Passenger Carrying Vehicle Driving (Bus and Coach) (England)

Transcription

1 Passenger Carrying Vehicle Driving (Bus and Coach) (England) Issued by People 1st for GoSkills

2 Passenger Carrying Vehicle Driving (Bus and Coach) (England) Information on the Issuing Authority for this framework: People 1st for GoSkills The Apprenticeship sector for occupations in passenger transport. Issue number: 1 Framework ID: FR00181 This framework includes: Level 2 Date this framework is to be reviewed by: 01/04/2014 This framework is for use in: England Short description The purpose of this framework is to train new entrants in and upskill the existing workforce to the industry recognised standard of competency for professional Bus and Coach Drivers. Intermediate Apprentices at level 2 will be able to work for a large UK wide operator, municipal operator or a family business. They will learn safe and fuel efficient driving techniques and will develop customer service skills to increase customer loyalty and keep businesses running.

3 Contact information Proposer of this framework The framework has been developed following demand from a number of employers including First, Arriva, National Express and Transport for London Developer of this framework Name: Organisation: Organisation type: Job title: Kathryn O'Regan GoSkills Sector Skills Council Apprenticeship Manager Phone: Postal address: Website: s@goskills.org GoSkills Concorde House Trinity Park Solihull B37 7UQ Issuing Authority's contact details Issued by: People 1st for GoSkills Issuer contact name: Julia Whittaker Issuer phone: Issuer info@goskills.org

4 Purpose of this framework Summary of the purpose of the framework The bus and coach industries employ approximately 223,000 individuals between them. Bus and coach services are provided across the UK and play a vital part in underpinning social inclusion, tourism and local economies. Public transport is high on the political agenda and the provision of bus and coach services that offer an alternative to the private car are key ingredients in supporting the low carbon agenda. The bus industry consists of five major companies. There are 11 remaining municipal operators and numerous smaller, independent commercial operators active in delivering scheduled services. There are around 4,360 companies in the coach industry. Many are SMEs and/or family companies. The bus and coach industries have been affected by the rising costs of fuel so meeting this challenge and improving profitability are major concerns for the future. Employers in the bus and coach industry have helped to design this framework and its contents to meet their current and future skills needs. The purpose of the is to help the bus and coach industries improve recruitment and retention of new drivers. Although there has been less difficulty in recruiting and retaining drivers during the economic downturn, operators are concerned that drivers may move on when more opportunities become available. The industry as whole has an ageing workforce and the is seen as a tool for professionalising the role of the bus or coach driver and attracting new recruits. The also provides the industry with a standard level of competence for bus and coach drivers. The role of a driver has changed over the past decade with operators increasingly focused on the development of customer service skills alongside safe and fuel efficient driving skills. Employers consider that IT is not an essential part of the job and it is not included in the framework. The framework builds on the success of the previous and will also contribute to meeting the skills priorities in England by: incorporating skills to improve the general literacy and numeracy in England; using technical and competence qualifications, valued by employers, to help their businesses grow; developing Apprentice s Personal Learning and Thinking Skills, to build their confidence and creativity, improving their social and working lives; developing Apprentice s employability skills, making them more attractive to all employers whichever career they choose; providing a career pathway into jobs and training at a higher level, to provide the skills

5 which the economy needs to grow. Aims and objectives of this framework (England) The aim of this framework is to train new entrants in and upskill the existing workforce to the industry recognised standard of competency for professional Bus and Coach Drivers. The objectives of this level 2 Intermediate Apprenticeship framework are to: provide a holistic programme of training for drivers in the Bus and Coach industry attract new recruits to the role of professional bus or coach driver gain consistency and act as a standard of quality training for the industry increase retention and motivation in the workforce form the basis of a progression ladder for those wanting to develop their careers in the industry. Further progression in the industry from the role of bus or coach driver could be team leader/scheduler/supervisor and further management team leading. Entry conditions for this framework Employers are looking to attract applicants who have a keen interest in working in the bus or coach industries, the willingness to work shifts and understand the importance of customer service. Apprentices will need basic literacy and numeracy skills on which this Apprenticeship will build. The idea is not to cut off any options so that applicants rule themselves out at the start. Applicants will be a mix of age and experience. As a guide, applicants may come from a range of routes including: work or work experience training and/or experience which could include a portfolio showing what they have done achieved foundation learning at level 1 achieved any of the Key/Functional Skills successfully completed a Young Apprenticeship any of the (14-19) Diplomas or Welsh Baccalaureate vocational or academic qualification(s) such as one or more GCSEs There is no need to have a driving licence upon entry to the Apprenticeship though it would be expected that it would be obtained during the Apprenticeship. However, to be granted a provisional Passenger Carrying Vehicle (PCV) driving licence an individual will have to meet the

6 medical standards required of a PCV driver as set down by DVLA. Drivers cannot train for the PCV licence and Driver CPC until they are 18 or older. At the age of 18, PCV drivers cannot drive all routes and must usually wait till the age of 21 to be allowed to drive on major bus or coach routes.

7 ... level 2 Level 2 Title for this framework at level 2 Apprenticeship in Passenger Carrying Vehicle Driving (Bus and Coach) Pathways for this framework at level 2 Pathway 1: Passenger Carrying Vehicle Driving (Bus and Coach)

8 ... level 2... Pathway 1 Level 2, Pathway 1: Passenger Carrying Vehicle Driving (Bus and Coach) Description of this pathway Passenger Carrying Vehicle Driving (Bus and Coach) The total number of credits for this framework is 57. Entry requirements for this pathway in addition to the framework entry requirements There are no further entry requirements over and above those previously stated.

9 ... level 2... Pathway 1 Job title(s) Bus or Coach Driver Job role(s) Drive a category D vehicle to transport passengers on a scheduled or contracted route

10 ... level 2... Pathway 1 Qualifications Competence qualifications available to this pathway C1 - Level 2 NVQ Diploma in Passenger Carrying Vehicle Driving (Bus and Coach) (QCF) No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value C1a 501/0991/1 Edexcel N/A C1b 501/1101/2 City and Guilds N/A C1c 501/0955/8 EDI N/A C1d 600/0671/7 SQA N/A Knowledge qualifications available to this pathway K1 - Level 2 Award in Knowledge for a Professional Bus or Coach Driver No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K1a 500/9297/2 Edexcel N/A K1b 600/0597/X EDI N/A

11 ... level 2... Pathway 1 Combined qualifications available to this pathway N/A Notes on competence and knowledge qualifications (if any) K1 provides the underpinning knowledge and understanding for C1.

12 ... level 2... Pathway 1 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit values. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Credit value Functional Skills qualification in English 1 5 GCSE qualification in English (with enhanced functional content) E 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

13 ... level 2... Pathway 1 Mathematics Minimum level or grade Credit value Functional Skills qualification in Mathematics 1 5 GCSE qualification (with enhanced functional content) in Mathematics E 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) Employers and stakeholders consulted did not consider ICT to be a requirement for the role of bus or coach driver. Progression routes into and from this pathway Progression into this pathway As a guide learners commencing this Level 2 framework may have progressed from a range of routes including: work or work experience training and/or experience which could include a portfolio

14 ... level 2... Pathway 1 showing what they have done achieved foundation learning at level 1 achieved any of the Key Skills or Functional Skills successfully completed a Young Apprenticeship any of the (14-19) Diplomas vocational or academic qualification(s) such as one or more GCSEs Progression from this pathway On completion of the level 2 Intermediate Apprenticeship in PCV Driving (Bus and Coach) successful apprentices will be qualified to work as bus or coach drivers. The forms the basis of a progression ladder for those wanting to develop their careers in the industry. Further progression in the industry from the role of bus or coach driver could be to team leader scheduler supervisor driving instructor Successful apprentices might progress on to the Level 3 NVQ Diploma in Passenger Carrying Vehicle Driving Instruction or to team leading or management qualifications. There is currently no level 3 Advanced Apprenticeship in this area however the industry is considering whether there is demand for such a framework. Further progression beyond level 3 could be to management roles within the bus and coach industries or management qualifications at level 4 and above.

15 ... level 2... Pathway 1 Delivery and assessment of employee rights and responsibilities There are nine national outcomes/standards for ERR as set out in the SASE. The SASE specifies that the course of training in ERR must be designed so that the apprentice: knows and understands the range of employer and employee statutory rights and responsibilities under Employment Law and that employment rights can be affected by other legislation as well. This should cover the apprentice s rights and responsibilities under the Disability Discrimination Act, other relevant equalities legislation and Health & Safety, together with the responsibilities and duties of employers; knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training must be an integral part of the apprentice s learning programme; knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities. Details of Access to Work and Additional Learning Support must be included in the programme; understands the role played by their occupation within their organisation and industry; has an informed view of the types of career pathways that are open to them; knows the types of representative bodies and understands their relevance to their industry and organisation, and their main roles and responsibilities knows where and how to get information and advice on their industry, occupation, training and career; can describe and work within their organisation s principles and codes of practice; recognises and can form a view on issues of public concern that affect their organisation and industry. ERR is covered by completion of the Employment Rights and Responsibilities unit contained as an additional unit within the knowledge qualification in the framework. The unit title is Employment Rights and Responsibilities in the Passenger Transport Sector and it has been specifically developed by GoSkills to cover all nine national outcomes for ERR. Evidence of completion of the ERR unit will be required for certification purposes.the knowledge qualification is the Level 2 Award in Knowledge for a Professional Bus or Coach Driver. This qualification is offered by: Edexcel (Ref. 500/9297/2) EDI (Ref. 600/0597/X)

16 The remaining sections apply to all levels and pathways within this framework. How equality and diversity will be met The GoSkills Employers Survey 2009 showed that the Bus and Coach industries are made up of approximately 70% male and 30% female. A key barrier to entry into the industry for women is the perception that the role of the bus or coach driver is only suitable for men. In reality there is no reason why women cannot work as drivers and the introduction of more part-time/flexible working should help make the industry more attractive to women. Other solutions to this issue have arisen from the Diversity Solutions Project, supported by GoSkills, where employers have developed effective ways of promoting recruitment and retention of women workers in passenger transport. These included: Advertising in the womens supplement of the local paper and including a testimonial from a recent female recruit in the advertisement Advertising on radio targeting retail workers with customer care skills, using a female voice Attending jobs fairs with female members of staff Improving the website to include more current staff testimonials for under represented groups Creating a Try out Day for potential recruits Holding an annual open day Apprenticeships are seen as a vital route to encourage, and facilitate, a greater diversity of individuals into the industry, therefore entry conditions to this framework are flexible. Training providers and employers MUST comply with the Equality Act 2010 to ensure that applicants are not discriminated against in terms of entry to and promotion within, the Industry, using the 8 protected characteristics of : 1. Age 2. Disability 3. Gender reassignment 4. Marriage and civil partnership 5. Pregnancy and maternity 6. Race 7. Religion or Belief 8. Sex or sexual orientation GoSkills will monitor take up and achievement of all Apprenticeships and take steps to address any barriers to take up and achievement as part of our Sector Qualifications Strategy.

17 On and off the job guided learning (England) Total GLH for each pathway The total GLH for this is 424 which we would expect to be delivered over a 12 month period. Apprenticeships focus on outcomes and are not time served. Whilst the typical length of stay to complete the minimum mandatory outcomes is 12 months for the Apprenticeship and 18 months for the Advanced Apprenticeship, this is only indicative. The pace of an apprentice s progress and the actual GLH will depend on their ability and the support they receive. Furthermore, some employers will include a greater amount of time for one or more of the elements mentioned below, e.g. company specific training, which will result in an increase in the GLH. The certifying authority will not require detailed evidence for each hour of GLH completed. It is in the spirit of completing the full programme to the standard set out in this framework that the GLH requirement will be met. On this basis, a signed declaration from the training provider that the full programme has been completed, will provide evidence that the particular GLH requirement for an individual apprentice has been delivered. This meets the minimum SASE requirement of 280 GLH within the first 12 months of starting a framework. Minimum off-the-job guided learning hours The industry expects this to be delivered over 12 months. When this is the case we would expect 217 hours to be delivered off the job. How this requirement will be met Off the job refers to learning which takes place away from the immediate pressures of the workplace in order to develop the knowledge required for the job role. For this GLH should: achieve clear and specific outcomes which contribute directly to the successful achievement of the framework and this may include accredited and non-accredited

18 elements of the framework; be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher, mentor or manager; allow access as and when required by the apprentice either to a tutor, teacher, mentor or manager; be delivered during contracted working hours; be delivered through one or more of the following methods: individual and group teaching; e-learning; distance learning; coaching; mentoring; feedback and assessment; collaborative/networked learning with peers; guided study; be recorded e.g. in a log book or diary. For this, off the job learning will be delivered through: Level 2 Award in Knowledge for a Professional Bus or Coach Driver Level 1 Functional Skill in Maths Level 1 Functional Skill in English Induction Employment Rights and Responsibilities Personal Learning and Thinking Skills Progress reviews related to this Apprenticeship programme (at least one hour every 12 weeks for the duration of the programme) Mentoring Company training - this can include: practical and technical training, health and safety courses etc Minimum on-the-job guided learning hours For this, where the above off the job GLH is delivered, we would expect the on the job GLH to be 206. How this requirement will be met On the job guided learning involves activities which allow apprentices to demonstrate occupational competence and an understanding of the workplace. For this on the job GLH should: achieve clear and specific outcomes which contribute directly to the successful achievement of the framework and this may include accredited and non-accredited elements of the framework; be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher, mentor or manager; allow access as and when required by the apprentice either to a tutor, teacher, mentor or manager;

19 be delivered during contracted working hours; be delivered through one or more of the following methods: individual and group teaching; e-learning; distance learning; coaching; mentoring; feedback and assessment; collaborative/networked learning with peers; guided study; On the job learning will be delivered through the Level 2 Diploma in Passenger Carrying Vehicle Driving (Bus or Coach).

20 Personal learning and thinking skills assessment and recognition (England) Summary of Personal Learning and Thinking Skills All six PLTS have been mapped to the mandatory units in the competence qualification and knowledge qualifications of all pathways. Details of the mapping are available on the GoSkills website ( Completion of both the competence and knowledge qualifications provides evidence of achievement of all PLTS. The learner must be made aware of the requirement to demonstrate all PLTS at the beginning of the Apprenticeship programme. To facilitate this, providers are encouraged to develop a problem solving activity, contextualised to the bus or coach industry, based on all six PLTS to ensure that apprentices can recognise for themselves when they are demonstrating these skills throughout the rest of the programme. Apprentices must complete appropriate documentation, e.g. a personal log book or record of professional discussion, to evidence when and how PLTS have been recognised and demonstrated. A declaration form signed by the training provider and apprentice is required by the certifying authority as evidence that the apprentice has recorded and recognised demonstration of all six PLTS. A copy of the declaration form is available on the GoSkills website ( Creative thinking Creative Thinking outcomes are as follows: Focus: Apprentices think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. Apprentices: generate ideas and explore possibilities ask questions to extend their thinking connect their own and others ideas and experiences in inventive ways question their own and others assumptions try out alternatives or new solutions and follow ideas through adapt ideas as circumstances change.

21 Independent enquiry Independent Enquiry outcomes are as follows: Focus: Apprentices process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes. Apprentices: identify questions to answer and problems to resolve plan and carry out research, appreciating the consequences of decisions explore issues, events or problems from different perspectives analyse and evaluate information, judging its relevance and value consider the influence of circumstances, beliefs and feelings on decisions and events support conclusions, using reasoned arguments and evidence Reflective learning Reflective Learning outcomes are as follows: Focus: Apprentices evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. Apprentices: assess themselves and others, identifying opportunities and achievements set goals with success criteria for their development and work review progress, acting on the outcomes invite feedback and deal positively with praise, setbacks and criticism evaluate experiences and learning to inform future progress communicate their learning in relevant ways Team working Team Working outcomes are as follows:

22 Focus: Apprentices work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes. Apprentices: collaborate with others to work towards common goals reach agreements, managing discussions to achieve results adapt behaviour to suit different roles and situations, including leadership roles show fairness and consideration to others take responsibility, showing confidence in themselves and their contribution provide constructive support and feedback to others. Self management Self Management outcomes are as follows: Focus: Apprentices organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. Apprentices: seek out challenges or new responsibilities and show flexibility when priorities change work towards goals, showing initiative, commitment and perseverance organise time and resources, prioritising actions anticipate, take and manage risks deal with competing pressures, including personal and work-related demands respond positively to change, seeking advice and support when needed manage their emotions, and build and maintain relationships. Effective participation Effective Participation outcomes are as follows: Focus: Apprentices actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible

23 action to bring improvements for others as well as themselves. Apprentices: discuss issues of concern, seeking resolution where needed present a persuasive case for action propose practical ways forward, breaking these down into manageable steps identify improvements that would benefit others as well as themselves try to influence others, negotiating and balancing diverse views to reach workable solutions act as an advocate for views and beliefs that may differ from their own. Additional employer requirements Employers have requested that the following regulatory requirements are included as part of the framework: a full Category D driving licence relevant Driver CPC requirements Evidence of achievement of the above is not required for the issue of an completion certificate. The Driver CPC is for LGV and PCV drivers who drive professionally throughout the UK. It has been developed as a requirement of the EU Directive 2003/59, which is designed to improve the knowledge and skills of professional LGV and PCV drivers throughout their working life. There are two parts to the legislation: The Initial Qualification must be achieved by new LGV and PCV drivers along with their vocational licence to enable them to use their licence professionally. Periodic Training; 35 hours of training every 5 years must be attended by all professional drivers. Further information on Driver CPC can be found at

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