Apprentice learners
Apprentice learners
as well as meeting the requirements of RCOT and the Health and Care Professions Council .
In conclusion , it is acknowledged that there are different ways to deliver a successful apprenticeship programme , as identified above , all of which are unique and demonstrate differences in approach , which should be celebrated .
Despite there being challenges of delivering apprenticeships , we feel privileged to be involved in educating the future occupational therapy workforce via this route .
Learners from a diverse range of backgrounds who previously may not have had the opportunity to become a registered occupational therapist can now undertake their education and training and it is wonderful to be part of that developmental journey with them .
Common themes
Common challenges experienced across all three programmes include :
• Different employers give different amounts of study time above the minimum off the job learning hours required .
• Some apprentices can claim travel and placement related expenses from their employer , others are unable to do so .
• If apprentices work 30 hours a week , but complete full-time placements , there is a variation between employers whether they should be paid for the extra day or take time back .
• Due to the differing types of employing organisations , apprentices start the programmes with different levels of mandatory skills , subsequently some apprentices are required to complete a lot of extra training before their first placement .
• Apprenticeship programmes have a significant amount of administration relating to the onboarding , progress reviews and monitoring of apprentice ’ s progress .
• Apprenticeship programmes must meet the university quality requirements and the compliance requirements of Ofsted and the Education and Skills Funding Agency ( ESFA ),
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Carter J and Tubbs N ( 2019 ) Degree apprenticeships , the ‘ joy of learning ’ excellence framework , and the common good , Journal of Further and Higher Education , 43:1 , 127-137 , DOI : https :// bit . ly / 411rh9e .
Chan S ( 2013 ) Learning through apprenticeship : Belonging to a workplace , becoming and being . Vocations and Learning , 6 , 367-383 . DOI : http :// doi . otg / 10.1007 / s12186-013-9100-x .
Lillis F and Bravenboer D ( 2020 ). The best practice in work-integrated pedagogy for degree apprenticeships in a post-viral future . Higher Education , Skills and Work-Based Learning , 10 ( 5 ): 727-739 .
QAA ( 2022 ) Higher Education in Apprenticeships : Characteristics Statements : Available from https :// bit . ly / 3T3M6z5 .
Words DR JANE HIBBERD , Associate Professor in Occupational Therapy and Course Director BSc ( Hons ) Occupational Therapy Degree Apprenticeship , University of East Anglia ; JANE CAMPION , Senior Lecturer in Occupational Therapy , Programme Leader for Occupational Therapy Apprenticeship route , University of Northampton ; and VIKKI BARRY , Course Leader – BSc ( Hons ) Occupational Therapy ( Degree Apprenticeship ) and Senior Lecturer in Occupational Therapy , University of Huddersfield
December 2023 OTnews 47