The apprenticeship standard defines the apprenticeship occupation. The duties, knowledge, skills and behaviours (KSBs) define occupational competence and hence the objectives of the training. Degree apprenticeship delivery is structured in one of two ways, as set out on the occupational standard and in the end-point assessment (EPA) plan.

Degree apprenticeship - non-integrated 

Where an existing degree meets the academic knowledge requirements of an occupation, this can be combined with additional workplace training to meet the full apprenticeship standard requirements for occupational competence.

This approach will include a separate independent end-point assessment (EPA) that tests the occupation’s duties and KSBs; separate to the assessment of the degree.

Non-integrated degree apprenticeship standards will usually relate to an existing occupation, with a regulatory or professional body requirement for a specific range of degrees.

Degree apprenticeship - integrated

Employers, higher education institutions (HEIs) and professional bodies (where applicable) can come together to co-design an integrated degree course, specifically for the apprenticeship standard which delivers and tests both academic learning and on-the-job training.

Where this is based on a pre-existing occupation/profession and a pre-existing degree programme, it would be likely to meet one of the following criteria for mandating the degree: regulatory, professional or ‘hard sift’ requirement.

The approach embeds the EPA as part of the degree, testing the occupation’s duties and KSBs. Thus, the learner will not be able to complete the degree successfully without passing the EPA.

This approach does not remove the requirement for an EPA. However, delivery of the EPA will be the responsibility of the university/HEI that is awarding the degree rather than a separate independent end-point assessment organisation. EPA must still deliver an impartial result as outlined.

We recognise that there are many degree programmes that already integrate academic and workplace training/learning and which can be converted into apprenticeship standards as long as we can be sure that they deliver and assess full occupational competence.