This Glossary of our most frequently used technical terms has been updated to help make it more accessible, and to reflect the fact that IfATE now oversees a range of technical qualifications in addition to apprenticeships.
Accelerated apprenticeship - an accelerated apprenticeship is where the apprentice’s planned duration is shorter (by at least 3 months) than the typical duration of the standard, based on prior learning. Minimum requirements of an apprenticeship must still be met, including the 12-month minimum duration and minimum volume of off-the-job training.
Additional Specialist Competence (Specialist knowledge and skills) – an individual has knowledge, skills and behaviours that build on those that employers expect for occupational competence, so they can work in a specialist area of an occupation. E.g., the competence a learner obtains from completing a specialist level 3 qualification such as hybrid car mechanic.
Agreed or agreed subject to final apprenticeship standard approval - decision relating to a submission of an occupation proposal, occupational standard and end-point assessment plan during the development stages, before ‘approval’ of the apprenticeship standard in full at the end of the process.
Agreed with conditions – decision relating to a submission of an occupation proposal, occupational standard and EPA plan. Conditions outline changes needed or additional evidence required before the submission can be agreed.
Apprenticeship – an apprenticeship is employment with training to industry standards in a recognised occupation. It will involve a substantial programme of on and off-the-job training
Apprenticeship framework – old-style apprenticeship based on qualifications, currently being phased out in England in favour of apprenticeships based on standards developed by employers.
Apprenticeship standard – an apprenticeship standard is made up of the occupational standard plus additional requirements specific to the apprenticeship.
Approved for delivery – an apprenticeship standard that is finalised for apprenticeship starts – occupational standard and end-point assessment plan must be agreed and published and funding band allocated.
Cluster - a cluster is a sub-set of a pathway and brings together the occupations that are most closely related in terms of their knowledge, skills, and behaviours.
Compliance Board – a sub-committee of the Institute’s board. It makes final decisions on the approval of apprenticeship standards and end-point assessment plans and makes final decisions on behalf of the Institute on funding band recommendations.
Conditions – changes needed or additional evidence required before an occupation proposal, occupational standard and/or end-point assessment plan can be agreed.
Cross Functional Competence (Knowledge and skills that are useful in a range of jobs) - an individual has knowledge, skills and behaviours that can be found within a range of occupations. This improves a person's competence, so they can perform a specific function (e.g.: overseeing workplace health and safety), alongside their occupational competence. E.g., the competence a learner obtains from completing a cross-functional level 3 qualification such as emergency first aid.
Degree apprenticeship standard – an apprenticeship that mandates a full bachelor’s or master’s degree
Department for Education – responsible for children’s services and education, including higher and further education policy, apprenticeships and wider skills in England.
Duty or duties – the activities/competencies that will be carried out by a competent person in a specific occupation; requires the application of knowledge, skills and behaviours in the workplace. Duties always begin with a verb.
Education and Skills Funding Agency – agency accountable for funding education and skills for children, young people and adults
Employer-led – we work with employers, using their expertise to develop and approve technical education products that meet their needs.
End-point assessment - rigorous robust and independent assessment undertaken by an apprentice at the end of training to test that the apprentice can perform in the occupation they have been trained in and can demonstrate the duties, and knowledge, skills and behaviours (KSBs) set out in the occupational standard.
End-point assessment organisation (EPAO) - an organisation approved to deliver end-point assessment for a particular apprenticeship standard. EPAOs must be on the register of end-point assessment organisations.
Funding band recommendation – recommendation made by the Institute, taking account of information submitted by a trailblazer group. It is notified to trailblazer group when the end-point assessment plan is agreed.
Funding bands - each apprenticeship standard is allocated to one of 30 funding bands. The upper limit of each funding band caps the maximum amount of digital funds an employer who pays the levy can use towards an individual apprenticeship.
Funding evidence – what you must submit regarding costs of delivery of your apprenticeship standard. Used to inform the Institute’s funding band recommendation.
Holistic or synoptic – assessment of an apprentice’s knowledge, skills and behaviours in an integrated way i.e. assessing several KSBs at the same time.
IfATE-approved product - a product (apprenticeship, T Level, technical or higher technical qualification) that has received IfATE approval.
Institute for Apprenticeships and Technical Education - (‘the Institute’ / 'IfATE') – the body responsible for improving the quality of apprenticeships in England.
Integrated degree apprenticeship standard – an apprenticeship that mandates a full bachelor’s or master’s degree, which incorporates the end-point assessment. The higher education institution delivering the degree must be on the register of apprenticeship training providers and the register of end-point assessment organisations.
Knowledge, skills and behaviours – what is needed to competently undertake the duties required for an occupational standard.
Level 2 and 3 occupations (Technical occupations) – these occupations require the application of knowledge, skills and problem solving in a range of activities or tasks, which can be complex and non-routine. They may require responsibility for supervising others.
Level 4 and 5 occupations (Higher Technical occupations) – these occupations require the application of knowledge, skills and problem solving in a broad range of activities or tasks, which are complex and non-routine. They require the ability to analyse, interpret and evaluate information and ideas. They may also require responsibility for managing others, and a level of planning, autonomy and judgement.
Level 6 and 7 occupations (Professional occupations) – these occupations require the application of advanced knowledge, skills and problem solving across a wide range of complex settings. They require the ability to critically analyse, interpret and evaluate complex information and ideas. They may also require responsibility for leading others, and initiating, planning and developing complex tasks and processes.
Occupation - an occupation is skilled employment which has similar requirements across employers and workplaces. The basis of IfATE approved apprenticeships and technical education products are occupations that meet our criteria.
Occupational Competence (Ability to do the job effectively) – an individual has all the knowledge, skills and behaviours in the occupational standard, and is able to apply them practically in the workplace as required by employers. E.g., the competence a learner obtains from completing an apprenticeship.
Occupational Entry Competence (Job ready) – an individual has knowledge, skills, and behaviours that employers have identified as sufficient to enter skilled employment, with a need for further learning or training in work to reach occupational competence. E.g., the competence a learner obtains from completing a T Level.
Occupational level - level assigned to an occupation, based on its difficulty and degree of autonomy. An occupation’s level is determined by its knowledge, skills and behaviours.
Occupational maps - the Occupational Maps show all the occupations for which apprenticeships and technical qualifications are available. They group occupations with related knowledge, skills and behaviours, making it easier to see how they relate to one another.
Occupational standard – occupational standards are employer-led descriptions of an occupation with associated duties, knowledge, skills and behaviours. They are the basis of all of IfATE’s apprenticeships and technical education products.
Pathway - a pathway is a sub-division of a route and groups occupations with similar knowledge, skills, and behaviours into occupational clusters.
Product Manager – primary contact within the Institute for a trailblazer group, who supports you through the entire apprenticeship standard development process.
Progression – progression is the development of an individual’s career by building on their knowledge and skills through further learning or training e.g., an apprenticeship, qualification or on-the-job experience.
Requirements – what needs to be met when developing an apprenticeship standard. There are requirements relating to trailblazer groups, an apprenticeship occupation, occupational standard and end-point assessment.
Route – the 15 routes group skilled occupations with related knowledge and skill requirements. Each route has a corresponding occupational map.
Route panel – there are 15 sector-based route panels made up of industry experts. They scrutinise occupational standards, end-point assessment plans and funding evidence as part of the Institute’s approvals process. They make recommendations to the Approval and Funding Committee who make the final decisions on submissions.
Standard occupational classification - common classification of occupational information for the UK. It is used to classify workers into occupational categories for the purpose of collecting, calculating, or disseminating data.
Technical Education – technical education is training or learning that provides individuals with the knowledge, skills and behaviours that are needed for one or more occupations. This training or learning can be both on and off the job, through apprenticeships and technical qualifications.
T Levels – T Levels are new, two-year, technical study programmes, designed with employers to give young people the skills that industry needs. They will provide a mixture of:
Trailblazer – groups of employers and other stakeholders that develop, review and revise IfATE’s technical education products.
Training provider – any organisation that delivers apprenticeship training. For example, a college, higher education institution, private training organisation. Training providers delivering training for apprenticeships must be on the register of apprenticeship training providers.
Valid – referred to in relation to assessment methods; fit for purpose.
AoC – Association of Colleges
AELP – Association of Employer and Learning Providers
CB – Compliance Board
DfE – Department for Education
EPA – End-Point Assessment
EPAO – End-Point Assessment Organisation
ESFA – Education and Skills funding Agency
GLH – Guided Learning Hours
HE – Higher Education
HEFCE – Higher Education Funding Council for England
HEI – Higher Education Institution
KSB – Knowledge, Skills, Behaviours
NQF – National Qualifications Framework
NVQ – National Vocational Qualification
OfS - Office for Students
PM – Product Manager
QAA - Quality Assurance Agency for Higher Education
RoATP – Register of Apprenticeship Training Providers
RoEPAO – Register of End-point Assessment Organisations
RQF – Regulated Qualifications Framework
SOC – Standard Occupational Classification
UVAC- University Vocational Awards Council
Published 20 Jan 2023
Last updated 20 Jan 2023