REME Careers
Changes to the REME Apprenticeship Scheme Apprenticeships have changed. Dave White (SO2 Engineering Assurance, RHQ REME) explains why and how this affects REME Apprentices now. The case for change
Impact and transitional arrangements
Since 1 August 2020 all new arrivals to Initial Trade Training (ITT) at DSEME have been enrolled on to the new Apprenticeship Standards. Prior to this date all individuals had been enrolled onto Apprenticeship Frameworks. This change came about due to the Government decision to cease the delivery of frameworks and introduce a new system of apprenticeships. In a framework the apprentice is assessed throughout their apprenticeship journey; there are a number of qualifications included in the apprenticeship and completion of all of those elements equals completion of the apprenticeship. There is no overall assessment of the apprenticeship, so at no point does anyone check that the apprentice actually has the right skills to fulfil their role. In a standard, the learning happens throughout the apprenticeship journey and the apprentice is formally assessed at the end. The apprentice will learn Knowledge, Skills and Behaviours appropriate to the apprenticeship and these will be assessed at the end of the apprenticeship, by what is known as an End Point Assessment (EPA). The below diagram illustrates the differences between frameworks and standards. In assessing which standard to move each CEG onto, the apprenticeship team undertook a comprehensive mapping activity of each standard against both ITT and the apprentice’s role once in the Field Army. Consideration was also given to the eventual end point assessment methodology.
It is apparent from the list above that some of our CEGs are now on a Level 2 Standard, having previously been on a Level 3 Framework. The comprehensive mapping activity conclusively showed that the CEGs in question simply do not have either the mathematics or knowledge delivered at ITT to attain a Level 3 Standard. For each of the affected CEGs, there is ongoing further work to identify opportunities for attainment of a Level 3 award. As an example, there is a Level 3 Standard for Lifting Equipment Engineering that, whilst not yet approved for delivery, may prove to be suitable for Recovery Mechanics at the Class 1 level. There are options for all of the affected CEGs and the Apprenticeship team is actively seeking solutions. The reduction to Level 2 for the affected CEGs will not impact on their ability, less TSS, to attain the Professional Engineering Registration of Engineering Technician (Eng Tech). The trigger for Eng Tech is completion of an appropriate Level 3 Apprenticeship OR completion of a Class 1 trade course. Further, the change to Apprenticeship Standards will not affect any Soldier already enrolled on the Apprenticeship Framework as the framework will be maintained as we transition to the new standards. Simply put, if an individual has been enrolled on a framework they will complete that framework. Please pass any questions through your respective Trade Champions so they may be raised at the monthly Apprenticeship Management Boards. A formal progress update will be provided in June this year.
Standards selected The following standards were eventually identified for each CEG: • Vehicle Mechanics - Engineering Technician, Technical Support Technician Level 3. • Technician Electronics - Engineering Technician, Mechatronics Maintenance Technician Level 3. • Technician Avionics - Engineering Technician, Aircraft maintenance Technician Level 3. • Technician Aircraft - Engineering Technician, Aircraft Maintenance Technician Level 3. • Metalsmith - Metal Fabricator, Level 3. • Armourer - Engineering Operative, Level 2. • Recovery Mechanic - Engineering Operative, Level 2. • Technical Support Specialist - Supply Chain Warehouse Operative, Level 2.
End Point Assessments The EPAs for the selected standards are all slightly different. They will consist of a combination of: • A professional discussion between the apprentice and an independent assessor. • A review of the apprentice’s portfolio of work by an independent assessor. • Observed tasks in the apprentices’ normal working environment by an independent assessor. • Formal Knowledge tests.
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