They can be led by trainers or subject-matter experts and may focus on particular aspects of the apprenticeship curriculum. At Instep, we call our workshops ‘masterclasses’.