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The review aimed to identify strengths, areas needing further development, and inform future arrangements.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the review carried out between 2020 and 2021?",{"text":68,"@type":64},"The review ran from March 2020 to November 2021, using both remote and in-person evaluative activities in line with COVID-19 restrictions. Inspectors engaged in professional dialogue with stakeholders and observed learning and teaching activities onsite and online.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the report say about equality, equity, and inclusion in FA access?",{"text":72,"@type":64},"The opportunity is made available to almost all pupils in the senior phase, and uptake increased through promotion and partnership working. Providers developed open and inclusive recruitment strategies, though gender bias remains, with STEM frameworks predominantly male and social services frameworks largely female.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583789,1792166388,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Foundation Apprenticeship Provision in Scotland  \nReview  \nContents  \nContents 2  \nBackground 2  \nIntroduction 3  \nKey findings 4  \nEquality, equity and inclusion 4  \nDelivery of FA programmes 6  \nProgramme planning 6  \nProgramme delivery 8  \nProgramme content 9  \nAssessment 10  \nLearner progress and outcomes 11  \nRetention 11  \nAttainment 13  \nProgression 14  \nEvaluation to facilitate improvement 15  \nAppendix1-Stakeholders 16  \nAppendix 2-FA cohorts 17  \nAppendix 3-Meta skills 18  \nFoundation Apprenticeship Provision in Scotland | Review  \nBackground  \nIn 2020, the Scottish Ministers requested that HM Inspectors of Education review the quality of Foundation Apprenticeship (FA) programmes in Scotland. The purpose of the review was to identify what is working well, what is in need of further development or improvement, and to inform future arrangements.  \nThe review took place between March 2020 and November 2021 and took account of variations in the range and scale of FA provision across Scotland. In line with COVID-19 restrictions, HM Inspectors made arrangements with key stakeholders to carry out evaluative activities either remotely or in person as appropriate.  \nThroughout the review, HM Inspectors drew upon data supplied by Skills Development Scotland (SDS), Scottish Government (SG) and the Scottish Funding Council (SFC) .  \nReview activities involved professional dialogue with key stakeholders (see appendix 1), young people, and staff in nine local authorities, eleven secondary schools, six colleges and six independent training providers (ITPs) . HM Inspectors also observed learning and teaching activities delivered onsite and online. The quantification used within this report relates to these authorities, schools and providers.  \n2  \nIntroduction  \nSince the introduction of  \nFAs in 2015, six distinct learner cohorts (see Appendix 2) have commenced FA programmes. Learners in the first two cohorts undertook FA programmes over two years. In 2017, a one-year delivery option, the Short Duration Delivery Model (SDDM) was introduced.  \nSince 2016,  \nacross cohorts 1 to 4  \na total of 6580 young people have enrolled on  \nFA programmes.  \nIn cohort 5, which  \ncommenced in autumn 2020 ,  \na total of 6,000 places have been made available for learners  \nFAs are part-time, work-based learning programmes developed by SDS, for young people in the senior phase of their secondary school education in Scotland. FAs incorporate nationally recognised vocational qualifications that young people can undertake alongside school-based qualifications, such as Scottish Qualifications Authority (SQA) National 4, 5 and Higher awards.  \nFAs are currently available in 12 vocationally specific areas. These are referred to as‘programme frameworks’and were developed by SDS and the Scottish Apprenticeship Advisory Board. The 12 programme frameworks are:  \n• Accountancy;  \n• Business Skills;  \n• Civil Engineering;  \n• Creative and Digital Media;  \n• Engineering;  \n• Financial Services;  \n• Food and Drink Technologies;  \n• Information Technology: Hardware/System Support;  \n• Information Technology: Software Development;  \n• Scientific Technologies;  \n• Social Services and Healthcare, and  \n• Social Services Children and Young People.  \nFor the purposes of this report, the use of the term‘attainment’ relates to the award of qualifications or units by learners.11Attainment data is described in the following ways:  \nFull  \nAttainment  \nPartial  \nAttainment  \nComponent Attainment  \nAll learners who have attained the full FA.  \nAll learners who have attained a recognised SCQF level 6 qualification within the FA group award, but did not attain the required SVQ qualification.  \nAll learners who attained individual component units of the FA group award, but have not attained a recognised qualification. This will include learners who have attained a minimum of one unit, to learners who have attained up to 11 or more individual units.  \nNo  \nAttainment  \nAll learne","cbCaiuI72Vn2oDAB","https://ap.wps.com/l/cbCaiuI72Vn2oDAB","pdf",1743686,21,"English","# Contents\n## Background\n## Introduction\n## Key findings\n## Equality, equity and inclusion\n## Delivery of FA programmes\n## Programme planning\n## Programme delivery\n## Programme content\n## Assessment\n## Learner progress and outcomes\n## Retention\n## Attainment\n## Progression\n## Evaluation to facilitate improvement\n## Appendix 1 - Stakeholders\n## Appendix 2 - FA cohorts\n## Appendix 3 - Meta skills","[{\"question\":\"What prompted the review of Foundation Apprenticeship programmes in Scotland?\",\"answer\":\"In 2020, Scottish Ministers requested HM Inspectors of Education to review the quality of Foundation Apprenticeship (FA) programmes. The review aimed to identify strengths, areas needing further development, and inform future arrangements.\"},{\"question\":\"How was the review carried out between 2020 and 2021?\",\"answer\":\"The review ran from March 2020 to November 2021, using both remote and in-person evaluative activities in line with COVID-19 restrictions. Inspectors engaged in professional dialogue with stakeholders and observed learning and teaching activities onsite and online.\"},{\"question\":\"What does the report say about equality, equity, and inclusion in FA access?\",\"answer\":\"The opportunity is made available to almost all pupils in the senior phase, and uptake increased through promotion and partnership working. Providers developed open and inclusive recruitment strategies, though gender bias remains, with STEM frameworks predominantly male and social services frameworks largely female.\"}]","Foundation Apprenticeship Provision in Scotland - Review | PDF",1792048420,53]