Contribute to the development of policy.
This occupation is found in:
public, private and not-for-profit sector, usually in the Civil Service, Local Authorities and non-governmental organisations. However, they may also work in charities, unions and private businesses. Policy officers work in varied environments including in an office, onsite, or remotely. On occasion they may work with other stakeholders at their sites or overseas.
The broad purpose of the occupation is:
to help shape or influence public policy. Public policy involves enacting solutions to improve the health, welfare, and prosperity of citizens.
Policy officers are responsible for the development, implementation or evaluation phases of policymaking. They also develop and implement strategies to shape and influence public policy within the remit of their organisation. They may specialise in a specific policy area, such as healthcare, housing, employment, transport, trade, the environment, national security or international relations, or work across several policy areas.
In their daily work, an employee in this occupation interacts with:
interacts with a range of internal stakeholders. This includes members of their own team and other departments such as IT, legal, HR, marketing, senior management, and the board of directors. They interact with external stakeholders such as subject matter experts or specialists (e.g., in communications, public affairs, finance, legal or operations). They also interact with customers, members of the public, service providers, the media, think tanks or research institutes, local and central government, regulators and international bodies.
Policy officers work with their stakeholders towards joint goals. They build partnerships with other organisations and bodies with similar interests. They may facilitate conferences, forums, roundtable discussions and events to discuss policy issues, strengthen their own knowledge and build their network.
An employee in this occupation will be responsible for:
providing support and advice to decision-makers, such as senior managers, board members, ministers, or other stakeholders. They assist them in developing options for responding to an issue or creating a change. They work to implement policy interventions by creating a set of actions and working with partners to deliver them.
Policy officers research the political or organisational environment in order to support the development of a policy, or to influence policy decisions. They gather evidence to contribute to policy making processes such as policy formulation or monitoring policy developments and lobbying accordingly.
They manage sensitive information and keep accurate records of policy history that will inform the evaluation of past and present policies. Policy officers obtain input from key stakeholders whilst they prepare and draft submissions, reports, briefings, or options papers for senior managers. They may deal with external customer, stakeholder and formal correspondence, working within set deadlines and adhering to processes, escalating issues not within the remit of their role. They support the development and delivery of training or coaching on new or existing policies to their stakeholders.
Policy officers work on their own and in a range of team settings. They work within agreed budgets and available resources. On occasion they may work without high levels of supervision, for example, when conducting research and analysis. They will work as part of the wider policy team on other duties, for example, when gathering information and providing briefings to senior colleagues and managers. They may occasionally be responsible for decision making, but more often will guide or influence the decisions of others. Policy officers may manage a small team and contribute towards budget management.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 18 months. The EPA period is typically 5 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
A project with a project proposal
You will be asked to complete a Project proposal. The title and scope will be agreed with the EPAO at the gateway. As part of the project, you need to write a Project proposal and submit this to the EPAO. The Project proposal should be a maximum of 3000 (with a 10% tolerance).
You will have 12 weeks to complete the project and submit the Project proposal to the EPAO.
You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 45 minutes. The independent assessor will ask at least 8 questions about the project and presentation.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 90 minutes. They will ask you at least 8 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This occupation is found in:
public, private and not-for-profit sector, usually in the Civil Service, Local Authorities and non-governmental organisations. However, they may also work in charities, unions and private businesses. Policy officers work in varied environments including in an office, onsite, or remotely. On occasion they may work with other stakeholders at their sites or overseas.
The broad purpose of the occupation is:
to help shape or influence public policy. Public policy involves enacting solutions to improve the health, welfare, and prosperity of citizens.
Policy officers are responsible for the development, implementation or evaluation phases of policymaking. They also develop and implement strategies to shape and influence public policy within the remit of their organisation. They may specialise in a specific policy area, such as healthcare, housing, employment, transport, trade, the environment, national security or international relations, or work across several policy areas.
In their daily work, an employee in this occupation interacts with:
interacts with a range of internal stakeholders. This includes members of their own team and other departments such as IT, legal, HR, marketing, senior management, and the board of directors. They interact with external stakeholders such as subject matter experts or specialists (e.g., in communications, public affairs, finance, legal or operations). They also interact with customers, members of the public, service providers, the media, think tanks or research institutes, local and central government, regulators and international bodies.
Policy officers work with their stakeholders towards joint goals. They build partnerships with other organisations and bodies with similar interests. They may facilitate conferences, forums, roundtable discussions and events to discuss policy issues, strengthen their own knowledge and build their network.
An employee in this occupation will be responsible for:
providing support and advice to decision-makers, such as senior managers, board members, ministers, or other stakeholders. They assist them in developing options for responding to an issue or creating a change. They work to implement policy interventions by creating a set of actions and working with partners to deliver them.
Policy officers research the political or organisational environment in order to support the development of a policy, or to influence policy decisions. They gather evidence to contribute to policy making processes such as policy formulation or monitoring policy developments and lobbying accordingly.
They manage sensitive information and keep accurate records of policy history that will inform the evaluation of past and present policies. Policy officers obtain input from key stakeholders whilst they prepare and draft submissions, reports, briefings, or options papers for senior managers. They may deal with external customer, stakeholder and formal correspondence, working within set deadlines and adhering to processes, escalating issues not within the remit of their role. They support the development and delivery of training or coaching on new or existing policies to their stakeholders.
Policy officers work on their own and in a range of team settings. They work within agreed budgets and available resources. On occasion they may work without high levels of supervision, for example, when conducting research and analysis. They will work as part of the wider policy team on other duties, for example, when gathering information and providing briefings to senior colleagues and managers. They may occasionally be responsible for decision making, but more often will guide or influence the decisions of others. Policy officers may manage a small team and contribute towards budget management.
| Duty | KSBs |
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Duty 1 Conduct research and analysis on the relevant policy area. |
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Duty 2 Use evidence and data to present arguments and recommendations for policy interventions to senior colleagues and stakeholders. |
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Duty 3 Develop materials or products that explain the policy area to stakeholders. |
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Duty 4 Manage and respond to formal and informal information requests concerning the policy area. |
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Duty 5 Implement agreed policies by contributing to business cases, supporting the management of contractors, managing discrete workstreams within larger projects, and engaging with external partners. |
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Duty 6 Manage projects within agreed timescales and budget. |
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Duty 7 Track, monitor and report on the progress of policy interventions against key milestones, following established governance and scrutiny processes. |
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Duty 8 Contribute to the evaluation of policy interventions using measures such as effectiveness, efficiency, customer satisfaction, and value for money, either at set stages or continually, depending on stakeholder requirements. |
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Duty 9 Manage and coordinate engagement activities with professional networks and stakeholders. |
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Duty 10 Provide technical and administrative support to policy decision making forums such as boards, committees, project groups, and steering panels. |
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Duty 11 Manage sensitive information and keep accurate records of the evolving policy landscape, including evidence used to make policy decisions, to inform evaluation of past and present policies. |
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Duty 12 Support the design, development and delivery of team training or coaching. |
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Duty 13 Monitor identified risks to policy delivery plans, and take appropriate mitigating actions. |
K1: The history, priorities, aims, issues and risks associated with their policy area.
Back to Duty
K2: The wider organisational environment the policy area sits in and how policymaking typically operates within it.
Back to Duty
K3: The political, economic, social, technological, legal and environmental factors that impact on the policy area and the opportunities and challenges they each present.
Back to Duty
K4: The principles of project management tools and techniques and the importance of reviewing and maintaining plans.
Back to Duty
K5: The importance of achieving value for money.
Back to Duty
K6: The core stakeholders within the specific policy areas and how to engage with them.
Back to Duty
K7: Communication techniques and approaches to interact with a range of key internal and external stakeholders.
Back to Duty
K8: Technology and software used to present data in agreed formats for publication.
Back to Duty
K9: Regulatory and legislative requirements such as data protection and confidentiality, which affect practical processes such as the handling and processing of data and its application.
Back to Duty
K10: Policy implementation tools and processes to ensure delivery meets desired policy aims.
Back to Duty
K11: Evaluation methods through which policy interventions can be reviewed and improved, including cost benefit analysis and impact assessments, and their advantages and disadvantages.
Back to Duty
K12: The importance of horizon scanning for future changes and developments in relation to policy interpretation.
Back to Duty
K13: The value of a diversity of skills and expertise within teams, as well as an inclusive environment.
Back to Duty
K14: The organisation’s structure, strategy and priorities of organisational leaders or decision makers, and how their role supports these.
Back to Duty
K15: The purpose of engagement and consultation.
Back to Duty
K16: Different levels of engagement (from passive informing through to active co-production with those impacted by policy interventions) and methods used to achieve engagement.
Back to Duty
K17: The importance of monitoring and reviewing processes, including identifying and managing risks (e.g. operational, budgetary, reputational, legal).
Back to Duty
K18: How to measure the success of a policy, including the use of measures for progress, success, and impact.
Back to Duty
K19: Sources of evidence available in the relevant policy area and their strengths and weaknesses (e.g., operational data, research from charities acting in the area, academic research).
Back to Duty
K20: Negotiation methods and factors to be considered when conducting negotiation.
Back to Duty
K21: The legal, judicial and political context within which the relevant policy area is situated and how this influences policy development.
Back to Duty
K22: The support requirements and training needs of their team.
Back to Duty
S1: Undertake research and data collection from a range of primary and secondary sources to determine quality, accuracy, reliability, cognitive bias and trustworthiness of data sources.
Back to Duty
S2: Use analytical techniques on research and data, making use of stakeholder expertise in the policy area.
Back to Duty
S3: Demonstrate problem solving ability and evidence-based decision-making.
Back to Duty
S4: Prepare documents and present findings, making use of evidence to underpin arguments.
Back to Duty
S5: Adapt communication style to different audiences.
Back to Duty
S6: Apply project and risk management tools and techniques across the policy lifecycle.
Back to Duty
S7: Manage conflicting priorities to ensure work is completed within deadlines and budgets, setting own milestones to manage workload.
Back to Duty
S8: Manage joint work with other organisations through tasks such as creating reference documents and records of policy decisions.
Back to Duty
S9: Demonstrate networking and stakeholder management skills.
Back to Duty
S10: Facilitate events such as conferences, forums, or roundtable discussions on policy issues.
Back to Duty
S11: Keep accurate records of relevant information such as key data, identified trends, critiques, commentary, media attention and topical issues.
Back to Duty
S12: Evaluate data related to current and previous policy interventions.
Back to Duty
S13: Work with specialists from outside of the policy function. For example specialists in research, communications, commercial, legal, and science.
Back to Duty
S14: Looking beyond immediate role to larger trends which may impact on the relevant policy area, utilising big picture thinking to support organisational strategy.
Back to Duty
S15: Support the development and delivery of materials and activities to train their team.
Back to Duty
B1: Seeks learning opportunities and continuous professional development.
Back to Duty
B2: Works collaboratively with others.
Back to Duty
B3: Role models ethical behaviour and practices.
Back to Duty
B4: Works flexibly and adapts to different circumstances.
Back to Duty
B5: Has accountability and ownership of their tasks and workload.
Back to Duty
B6: Remains motivated and resilient under pressure.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
V1.1
This document explains the requirements for end-point assessment (EPA) for the policy officer apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Policy officer apprentices, their employers and training providers should read this document.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO).
A full-time apprentice typically spends 18 months on-programme (this means in training before the gateway) working towards competence as a policy officer. All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.
This EPA has 2 assessment methods.
The grades available for each assessment method are:
Assessment method 1 - project proposal, presentation, and questioning:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 18 months
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The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard. The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules. The apprentice must compile a portfolio of evidence. |
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End-point assessment gateway
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The employer must be content that the apprentice is working at or above the occupational standard. The apprentice’s employer must confirm that they think the apprentice:
The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules. For the project proposal, presentation, and questioning, the apprentice must submit the following supporting material: project proposal scoping document . To ensure the project proposal allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should approve the project proposal's title and scope at the gateway to confirm it is suitable. A brief project proposal scoping document must be submitted to the EPAO. It should be no more than 500 words. This needs to show that the project proposal will provide the opportunity for the apprentice to cover the KSBs mapped to this assessment method. The project proposal scoping document is not assessed. For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence. The apprentice must submit any policies and procedures as requested by the EPAO. |
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End-point assessment - typically 5 months
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Grades available for each method: Project proposal, presentation, and questioning
Professional discussion underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
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Re-sits and re-takes
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The EPA will be taken within the EPA period. The EPA period begins when the EPAO confirms the gateway requirements are met and is typically 5 months.
The expectation is that the EPAO will confirm the gateway requirements are met and the EPA begins as quickly as possible.
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
The apprentice must agree the subject, title and scope for their project proposal with their employer and EPAO by submitting a project proposal scoping document which will be no more than 500 words. This is not assessed by the independent assessor.
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 18 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
A project proposal involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project proposal must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship.
The project proposal must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship. The EPAO must confirm that it provides the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade. The EPAO must refer to the grading descriptors to ensure that the project proposal has sufficient scope to meet the KSBs mapped to this assessment method.
This assessment method has 2 components:
a project proposal
presentation with questions and answers
Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.
This EPA method is being used because:
The apprentice must complete a project based on any of the following:
Apprentices will conduct a project proposal either paper based or electronically.
The project proposal may be based on one or a combination of the following:
To ensure the project proposal allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should approve the project proposal’s title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
The project output must be in the form of project proposal.
The apprentice must start the project proposal after the gateway. The employer should ensure the apprentice has the time and resources, within the project proposal period, to plan and complete their project proposal.
The apprentice may work as part of a team to complete the project proposal, which could include internal colleagues or technical experts. The apprentice must however, complete their project proposal and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the project proposal and any presentation materials are submitted.
The project proposal must include at least:
The assessment method is the production of a project proposal, presentation and questioning. The project proposal is completed after the apprentice has gone through the gateway.
A project proposal involves the apprentice completing a relevant and defined piece of work that has a real business benefit. The project proposal must be undertaken after the apprentice has gone through the gateway, apart from the initial research to inform the project proposal scope. Apprentices will prepare and deliver a presentation that, along with the proposal, appropriately covers the KSBs assigned to this method of assessment. It will be followed by questioning from the independent assessor.
The project proposal should be designed to ensure that the apprentice’s work meets the needs of the business, having a real business application and is relevant to their role and allows the relevant KSBs to be assessed for the EPA. The employer will ensure it has a real business application and the EPAO will ensure it meets the requirements of the EPA, including suitable coverage of the KSBs assigned to this assessment method as shown in the mapping of assessment methods. The project proposal does not need to be fully implemented during the EPA period.
The apprentice and their employer must confirm that the project proposal is the apprentice's own work when it is submitted and signed confirmation by the employer the project proposal will benefit the business.
The EPAO must refer to the grading descriptors to ensure that project proposals have sufficient scope to meet the KSBs mapped to this assessment method.
This assessment method includes two components:
Both components should allow the apprentice the opportunity to obtain the highest possible grade. The combination of the components makes the method more robust and gives the apprentice an opportunity to provide depth.
In order to ensure the project proposal is robust it should contain evidence of evaluation of previous policy, data research and analytical techniques used with the collected data, and problem solving and evidence-based decision making.
The project proposal must have a word count of 3000 words. A tolerance of 10% above or below the word count is allowed at the apprentice's discretion. Appendices, references and diagrams are not included in this total. The apprentice must produce and include a mapping in an appendix, showing how the output evidences the KSBs mapped to this assessment method.
The apprentice must complete and submit the project proposal and any presentation materials to the EPAO by the end of week of the EPA period.
In the presentation with questions the apprentice delivers a presentation to an independent assessor on the project proposal. The independent assessor must ask questions following the presentation. This gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The apprentice must prepare and deliver a presentation to an independent assessor. After the presentation, the independent assessor must ask the apprentice questions about their project proposal and presentation.
The presentation must include:
The presentation with questions must last 45 minutes. This will typically include a presentation of 20 minutes and questioning lasting 25 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The independent assessor must ask at least 8 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The purpose of the independent assessor's questions is:
The apprentice must submit their presentation materials to the EPAO at the same time as the project proposal by the end of week 12 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.
During the presentation, the apprentice must have access to:
The independent assessor must have at least 2 weeks to review the project proposal and any presentation materials, to allow them to prepare questions.
The apprentice must be given at least 2 weeks’ notice of the presentation with questions.
The independent assessor's questions will need to cover the following themes:
The independent assessor must make the grading decision. They must assess the project components holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. It should take place in a quiet room, free from distractions and influence.
The presentation with questions can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
EPAO must produce the following materials to support the project:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This EPA method is being used because:
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The purpose of the independent assessor's questions will be to draw out examples and further clarify skills demonstrated in a portfolio of evidence.
The EPAO must give an apprentice 2 weeks' notice of the professional discussion.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 90 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 8 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Research and evaluation
K11 K19 S1 S12 |
Identifies and analyses data and information relevant to the policy area, evaluating the advantages and disadvantages of the collection methods used and the strengths and weaknesses of the available evidence (K11, K19, S12) Undertakes research design that makes considered use of primary and secondary sources of evidence with reference to relevant principles and techniques for assessing their quality and accuracy (S1)
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Justifies their chosen approach through analysis of primary and secondary sources and a critique of potential evaluation methods (K11, S1, S12) |
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Strategy and ethics
K1 K3 K12 K14 K21 S14 |
Explains how the proposal supports the aims, priorities and strategy of their organisation and its leaders and takes account of both history and the results of horizon scanning, identifying issues and risks (K1, K12, K14, S14) Explores the opportunities and challenges arising from the political, economic, social, technological, legal, and environmental factors that impact on the policy area and how they influence policy development (K3 K21)
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Identifies potential wider contextual changes that could impact on the proposal and how these will be managed and communicated. (K1 K3 K14) |
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Methodologies, tools and techniques
K4 K18 S2 S3 |
Understands the principles of project management and the tools and techniques for reviewing policies and plans and how to measure progress, success and impact. (K4 K18) Demonstrates application of analytical techniques and how they use problem definition and exploration and incorporate stakeholder expertise to create an evidence base for the decisions they make (S2, S3)
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Evaluates the strengths and weaknesses of the programme and project management tools used and explains how this informs the recommendations they have made (K4) Analyses and evaluates the data collection approach they have taken with reference to how well the research objectives have been met (S2)
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Communication
K6 K7 K8 S4 S5 B2 |
Uses and adapts communication techniques and technology to present data and justify findings and recommendations to meet the needs of different audiences, showing how they have worked collaboratively with others to develop and refine content. (K6, K7, K8 S4, S5, B2) |
Justifies the communication methods and techniques used to present their findings and why others were not suitable (S5) |
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Accountability
K5 B5 |
Takes ownership of their work, evidencing how they support financial decision making and value for money (K5, B5)
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N/A |
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Policy and legislation
K2 K9 K10 |
Analyses the use of policy implementation tools and processes in their organisation and explains how they use these to support policy making and help ensure compliance with regulatory and legislative requirements. (K2, K9, K10)
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Justifies their selection and use of tools and processes with reference to how these have ensured policy aims are met (K10) |
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Stakeholder engagement
K13 K15 K16 K20 S9 S10 S13 |
Justifies their choice of methods, including events, to engage a range of stakeholders and explains how they have used their stakeholder management skills to further policy aims and negotiate solutions. (K15, K16, K20, S9, S10) Analyses the benefits of a diverse and inclusive team and input from those outside the policy function in improving policy outcomes. (K13, S13)
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Demonstrates a clear understanding of the importance of involving stakeholders, team members and specialists in policy development and explains how they successfully manage diverse perspectives and views which may sometimes be in conflict with each other (K13, K15, K20, S9, S13) |
|
Tools and techniques
K17 S6 S11 |
Explains how they apply project and risk management tools in consistent monitoring and review and how this supports the achievement of policy aims and the identification and management of a range of risks. (K17, S6) Explains how they ensure key findings such as data, identified trends, critiques, commentary, media attention and topical issues are accurately recorded to support policy development (S11)
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Evaluates how well the processes and tools they use across the policy lifecycle contribute to successful risk management, showing a clear understanding of different types of risk and the importance of successfully identifying and managing these. (K17, S6) Explains how they have synthesised and analysed findings from a range of sources to influence policy direction. (S11)
|
|
Team and self-development
K22 S15 B1 B3 |
Demonstrates how they support and develop their team through identifying needs, supporting the development of training materials and activities and acting as a positive role model, explaining the benefits this has for individuals and the organisation (K22, S15, B3) Explains how they identify and seek out opportunities for professional development (B1)
|
N/A |
|
Managing workloads
S7 S8 B4 B6 |
Explains how they maintain their resilience and motivation in difficult or changing circumstances while continuing to meet deadlines and operate within budgetary constraints (S7, B4, B6) Maximises the benefits of joint working with other organisations, ensuring the accountability of stakeholders through accurate record keeping (S8)
|
N/A |
Performance in the EPA determines the apprenticeship grade of:
An independent assessor must individually grade the project proposal, presentation, and questioning and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one or more assessment methods, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. In order to achieve an overall EPA distinction, apprentices must achieve distinction in both assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Project proposal, presentation, and questioning | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Fail | Any grade | Fail |
| Any grade | Fail | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Pass |
| Distinction | Pass | Pass |
| Distinction | Distinction | Distinction |
Apprentices who fail one or more EPA method(s) can take a re-sit or a re-take at the employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does.
Apprentices should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification.
If the apprentice fails the report assessment method, they must amend the report output in line with the independent assessor’s feedback. The apprentice will be given 4 weeks to rework and submit the amended report.
Failed EPA methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to apprentices wishing to move from pass to a higher grade.
An apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
Post-gateway, the employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to how EPAOs ensure valid, consistent and reliable EPA decisions. EPAOs must adhere to the requirements within the roles and responsibilities section and:
Affordability of the EPA will be aided by using at least some of the following:
Professional body recognition is not relevant to this occupational apprenticeship.
| Knowledge | Assessment methods |
|---|---|
|
K1
The history, priorities, aims, issues and risks associated with their policy area. Back to Grading |
Project proposal, presentation, and questioning |
|
K2
The wider organisational environment the policy area sits in and how policymaking typically operates within it. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K3
The political, economic, social, technological, legal and environmental factors that impact on the policy area and the opportunities and challenges they each present. Back to Grading |
Project proposal, presentation, and questioning |
|
K4
The principles of project management tools and techniques and the importance of reviewing and maintaining plans. Back to Grading |
Project proposal, presentation, and questioning |
|
K5
The importance of achieving value for money. Back to Grading |
Project proposal, presentation, and questioning |
|
K6
The core stakeholders within the specific policy areas and how to engage with them. Back to Grading |
Project proposal, presentation, and questioning |
|
K7
Communication techniques and approaches to interact with a range of key internal and external stakeholders. Back to Grading |
Project proposal, presentation, and questioning |
|
K8
Technology and software used to present data in agreed formats for publication. Back to Grading |
Project proposal, presentation, and questioning |
|
K9
Regulatory and legislative requirements such as data protection and confidentiality, which affect practical processes such as the handling and processing of data and its application. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K10
Policy implementation tools and processes to ensure delivery meets desired policy aims. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K11
Evaluation methods through which policy interventions can be reviewed and improved, including cost benefit analysis and impact assessments, and their advantages and disadvantages. Back to Grading |
Project proposal, presentation, and questioning |
|
K12
The importance of horizon scanning for future changes and developments in relation to policy interpretation. Back to Grading |
Project proposal, presentation, and questioning |
|
K13
The value of a diversity of skills and expertise within teams, as well as an inclusive environment. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K14
The organisation’s structure, strategy and priorities of organisational leaders or decision makers, and how their role supports these. Back to Grading |
Project proposal, presentation, and questioning |
|
K15
The purpose of engagement and consultation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K16
Different levels of engagement (from passive informing through to active co-production with those impacted by policy interventions) and methods used to achieve engagement. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K17
The importance of monitoring and reviewing processes, including identifying and managing risks (e.g. operational, budgetary, reputational, legal). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K18
How to measure the success of a policy, including the use of measures for progress, success, and impact. Back to Grading |
Project proposal, presentation, and questioning |
|
K19
Sources of evidence available in the relevant policy area and their strengths and weaknesses (e.g., operational data, research from charities acting in the area, academic research). Back to Grading |
Project proposal, presentation, and questioning |
|
K20
Negotiation methods and factors to be considered when conducting negotiation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K21
The legal, judicial and political context within which the relevant policy area is situated and how this influences policy development. Back to Grading |
Project proposal, presentation, and questioning |
|
K22
The support requirements and training needs of their team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Undertake research and data collection from a range of primary and secondary sources to determine quality, accuracy, reliability, cognitive bias and trustworthiness of data sources. Back to Grading |
Project proposal, presentation, and questioning |
|
S2
Use analytical techniques on research and data, making use of stakeholder expertise in the policy area. Back to Grading |
Project proposal, presentation, and questioning |
|
S3
Demonstrate problem solving ability and evidence-based decision-making. Back to Grading |
Project proposal, presentation, and questioning |
|
S4
Prepare documents and present findings, making use of evidence to underpin arguments. Back to Grading |
Project proposal, presentation, and questioning |
|
S5
Adapt communication style to different audiences. Back to Grading |
Project proposal, presentation, and questioning |
|
S6
Apply project and risk management tools and techniques across the policy lifecycle. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S7
Manage conflicting priorities to ensure work is completed within deadlines and budgets, setting own milestones to manage workload. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S8
Manage joint work with other organisations through tasks such as creating reference documents and records of policy decisions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S9
Demonstrate networking and stakeholder management skills. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S10
Facilitate events such as conferences, forums, or roundtable discussions on policy issues. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S11
Keep accurate records of relevant information such as key data, identified trends, critiques, commentary, media attention and topical issues. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S12
Evaluate data related to current and previous policy interventions. Back to Grading |
Project proposal, presentation, and questioning |
|
S13
Work with specialists from outside of the policy function. For example specialists in research, communications, commercial, legal, and science. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S14
Looking beyond immediate role to larger trends which may impact on the relevant policy area, utilising big picture thinking to support organisational strategy. Back to Grading |
Project proposal, presentation, and questioning |
|
S15
Support the development and delivery of materials and activities to train their team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Seeks learning opportunities and continuous professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B2
Works collaboratively with others. Back to Grading |
Project proposal, presentation, and questioning |
|
B3
Role models ethical behaviour and practices. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B4
Works flexibly and adapts to different circumstances. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B5
Has accountability and ownership of their tasks and workload. Back to Grading |
Project proposal, presentation, and questioning |
|
B6
Remains motivated and resilient under pressure. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Research and evaluation
K11 K19 S1 S12 |
Evaluation methods through which policy interventions can be reviewed and improved, including cost benefit analysis and impact assessments, and their advantages and disadvantages. (K11) Sources of evidence available in the relevant policy area and their strengths and weaknesses (e.g., operational data, research from charities acting in the area, academic research). (K19) |
Undertake research and data collection from a range of primary and secondary sources to determine quality, accuracy, reliability, cognitive bias and trustworthiness of data sources. (S1) Evaluate data related to current and previous policy interventions. (S12) |
None |
|
Strategy and ethics
K1 K3 K12 K14 K21 S14 |
The history, priorities, aims, issues and risks associated with their policy area. (K1) The political, economic, social, technological, legal and environmental factors that impact on the policy area and the opportunities and challenges they each present. (K3) The importance of horizon scanning for future changes and developments in relation to policy interpretation. (K12) The organisation’s structure, strategy and priorities of organisational leaders or decision makers, and how their role supports these. (K14) The legal, judicial and political context within which the relevant policy area is situated and how this influences policy development. (K21) |
Looking beyond immediate role to larger trends which may impact on the relevant policy area, utilising big picture thinking to support organisational strategy. (S14) |
None |
|
Methodologies, tools and techniques
K4 K18 S2 S3 |
The principles of project management tools and techniques and the importance of reviewing and maintaining plans. (K4) How to measure the success of a policy, including the use of measures for progress, success, and impact. (K18) |
Use analytical techniques on research and data, making use of stakeholder expertise in the policy area. (S2) Demonstrate problem solving ability and evidence-based decision-making. (S3) |
None |
|
Communication
K6 K7 K8 S4 S5 B2 |
The core stakeholders within the specific policy areas and how to engage with them. (K6) Communication techniques and approaches to interact with a range of key internal and external stakeholders. (K7) Technology and software used to present data in agreed formats for publication. (K8) |
Prepare documents and present findings, making use of evidence to underpin arguments. (S4) Adapt communication style to different audiences. (S5) |
Works collaboratively with others. (B2) |
|
Accountability
K5 B5 |
The importance of achieving value for money. (K5) |
None |
Has accountability and ownership of their tasks and workload. (B5) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Policy and legislation
K2 K9 K10 |
The wider organisational environment the policy area sits in and how policymaking typically operates within it. (K2) Regulatory and legislative requirements such as data protection and confidentiality, which affect practical processes such as the handling and processing of data and its application. (K9) Policy implementation tools and processes to ensure delivery meets desired policy aims. (K10) |
None |
None |
|
Stakeholder engagement
K13 K15 K16 K20 S9 S10 S13 |
The value of a diversity of skills and expertise within teams, as well as an inclusive environment. (K13) The purpose of engagement and consultation. (K15) Different levels of engagement (from passive informing through to active co-production with those impacted by policy interventions) and methods used to achieve engagement. (K16) Negotiation methods and factors to be considered when conducting negotiation. (K20) |
Demonstrate networking and stakeholder management skills. (S9) Facilitate events such as conferences, forums, or roundtable discussions on policy issues. (S10) Work with specialists from outside of the policy function. For example specialists in research, communications, commercial, legal, and science. (S13) |
None |
|
Tools and techniques
K17 S6 S11 |
The importance of monitoring and reviewing processes, including identifying and managing risks (e.g. operational, budgetary, reputational, legal). (K17) |
Apply project and risk management tools and techniques across the policy lifecycle. (S6) Keep accurate records of relevant information such as key data, identified trends, critiques, commentary, media attention and topical issues. (S11) |
None |
|
Team and self-development
K22 S15 B1 B3 |
The support requirements and training needs of their team. (K22) |
Support the development and delivery of materials and activities to train their team. (S15) |
Seeks learning opportunities and continuous professional development. (B1) Role models ethical behaviour and practices. (B3) |
|
Managing workloads
S7 S8 B4 B6 |
None |
Manage conflicting priorities to ensure work is completed within deadlines and budgets, setting own milestones to manage workload. (S7) Manage joint work with other organisations through tasks such as creating reference documents and records of policy decisions. (S8) |
Works flexibly and adapts to different circumstances. (B4) Remains motivated and resilient under pressure. (B6) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.1 | Occupational standard and end-point assessment plan revised | 15/08/2022 | Not set | Not set |
| 1.0 | Approved for delivery | 02/02/2018 | 14/08/2022 | Not set |
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