Key information

  1. Reference: ST0148
  2. Date updated: 15/02/2024
  3. Level: 3
  4. Route: Education and early years
  5. Regulated occupation: No

T Levels logoT Levels focus on vocational skills and can help students into skilled employment, higher study or apprenticeships. Each T Level includes an in-depth industry placement that lasts at least 45 days. Students get valuable experience in the workplace; employers get early sight of the new talent in their industry.

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Details of the occupational standard

Occupation summary

Mentoring is - and has been for centuries - the foundation of vocational training and apprenticeships, yet this standard is the first formal recognition of this role. Nowadays, mentoring takes place in all parts of the Education and Training Sector (ETS) and staff-development contexts. LMs support learners of all ages, and all levels, to develop within a new work role. These learners may be, for example, apprentices, trainees or new recruits (ranging from young entrants, to new CEOs) in the workplace, or in any vocational learning environment. LMs will have sector-specific experience and qualifications, as determined by their employer or professional body, which they use to guide and advise those who are less experienced and new to a work role. The LM is therefore a ‘dual professional’ having both up-to-date knowledge and skills in a specialist vocational or subject area, together with the generic skills necessary to support learners (as potentially a first step towards a secondary role as an education and training professional). LMs therefore support the development of learners’ knowledge, skills and behaviours, throughout their programme, particularly in applying theoretical learning in practical work environments (and usually on a one-to-one, or small group, basis). They give practical, technical and/or pastoral support and guidance. LMs collaborate closely with colleagues, other ETS professional, employers and/or human resource colleagues to meet learners’ needs and achieve their potential.

Typical job titles include:

Learning mentor



K1: K1 Effective practice in providing accurate and relevant vocational/pastoral advice and guidance Back to Duty

K2: K2 Effective questioning, active-listening and assertiveness techniques Back to Duty

K3: K3 Learning programme requirements and the need to plan contextualised learning in authentic or realistic work settings with the learner support team Back to Duty

K4: K4 The roles of assessors, coaches or teachers in providing practical help with assessment processes and requirements Back to Duty

K5: K5 Who has a legitimate need to be kept informed of issues impacting on the learner’s well-being and progress Back to Duty

K6: K6 The mentor’s role in supporting the learner’s development and how to provide valid evidence of progress and achievement Back to Duty

K7: K7 Organisational and legal requirements for recording, storing and sharing information on learners’ progress, needs and welfare Back to Duty

K8: K8 The roles of workplace and education provider colleagues who contribute to learners fulfilling their action plans Back to Duty

K9: K9 How learners may become physically or psychologically at risk, and channels for reporting concerns Back to Duty

K10: K10 Opportunities for continuing professional development Back to Duty

K11: K11 Quality assurance requirements relating to the mentoring environment. Back to Duty


S1: S1 Advise, guide and supervise learners to acquire the most benefit from their learning programme Back to Duty

S2: S2 Communicate and collaborate effectively and use effective questioning, listening and assertiveness skills Back to Duty

S3: S3 Work with education providers and workplace colleagues to plan and implement structured and meaningful learning and work experience Back to Duty

S4: S4 Liaise with assessors, coaches and/or teachers to facilitate formative and summative assessment of learners’ skills and knowledge Back to Duty

S5: S5 Identify and refer issues relevant to learners’ progress and well-being, to education-providers and/or workplace colleagues Back to Duty

S6: S6 Collaborate with the wider education support team to review learners’ progress and to provide evidence of progress and achievement Back to Duty

S7: S7 Maintain appropriate records for the learning programme, complying with quality, confidentiality and data protection requirements Back to Duty

S8: S8 Liaise with relevant colleagues to support the implementation of learners’ action plans Back to Duty

S9: S9 Be vigilant in safeguarding learners and others in contact with them Back to Duty

S10: S10 Maintain the currency of their vocational skills Back to Duty

S11: S11 Comply with internal and external quality assurance requirements Back to Duty


B1: Promote an ethos of motivation, aspiration and a passion for learning Back to Duty

B2: Operate at all times to ethical and legal standards and within professional boundaries Back to Duty

B3: Value equality and diversity and work with others to improve equality of opportunity and inclusion Back to Duty

B4: Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control Back to Duty

B5: Demonstrate, encourage and expect mutual respect in all professional contexts Back to Duty

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