Provide robust research and analysis that forms the foundation for social policy development, implementation, and evaluation, impacting important decisions that seek to ensure the best possible investment of public money and outcomes for members of society.
This occupation is found in the public, private and third sector organisations, from small through to large employers, including central and local government, research organisations, charities, and academia.
The broad purpose of the occupation is to provide robust research and analysis that forms the foundation for social policy development, implementation, and evaluation, impacting important decisions that seek to ensure the best possible investment of public money and outcomes for members of society. Social researchers use a range of research and analysis methods, advise on research designs, assess the appropriateness of different methodologies, and evaluate the quality of evidence and apply structured thinking to critically assess problems, drawing on their social research expertise and knowledge to evaluate the strengths and limitations of different research approaches.
In their daily work, an employee in this occupation interacts with internal teams such as other researchers, economists, statisticians, methodologists, operations, policymakers, procurement, finance, and IT. They also interact with external stakeholders, including customers, collaborators, service providers, research participants and other members of the public. Building and maintaining relationships is critical to the social researcher role; they support and oversee colleagues during all stages of the research process and work with a range of colleagues, customers, and stakeholders.
An employee in this occupation will be responsible for a variety of duties such as systematic evidence reviews, writing or contributing to proposal development, design, and implementation of qualitative and quantitative research according to ethical principles, developing primary data collection tools (such as surveys, in-depth interviews and focus groups), managing and monitoring fieldwork and controlled trials, data management and quality control, data analysis using specialist software packages, reporting, dissemination, the synthesis of research findings, and the overall project management of research. Evidence from these activities is used to brief policymakers and customers, to provide informative and timely insights to inform decision making. Typically, social researchers work independently leading on some elements of research and as part of the wider research team on other duties. A social researcher reports directly to their line manager, who will be a more senior colleague within their team. They may have staff management and/or budgetary responsibilities.
Social researchers must comply with the appropriate information security standards, GDPR, ethical standards, legal guidance, and other best practice guidance within their organisation. They may be required to obtain DBS clearance and/or other security clearances to carry out primary data collection or to access sensitive data. Social researchers are expected to have an awareness of the budget and costs of their projects and flag any concerns to the project lead. They may be office-based, work remotely or in a hybrid working environment. They are sometimes required to travel to attend meetings or training, to carry out data collection or to train interviewers.
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 42 months. The EPA period is typically 6 months.
The overall grades available for this apprenticeship are:
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:
For the social researcher, the qualification required is:
Applied Social Research
Project with report
You will complete a project and write a report. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 6000 words (with a 10% tolerance).
You will have 12 weeks to complete the project and submit the report 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 60 minutes. The independent assessor will ask at least 6 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 a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
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.Reasonable adjustments
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 apprenticeship aligns with The Market Research Society for Member Level
Please contact the professional body for more details.
This occupation is found in the public, private and third sector organisations, from small through to large employers, including central and local government, research organisations, charities, and academia.
The broad purpose of the occupation is to provide robust research and analysis that forms the foundation for social policy development, implementation, and evaluation, impacting important decisions that seek to ensure the best possible investment of public money and outcomes for members of society. Social researchers use a range of research and analysis methods, advise on research designs, assess the appropriateness of different methodologies, and evaluate the quality of evidence and apply structured thinking to critically assess problems, drawing on their social research expertise and knowledge to evaluate the strengths and limitations of different research approaches.
In their daily work, an employee in this occupation interacts with internal teams such as other researchers, economists, statisticians, methodologists, operations, policymakers, procurement, finance, and IT. They also interact with external stakeholders, including customers, collaborators, service providers, research participants and other members of the public. Building and maintaining relationships is critical to the social researcher role; they support and oversee colleagues during all stages of the research process and work with a range of colleagues, customers, and stakeholders.
An employee in this occupation will be responsible for a variety of duties such as systematic evidence reviews, writing or contributing to proposal development, design, and implementation of qualitative and quantitative research according to ethical principles, developing primary data collection tools (such as surveys, in-depth interviews and focus groups), managing and monitoring fieldwork and controlled trials, data management and quality control, data analysis using specialist software packages, reporting, dissemination, the synthesis of research findings, and the overall project management of research. Evidence from these activities is used to brief policymakers and customers, to provide informative and timely insights to inform decision making. Typically, social researchers work independently leading on some elements of research and as part of the wider research team on other duties. A social researcher reports directly to their line manager, who will be a more senior colleague within their team. They may have staff management and/or budgetary responsibilities.
Social researchers must comply with the appropriate information security standards, GDPR, ethical standards, legal guidance, and other best practice guidance within their organisation. They may be required to obtain DBS clearance and/or other security clearances to carry out primary data collection or to access sensitive data. Social researchers are expected to have an awareness of the budget and costs of their projects and flag any concerns to the project lead. They may be office-based, work remotely or in a hybrid working environment. They are sometimes required to travel to attend meetings or training, to carry out data collection or to train interviewers.
| Duty | KSBs |
|---|---|
|
Duty 1 Explain the value of social research to potential users to encourage them to make use of it and make sure they use it appropriately. |
K1 K2 K3 K4 K5 K6 K7 K8 K10 K11 K12 K13 K16 K20 K21 |
|
Duty 2 Advise stakeholders on the best approaches to meet a research brief, invitation to tender, such as piloting, trialling, or large-scale research; advise on best methods, such as qualitative, quantitative or both. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K15 K16 K19 K21 K24 |
|
Duty 3 Problem formulation with stakeholders to design research and evaluation questions using social research tools, such as logic mapping and theory of change. |
|
|
Duty 4 Conduct desk research and, or literature reviews, such as rapid evidence assessments or other systematic approaches, to build the evidence base on a particular subject. |
|
|
Duty 5 Develop or respond to the commissioning and subcontracting of social research projects, working within relevant commercial frameworks. |
|
|
Duty 6 Design and deliver a social research or evaluation project in line with professional guidance, such as ethical principles, and central government guidance on quality assurance and evaluation. |
K1 K2 K3 K4 K5 K6 K7 K8 K10 K11 K12 K13 K14 K15 K16 K17 K19 K20 K22 K23 |
|
Duty 7 Project management of research, including managing progress to ensure quality and meet agreed timescales and budgets. |
|
|
Duty 8 Design, conduct and analyse qualitative research such as in-depth interviews, focus groups, participatory and deliberative research, to draw out detailed, thematic insights for customers and stakeholders. |
K1 K3 K4 K6 K7 K10 K11 K12 K13 K14 K19 K21 K23 K24 |
|
Duty 9 Design and undertake quantitative research such as surveys, advising on sampling and data collection approaches. |
K1 K3 K4 K5 K7 K10 K11 K12 K13 K14 K19 K21 K23 K24 |
|
Duty 10 Prepares data and analysis frameworks, prepares, and cleans data for analysis, leading descriptive and bivariate analysis of quantitative data, including applying appropriate statistical significance tests. |
|
|
Duty 11 Deliver research and evaluation projects using a range of digital tools and software. |
|
|
Duty 12 Write up and present social research findings, which may include published reports, taking into account the needs and ability of the intended audience. |
|
|
Duty 13 Manage and develop others, prioritising, and delegating tasks in line with project objectives. |
K1: The UK social and policy context and how this will inform and impact their research.
Back to Duty
K2: The role social research plays in providing evidence for social or policy questions.
Back to Duty
K3: The advantages and limitations of qualitative and quantitative research and evaluation theories and methods, and how to apply these in research design.
Back to Duty
K4: Types of bias in research and how to identify and avoid them.
Back to Duty
K5: Quantitative research approaches and techniques, such as sampling, data collection, data cleaning, descriptive and inferential statistics.
Back to Duty
K6: Qualitative research approaches and techniques, such as recruiting participants, sampling and analysis.
Back to Duty
K7: Social research evaluation approaches and techniques such as theory of change, impact evaluation and process evaluation.
Back to Duty
K8: Critical approaches to secondary research, such as how to source information, assess research quality and use research from previously conducted studies.
Back to Duty
K9: Commercial frameworks, and how to write, contribute or respond to proposals, such as tender responses or grant proposals.
Back to Duty
K10: The organisation’s processes, procedures, and code of conduct.
Back to Duty
K11: Data protection regulation and legislation requirements, such as how to store, process and transfer data in line with the Data Protection Act and GDPR.
Back to Duty
K12: The key ethical issues and principles in research outlined in professional body guidance, such as informed consent and safeguarding.
Back to Duty
K13: Social inclusion, accessibility and how to design research to enable this.
Back to Duty
K14: Quality assurance principles and techniques for social research.
Back to Duty
K15: Cost estimation techniques and budgetary requirements for research.
Back to Duty
K16: Processes for procuring suppliers.
Back to Duty
K17: Project management principles and techniques.
Back to Duty
K18: Resource management and allocation.
Back to Duty
K19: Digital tools and software for fieldwork, analysis, communication, and reporting, and the impact of emerging technologies such as AI on research.
Back to Duty
K20: Reporting styles for social research.
Back to Duty
K21: Communication, presenting, influencing, and negotiating techniques and strategies, to interact with a range of key stakeholders.
Back to Duty
K22: Tools and principles for training and people development.
Back to Duty
K23: Role of technical professionals within a research team and how they impact each stage of a research project.
Back to Duty
K24: Taking account of the carbon footprint of each research project and considering how to reduce this.
Back to Duty
S1: Interpret research objectives and recommend which research methods are the most appropriate to meet objectives.
Back to Duty
S2: Lead on the design of smaller research or evaluation studies and collaborate with others to design larger studies.
Back to Duty
S3: Lead and design data collection tools such as topic guides and questionnaires.
Back to Duty
S4: Undertake data collection using qualitative and quantitative research techniques.
Back to Duty
S5: Design research projects with consideration of sustainability best practice including reducing carbon emissions.
Back to Duty
S6: Undertake quality assurance and checks to avoid data errors.
Back to Duty
S7: Work with commercial teams and contractors to commission and deliver social research.
Back to Duty
S8: Project manage smaller research projects and manage discrete workstreams within larger studies.
Back to Duty
S9: Interpret and apply relevant legislation, Regulations, Codes of Practice, and ethical guidance where appropriate to their work.
Back to Duty
S10: Clean, analyse, and manipulate qualitative and quantitative data, including descriptive and inferential statistical analysis.
Back to Duty
S11: Evaluate and bring together evidence from a range of sources to inform decisions.
Back to Duty
S12: Interpret and derive insights from quantitative, qualitative, and secondary analytical and research outputs.
Back to Duty
S13: Collaborate with stakeholders and research customers to design research projects.
Back to Duty
S14: Use influencing and negotiation skills and techniques to design and deliver research projects.
Back to Duty
S15: Develop and deliver analytical or professional training teach-ins or documents for others.
Back to Duty
S16: Report and present on research findings, adapting the approach for different audiences.
Back to Duty
S17: Organise and lead meetings, using digital collaboration tools to work with colleagues.
Back to Duty
S18: Use software to clean, manage, manipulate, and analyse qualitative and quantitative research data and identify solutions to research questions.
Back to Duty
B1: Champions ethical behaviour and meets required standards of practice.
Back to Duty
B2: Works flexibly and adapts to circumstances.
Back to Duty
B3: Seek learning and continuous professional development opportunities for self and wider team.
Back to Duty
B4: Takes responsibility, shows initiative, and is organised.
Back to Duty
B5: Champions accessibility and diversity by designing inclusive research.
Back to Duty
B6: Works collaboratively with others across the organisation and external stakeholders.
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.
Level: 6 (integrated degree)
The SOC code for the occupation is 2114 Social and humanities scientists. Using the IfATE evidence tool this shows:- Estimated occupational entry level = Graduate role- % of graduates in occupation = 92%- Most common educational attainment level = 1 Degree or equivalent- % of postgraduates in occupation = 52%- Typical career entry requirements = " Entry is most common with a degree or equivalent qualification but is possible with other academic qualifications and/or relevant experience. Postgraduate qualifications may be required for some jobs."In addition, please note that individuals cannot become a Social Researcher within government without a degree and many of the non-government employers also specify a degree as an essential requirement for entry into the occupation at this level.
This standard aligns with the following professional recognition:
V1.0
This document explains the requirements for end-point assessment (EPA) for the social researcher apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Social researcher apprentices, their employers and training providers should read this document.
A degree-apprenticeship enables the awarding of a degree within the achievement of an apprenticeship. This means the apprenticeship and the degree will both need to be completed, passed, and awarded together to achieve the social sciences professional degree-apprenticeship.
Apprentices must complete and pass all on and off-the-job training before completing an EPA to determine occupational competence. The Higher Education Provider (HEP), responsible for delivering the degree-apprenticeship, must be both the approved EPAO and training provider. The HEP with approved EPAO status is responsible for the delivery of EPA for this degree-apprenticeship. Employers must select the HEP from both the register of apprenticeship training providers (RoATP) and the register of end-point assessment organisations (RoEPAO).
If the HEP is using a credit framework, the EPA must contribute to the total credit value of 360 credits and must be delivered in accordance with this assessment plan. The recommended EPA contribution is 40 of the total credit value.
A full-time apprentice typically spends 42 months on-programme (this means in training before the gateway) working towards competence as a social researcher. 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 - written project report with 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:
|
On-programme - typically 42 months
|
The apprentice must:
To complete the training delivery of 320 credits for the following qualification: Applied Social Research
|
|---|---|
|
End-point assessment gateway
|
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 passed any other qualifications listed in the social researcher occupational standard ST1341. The qualification(s) required are: 320 credits of the Applied Social Research The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules. For the written project report with presentation and questioning., the apprentice must submit the following supporting material: a written project report scoping document requirements. To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable. A brief project summary must be submitted to the EPAO. It should be no more than 500 words. This needs to show that the project will provide the opportunity for the apprentice to cover the KSBs mapped to this assessment method. It is not assessed. For the professional discussion underpinned by a portfolio of evidence. the apprentice must submit a a portfolio of evidence. The apprentice must submit any policies and procedures as requested by the EPAO. |
|
End-point assessment - typically 6 months
|
Grades available for each assessment method (40 credits for assessment method 1): Written project report with presentation and questioning.
Professional discussion underpinned by a portfolio of evidence.
Overall EPA and apprenticeship can be graded:
|
|
Professional recognition
|
This apprenticeship aligns with The Market Research Society for Member Level The apprenticeship will either wholly or partially satisfy the requirements for registration at this level. |
The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 6 months.
The EPAO should confirm the gateway requirements have been met and the EPA should start as quickly as possible.
The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.
The apprentice must meet the gateway requirements before starting their EPA.
These are:
The apprentice must agree the subject, title and scope for their written project report with their employer and EPAO by submitting a scoping document which will be no more than 500 words. This will not be 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 16 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB, when collecting evidence, the apprentice should review the quality of the evidence rather than the quantity of it.
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 any policies and procedures as requested by the EPAO.
The EPA period starts when the EPAO confirms all gateway requirements have been met.
The expectation is they will do this as quickly as possible.
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 written project report involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The written project report must start after the apprentice has gone through the gateway. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The written project report 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 written project reports are pitched appropriately.
This assessment method has 2 components:
This assessment method is being used because:
The written project report with presentation and questioning. 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’s written project report can be based on any of the following:
Examples of the types of projects on which a written report an apprentice could submit include:
To ensure the written project report allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the written project report's title and scope at the gateway to confirm it is suitable.
The project output must be in the form of a report.
The apprentice must start the written project report after the gateway. They must complete and submit the report to the EPAO by the end of week 12 4 of the EPA period. The employer should ensure the apprentice has the time and resources, within this period, to plan and complete their written project report. The apprentice must complete their written project report and the production of its components unaided.
The apprentice may work as part of a team to complete the project which could include technical internal or external support. However, the written project report must be the apprentice’s own work and reflective of their own role and contribution. The apprentice and their employer must confirm that the written project report is the apprentice’s own work when it is submitted.
The report must include at least:
The written project report may be of the following forms:
The project report has a word count of 6000 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 written project report must map, in an appendix, how it evidences the KSBs mapped to this assessment method.
In the presentation with questions the apprentice delivers a presentation to an independent assessor on a set subject. 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 apprentice must prepare and submit their presentation speaker notes and supporting materials presentation with questions and answers. The independent assessor must ask questions after the presentation. The presentations must include:
The apprentice must prepare and submit their presentation speaker notes and supporting materials to the EPAO at the same time as the report 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 output(s) and presentation speaker notes and supporting materials, to allow them to prepare questions.
The EPAO must give the apprentices at least 2 weeks notice of the presentation with questions.
The apprentice must deliver their presentation to the independent assessor on a one-to-one basis.
The independent assessor must ask questions after the presentation.
The purpose of the questions is to assess competency against the KSBs assigned to this assessment method.
The presentation and questions must last 60 minutes. The presentation should be non-technical in the format of a client/customer briefing or otherwise pitched at a level suitable for a general audience. This will typically include a presentation of 20 minutes and questioning lasting 40 minutes. The independent assessor can increase the total 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 6 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 independent assessor must use the full time available for questioning. The independent assessor must make the grading decision. The written project report components must be assessed holistically by the independent assessor when they are deciding the grade.
The independent assessor must make the grading decision.
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).
The presentation with questions should take place in a quiet room, free from distractions and influence.
The presentation with questioning 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 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. Some questioning should be of a technical nature, the apprentice must be able to orally justify their research decisions. 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 written project report with presentation and questioning.:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
In the discussion, an independent assessor and apprentice have a formal two-way conversation.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence. It gives the apprentice the opportunity to demonstrate their competency across the KSBs mapped to this EPA method.
This assessment 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 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 week(s) to review the supporting documentation.
The apprentice must have access to their a portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their a portfolio of evidence however the a portfolio of evidence is not directly assessed.
The professional discussion must last 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. Follow-up questions are allowed where clarification is required. The independent assessor must use the questions from their EPAO’s question bank or create their own questions in-line with the EPAO’s training.
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 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. Questioning must include a technical component that assesses both quantitative and qualitative research skills, including decision-making about appropriate methodology. 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 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, training, and moderation.
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Research methods, theory and analysis
K3 K4 K5 K6 K7 K13 K19 S1 S2 S3 S4 S5 S6 S10 S11 S18 |
Describes the advantages and limitations of quantitative and qualitative research and evaluation theories, and how these are applied in research design including identifying types of bias and how to avoid them. (K3, K4) Summarises the qualitative and quantitative research approaches and techniques used when designing data collection tools and undertaking data collection. (K5, K6, S3, S4) Explains the approaches and techniques used to undertake social research evaluation and how these are used to interpret research objectives and recommending research methods and objectives whilst leading on smaller projects or collaborating on larger studies. (K7, S1 S2) Influences the design of research projects to take account of accessibility, sustainability, social inclusion and implements quality assurance. (K13, S5, S6) Evaluate and bring together evidence from a range of appropriate sources to inform decisions. (S11) Identifies solutions to research questions by using software to clean, analyse, manipulate, and manage qualitative and quantitative data. (K19, S10, S18)
|
Justifies the qualitative and quantitative research approaches they use to design data collection tools. (K5, K6, S3, S4) Evaluates their recommended research methods used when leading on smaller projects or when they have collaborated on larger studies. (K7, S1, S2) Critically analyses a range of digital tools and software and how they can benefit their research. (K19 S18)
|
|
Delivery knowledge and project management
K17 K18 S8 |
Identifies the extent to which resource management and allocation, and project management tools, support the project management and delivery of small projects and discrete workstreams within larger studies. (K17, K18, S8) |
N/A |
|
Reporting and outputs
K20 K21 S16 |
Applies and adapts their reporting styles and communication techniques to interact with a range of stakeholders and audiences whilst presenting on research findings. (K20, K21, S16) |
Critically analyses stakeholder and audience needs and expectations to negotiate and influence research findings. (K20, K21, S16) |
|
Team working and collaboration
K23 S13 B4 |
Takes responsibility when collaborating with technical professionals, stakeholders, and research customers to organise and design research projects and how their role will impact each stage of the research project. (K23, S13, B4) |
N/A |
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Wider context of social research
K1 K2 K12 |
Describes how UK social and policy context informs and impacts their research, and how social research provides evidence for social and policy questions including the key ethical issues and principles in research. (K1, K2, K12) |
Justifies the role that social research plays in providing evidence for social and policy questions and the impact that the professional body guidance has on them. (K2, K12) |
|
Research methods, theory and analysis
K8 S12 |
Describes the critical approaches to secondary research and how they interpret and derive insights from the outputs. (K8, S12) |
Evaluates the critical approaches to secondary research and how they have used them to interpret and derive insights from the outputs. (K8, S12) |
|
Delivery knowledge and project management
K9 K10 K11 K14 K15 K16 S7 S9 B2 |
Summarise the commercial frameworks they use and how they work with commercial teams and contractors to commission or respond to the commissioning of social research and the procuring of suppliers including the use of cost estimation techniques and budgetary requirements for research. (K9, K15, K16, S7) Describes the organisation's processes, procedures, quality assurance principles and techniques, and codes of conduct and how they use these for social research and to adapt to circumstances in the workplace. (K10, K14, B2) Explains how data protection, regulatory and legislative requirements impact on their role and how they interpret and apply these to their work. (K11, S9)
|
Critically analyses their use of commercial frameworks and strategies and the longer-term impact of these on aligning with the overall commissioning strategy. (K9, S7) Critically evaluates their use of cost estimation techniques and budgetary requirements, and how this has improved the procurement of suppliers and the quality of social research. (K14, K15, K16)
|
|
Team working and collaboration
K22 S14 S15 S17 B3 B6 |
Describes the tools and principles for people development and how these are used to identify the learning and development needs, and improvement opportunities, for themselves, stakeholders, and the team, to enable both personal and professional development. (K22, S15, B3) Describes how they work collaboratively with stakeholders using influencing and negotiating techniques to design and deliver research projects and the digital collaboration tools they use to organise and lead meetings. (S14, S17, B6)
|
Evaluates how they deliver teach-ins or training documents and how they have used this to identify further development opportunities which lead to improvements in the research function. (S15) Justifies the approach they have taken when negotiating with stakeholders to design and deliver research projects. (S14)
|
|
Sustainability, inclusivity and ethics
K24 B1 B5 |
Describes why they take account of the carbon footprint of each project and how they would reduce it. (K24) Explain how they encourage ethical behaviour and diversity by designing inclusive research that meets standards of practice. (B1, B5)
|
Critically analyse the carbon footprint of each project and justifies their recommendations to reduce it. (K24)
|
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the: written project report with 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 assessment method or more, 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. To achieve an overall EPA distinction, the apprentice must achieve a 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.
| Written project report with 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 |
If the apprentice fails one or more assessment methods they can take a re-sit or a re-take at their 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.
The apprentice 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 project assessment method, they must to amend the project output in line with the independent assessor’s feedback. The apprentice will be given 4 weeks to rework and submit the amended report.
Failed assessment 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 an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
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 the EPAO ensures valid, consistent and reliable EPA decisions. The EPAO must adhere to the requirements within the roles and responsibilities section:
The EPAO must also:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
|
K1
The UK social and policy context and how this will inform and impact their research. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K2
The role social research plays in providing evidence for social or policy questions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K3
The advantages and limitations of qualitative and quantitative research and evaluation theories and methods, and how to apply these in research design. Back to Grading |
Written project report with presentation and questioning. |
|
K4
Types of bias in research and how to identify and avoid them. Back to Grading |
Written project report with presentation and questioning. |
|
K5
Quantitative research approaches and techniques, such as sampling, data collection, data cleaning, descriptive and inferential statistics. Back to Grading |
Written project report with presentation and questioning. |
|
K6
Qualitative research approaches and techniques, such as recruiting participants, sampling and analysis. Back to Grading |
Written project report with presentation and questioning. |
|
K7
Social research evaluation approaches and techniques such as theory of change, impact evaluation and process evaluation. Back to Grading |
Written project report with presentation and questioning. |
|
K8
Critical approaches to secondary research, such as how to source information, assess research quality and use research from previously conducted studies. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K9
Commercial frameworks, and how to write, contribute or respond to proposals, such as tender responses or grant proposals. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K10
The organisation’s processes, procedures, and code of conduct. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K11
Data protection regulation and legislation requirements, such as how to store, process and transfer data in line with the Data Protection Act and GDPR. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K12
The key ethical issues and principles in research outlined in professional body guidance, such as informed consent and safeguarding. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K13
Social inclusion, accessibility and how to design research to enable this. Back to Grading |
Written project report with presentation and questioning. |
|
K14
Quality assurance principles and techniques for social research. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K15
Cost estimation techniques and budgetary requirements for research. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K16
Processes for procuring suppliers. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K17
Project management principles and techniques. Back to Grading |
Written project report with presentation and questioning. |
|
K18
Resource management and allocation. Back to Grading |
Written project report with presentation and questioning. |
|
K19
Digital tools and software for fieldwork, analysis, communication, and reporting, and the impact of emerging technologies such as AI on research. Back to Grading |
Written project report with presentation and questioning. |
|
K20
Reporting styles for social research. Back to Grading |
Written project report with presentation and questioning. |
|
K21
Communication, presenting, influencing, and negotiating techniques and strategies, to interact with a range of key stakeholders. Back to Grading |
Written project report with presentation and questioning. |
|
K22
Tools and principles for training and people development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K23
Role of technical professionals within a research team and how they impact each stage of a research project. Back to Grading |
Written project report with presentation and questioning. |
|
K24
Taking account of the carbon footprint of each research project and considering how to reduce this. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
| Skill | Assessment methods |
|---|---|
|
S1
Interpret research objectives and recommend which research methods are the most appropriate to meet objectives. Back to Grading |
Written project report with presentation and questioning. |
|
S2
Lead on the design of smaller research or evaluation studies and collaborate with others to design larger studies. Back to Grading |
Written project report with presentation and questioning. |
|
S3
Lead and design data collection tools such as topic guides and questionnaires. Back to Grading |
Written project report with presentation and questioning. |
|
S4
Undertake data collection using qualitative and quantitative research techniques. Back to Grading |
Written project report with presentation and questioning. |
|
S5
Design research projects with consideration of sustainability best practice including reducing carbon emissions. Back to Grading |
Written project report with presentation and questioning. |
|
S6
Undertake quality assurance and checks to avoid data errors. Back to Grading |
Written project report with presentation and questioning. |
|
S7
Work with commercial teams and contractors to commission and deliver social research. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S8
Project manage smaller research projects and manage discrete workstreams within larger studies. Back to Grading |
Written project report with presentation and questioning. |
|
S9
Interpret and apply relevant legislation, Regulations, Codes of Practice, and ethical guidance where appropriate to their work. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S10
Clean, analyse, and manipulate qualitative and quantitative data, including descriptive and inferential statistical analysis. Back to Grading |
Written project report with presentation and questioning. |
|
S11
Evaluate and bring together evidence from a range of sources to inform decisions. Back to Grading |
Written project report with presentation and questioning. |
|
S12
Interpret and derive insights from quantitative, qualitative, and secondary analytical and research outputs. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S13
Collaborate with stakeholders and research customers to design research projects. Back to Grading |
Written project report with presentation and questioning. |
|
S14
Use influencing and negotiation skills and techniques to design and deliver research projects. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S15
Develop and deliver analytical or professional training teach-ins or documents for others. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S16
Report and present on research findings, adapting the approach for different audiences. Back to Grading |
Written project report with presentation and questioning. |
|
S17
Organise and lead meetings, using digital collaboration tools to work with colleagues. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S18
Use software to clean, manage, manipulate, and analyse qualitative and quantitative research data and identify solutions to research questions. Back to Grading |
Written project report with presentation and questioning. |
| Behaviour | Assessment methods |
|---|---|
|
B1
Champions ethical behaviour and meets required standards of practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
B2
Works flexibly and adapts to circumstances. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
B3
Seek learning and continuous professional development opportunities for self and wider team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
B4
Takes responsibility, shows initiative, and is organised. Back to Grading |
Written project report with presentation and questioning. |
|
B5
Champions accessibility and diversity by designing inclusive research. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
B6
Works collaboratively with others across the organisation and external stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Research methods, theory and analysis
K3 K4 K5 K6 K7 K13 K19 S1 S2 S3 S4 S5 S6 S10 S11 S18 |
The advantages and limitations of qualitative and quantitative research and evaluation theories and methods, and how to apply these in research design. (K3) Types of bias in research and how to identify and avoid them. (K4) Quantitative research approaches and techniques, such as sampling, data collection, data cleaning, descriptive and inferential statistics. (K5) Qualitative research approaches and techniques, such as recruiting participants, sampling and analysis. (K6) Social research evaluation approaches and techniques such as theory of change, impact evaluation and process evaluation. (K7) Social inclusion, accessibility and how to design research to enable this. (K13) Digital tools and software for fieldwork, analysis, communication, and reporting, and the impact of emerging technologies such as AI on research. (K19) |
Interpret research objectives and recommend which research methods are the most appropriate to meet objectives. (S1) Lead on the design of smaller research or evaluation studies and collaborate with others to design larger studies. (S2) Lead and design data collection tools such as topic guides and questionnaires. (S3) Undertake data collection using qualitative and quantitative research techniques. (S4) Design research projects with consideration of sustainability best practice including reducing carbon emissions. (S5) Undertake quality assurance and checks to avoid data errors. (S6) Clean, analyse, and manipulate qualitative and quantitative data, including descriptive and inferential statistical analysis. (S10) Evaluate and bring together evidence from a range of sources to inform decisions. (S11) Use software to clean, manage, manipulate, and analyse qualitative and quantitative research data and identify solutions to research questions. (S18) |
None |
|
Delivery knowledge and project management
K17 K18 S8 |
Project management principles and techniques. (K17) Resource management and allocation. (K18) |
Project manage smaller research projects and manage discrete workstreams within larger studies. (S8) |
None |
|
Reporting and outputs
K20 K21 S16 |
Reporting styles for social research. (K20) Communication, presenting, influencing, and negotiating techniques and strategies, to interact with a range of key stakeholders. (K21) |
Report and present on research findings, adapting the approach for different audiences. (S16) |
None |
|
Team working and collaboration
K23 S13 B4 |
Role of technical professionals within a research team and how they impact each stage of a research project. (K23) |
Collaborate with stakeholders and research customers to design research projects. (S13) |
Takes responsibility, shows initiative, and is organised. (B4) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Wider context of social research
K1 K2 K12 |
The UK social and policy context and how this will inform and impact their research. (K1) The role social research plays in providing evidence for social or policy questions. (K2) The key ethical issues and principles in research outlined in professional body guidance, such as informed consent and safeguarding. (K12) |
None |
None |
|
Research methods, theory and analysis
K8 S12 |
Critical approaches to secondary research, such as how to source information, assess research quality and use research from previously conducted studies. (K8) |
Interpret and derive insights from quantitative, qualitative, and secondary analytical and research outputs. (S12) |
None |
|
Delivery knowledge and project management
K9 K10 K11 K14 K15 K16 S7 S9 B2 |
Commercial frameworks, and how to write, contribute or respond to proposals, such as tender responses or grant proposals. (K9) The organisation’s processes, procedures, and code of conduct. (K10) Data protection regulation and legislation requirements, such as how to store, process and transfer data in line with the Data Protection Act and GDPR. (K11) Quality assurance principles and techniques for social research. (K14) Cost estimation techniques and budgetary requirements for research. (K15) Processes for procuring suppliers. (K16) |
Work with commercial teams and contractors to commission and deliver social research. (S7) Interpret and apply relevant legislation, Regulations, Codes of Practice, and ethical guidance where appropriate to their work. (S9) |
Works flexibly and adapts to circumstances. (B2) |
|
Team working and collaboration
K22 S14 S15 S17 B3 B6 |
Tools and principles for training and people development. (K22) |
Use influencing and negotiation skills and techniques to design and deliver research projects. (S14) Develop and deliver analytical or professional training teach-ins or documents for others. (S15) Organise and lead meetings, using digital collaboration tools to work with colleagues. (S17) |
Seek learning and continuous professional development opportunities for self and wider team. (B3) Works collaboratively with others across the organisation and external stakeholders. (B6) |
|
Sustainability, inclusivity and ethics
K24 B1 B5 |
Taking account of the carbon footprint of each research project and considering how to reduce this. (K24) |
None |
Champions ethical behaviour and meets required standards of practice. (B1) Champions accessibility and diversity by designing inclusive research. (B5) |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 29/08/2023 | Not set | Not set |
Crown copyright © 2024. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence