Fundraising (England)

Transcription

1 Fundraising (England) IMPORTANT NOTIFICATION FOR ALL APPRENTICESHIP STARTS FROM 6 APRIL 2015 Modifications to SASE came into effect on 6th April These changes ONLY relate to the Transferable Skills requirements of a framework and they ONLY apply to new Apprenticeship starts on, or after, 6th April Apprenticeships starts before this date must continue to meet the 2013 SASE requirements for Transferable Skills. For more details of the changes and how they will affect new Apprenticeship starts, please read the following preface page to the framework document. NB: Please check the "Revising a Framework" section for information on any additional changes that may have been made to this framework. Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr02640 Issue date: 20 January 2014 Issued by Skills CFA

2 Modifications to SASE came into effect on 6th April The changes ONLY relate to the Transferable Skills requirements of a framework and they ONLY apply to new Apprenticeship starts on, or after, 6th April Apprenticeships started before this date must continue to meet the 2013 SASE requirements for Transferable Skills. The modifications removed the 5 year rule, meaning that acceptable qualifications, achieved before September 2012, are now in scope. This includes igcses, A and AS Levels, O Levels and Key Skills. However, there are still minimum grade/level requirements that need to be achieved, depending on the level of Apprenticeship being undertaken. There have also been some changes to the minimum grade/level requirements which, in summary are: Intermediate Apprenticeship: GCSE/iGCSE/A and AS Levels - minimum acceptable grade is now E, irrespective of achievement date (for ALL acceptable GCSEs/iGCSEs/A/AS Levels) Key Skills - minimum acceptable is Level 1, irrespective of achievement date O Levels minimum acceptable grade is C, irrespective of achievement date Advanced Apprenticeship: GCSE/iGCSE - minimum acceptable grade is now C, irrespective of achievement date (for ALL acceptable GCSEs/iGCSEs) A/AS Level - minimum acceptable is grade E, irrespective of achievement date Key Skills - minimum acceptable is Level 2, irrespective of achievement date O Levels - minimum acceptable grade is C, irrespective of achievement date Higher Apprenticeship: There remains no mandatory requirement for Transferable Skills qualifications to be achieved. Please note that some frameworks may have grade/level requirements that are above the SASE minimum requirements. Please check the framework to ascertain where this is the case and/or check directly with the specific Issuing Authority responsible for the framework. The updated version of SASE, and guidance documents, can be accessed here: PLEASE NOTE THAT THAT THE NEW REQUIREMENTS FOR TRANSFERABLE SKILLS, AS DETAILED ABOVE, OVERRIDE THE NOTES AND GRADES/LEVELS ASSOCIATED WITH THE TRANSFERABLE SKILLS TABLES, WITHIN THIS DOCUMENT. Until the Transferable Skills tables can be updated, any references to achieved before Sept 2012 and within 5 years of starting Apprenticeship or achieved before September 2012, otherwise at any time prior to starting Apprenticeship can now be ignored. Over the next few months, the Transferable Skills section within AFO will be amended to reflect the SASE modifications and all current frameworks will be updated and reissued to incorporate these changes. In the meantime, if you are in any doubt as to the requirements of any framework then please contact the relevant Issuing Authority.

3 Fundraising (England)

4 Framework summary Fundraising Advanced Level Apprenticeship in Fundraising This framework includes information on Personal Learning and Thinking Skills Pathways for this framework at level 3 include: Pathway 1: Fundraising Competence qualifications available to this pathway: N/A Knowledge qualifications available to this pathway: N/A Combined qualifications available to this pathway: B1 - Level 3 Diploma in Fundraising Practice This pathway also contains information on: Employee rights and responsibilities Functional skills

5 Framework information Information on the Issuing Authority for this framework: Skills CFA The Apprenticeship sector for occupations in business and administration, customer service, enterprise and business support, human resources and recruitment, industrial relations, leadership and management, marketing and sales (also includes contact centres and third sector). Issue number: 4 Framework ID: FR02640 This framework includes: Level 3 Date this framework is to be reviewed by: 31/12/2014 This framework is for use in: England Short description Fundraising is critical to charities and voluntary organisations (known as the voluntary sector). Charities need funding in order to operate to pay for staff, premises, equipment, websites etc. Having people with good fundraising skills makes the difference between a charity being able to help or not it s at the heart of everything these organisations do. Fundraisers are being employed in education and health organisations too. This Advanced Apprenticeship framework will provide apprentices with the skills, knowledge and competence to work in the voluntary sector, specifically, in fundraising. It is endorsed by The Institute of Fundraising the professional body for fundraisers.

6 Contact information Proposer of this framework This framework was developed by Skills Effect (formerly known as Skills - Third Sector) in partnership with a wide range of employers, practitioners and other stakeholders (50+ involved in total) in 2010/11. Employers involved in the development phase included Groundwork UK and Sue Ryder Care, as well as the Institute of Fundraising representing thousands of professional fundraisers. Since then there has been a steady growth in take up of the framework. The current review was undertaken in partnership with Pearson's Work-based Learning and involved reviewing both the framework content and the supporting qualifications. Information about the review was circulated via newsletters, websites and direct contacts with known stakeholders. An e-survey was carried out in August 2013 to which 10 responses were received. A review workshop was held in September 2013 which was attended by seven stakeholders, including one employer (Oasis Community Learning). Most of the training providers offering this framework are sector specialist providers. Two of these involved in the review are also membership organisations representing a range of small employers - Volunteer Cornwall and the Foundation for Social Improvement. In addition face to face feedback was received from Fairtrain, the Group Training Association for the sector, representing the employer voice. Developer of this framework Name: Organisation: Organisation type: Job title: Terry Wolf Skills Effect Standard Setting Body Development Manager Phone: Postal address: Website: info@skillseffect.org.uk CAN Mezzanine East Road London N1 6AH

7 Issuing Authority's contact details Issued by: Skills CFA Issuer contact name: Kelly Saliba Issuer phone: Issuer

8 Revising a framework Contact details Who is making this revision: Your organisation: Your address: Terry Wolf Skills Effect terry.wolf@skillseffect.org.uk Why this framework is being revised The framework was reviewed between June - December 2013 in line with the review date for the main qualification. Summary of changes made to this framework The current review was undertaken in partnership with Pearson's Work-based Learning and involved reviewing both the framework content and the supporting qualifications. Information about the review was circulated via newsletter, websites and direct contacts with known stakeholders. Review activities included an e-survey, consultation workshop and individual interviews. Minor changes have been made to reflect the change of name from Skills - Third Sector to Skills Effect, personnel changes and other updating to ensure currency. The relevant diplomas have also been extended. Qualifications removed n/a Qualifications added n/a Qualifications that have been extended

9 600/2546/3 Pearson BTEC Level 3 Diploma in Fundraising Practice 600/2680/7 Pearson EDI Level 3 Diploma in Fundraising Practice

10 Purpose of this framework Summary of the purpose of the framework Defining Apprenticeships An Apprenticeship is a job with an accompanying skills development programme, designed by employers in the sector. It allows the apprentice to gain technical knowledge and real practical experience, along with personal skills, required for their immediate job and future career. These are acquired through a mix of learning in the workplace, formal off the job learning and the opportunity to practice and embed new skills in a real work context. This broader mix differentiates the Apprenticeship experience from training delivered to meet narrowly focused job needs. All apprentices commencing their Apprenticeship must have an Apprenticeship Agreement between the employer and the apprentice. This can be used to reinforce the understanding of the requirements of the Apprenticeship. On completion of the Apprenticeship the apprentice must be able to undertake the full range of duties, in the range of circumstances appropriate to the job, confidently and competently to the standard set by the industry. Profile of the Sector Research into the voluntary sector tells us that the number of people who work in charities has grown considerably over the last decade and that charities have an income of around 38.3 billion per annum. There are around 25,000 charity fundraisers working in charities and other voluntary sector organisations. To continue to make a difference and respond to opportunities and challenges, charities need staff with the right skills. As has been seen in other organisations, Apprenticeships are key to this. An Apprenticeship is a mix of on the job training with an employer and off the job training in a college or with another organisation that provides training. Training is based on national standards that experts have agreed are what someone needs to know and understand in order to do their job well (known as National Occupational Standards) and lead to nationally recognised qualifications. Fundraising in the voluntary sector Never has fundraising been more important to charities and voluntary organisations. As money from local authorities and other public sources is cut, fundraisers will become even more

11 important to submit high quality funding applications and to gain alternative funding to enable charities to help people and good causes. Fundraising apprentices will be joining their organisations at a critical time and will play a very important role in making sure that their organisation can make a difference. Fundraising roles and the Advanced Apprenticeship Being in paid employment in a fundraising role is about building and managing relationships with people and organisations that have money to support an organisation s work and the people it helps. A fundraiser shows how the funder s money will benefit the people and causes their charity supports. Funders might be individuals, businesses, trusts and foundations, local authorities or the government. You need a range of important skills to be an effective fundraiser. This Advanced Apprenticeship will give you skills in areas that all fundraisers need to be good at developing and implementing a fundraising plan, and monitoring and sustaining relationships with donors. In addition, you can specialise in at least two of these fundraising areas: Local and community fundraising Fundraising events Legacy fundraising Corporate fundraising Grant income generation Major gift fundraising Fundraising through electronic media Direct marketing media Being ready for the future When money is tight, fundraisers need to be innovative and creative. This Advanced Apprenticeship will make sure you have the skills to meet new challenges and opportunities in fundraising including: Targeting fundraising appeals in ways that grab the attention of the people the appeal is aimed at to make those people sit up and take notice. Using creativity to develop innovative fundraising appeals that encourage people to part with their money during difficult economic times. Having wide contacts for people and organisations that will fund an organisation s work to compensate for there being less money from government and local authorities. Understanding when charities should pool their resources to raise money together and when

12 it is appropriate to compete with similar organisations. Knowing how to use new technologies such as SMS, social networks and Paypal to raise donations. By following the Fundraising Advanced Apprenticeship, you will join a thriving community of fundraisers and will be eligible to become an associate member of the Institute of Fundraising, the professional body for fundraisers, during or after you have finished your Advanced Apprenticeship (subject to the membership fee). There is more information on the Institute of Fundraising s website at h ttp:// On top of the qualifications you gain if you finish the Fundraising Advanced Apprenticeship (see Qualifications section), you can also be awarded the Institute of Fundraising s Introductory Certificate in Fundraising (subject to membership and certification fee). This is another professional qualification and means that you have already started progressing through the Institute s Qualifications Framework. More details are on the Institute s website h ttp:// Aims and objectives of this framework (England) The aim of the Advanced level Apprenticeship in Fundraising is: To provide a route into fundraising and to develop the skills and knowledge that are needed to be an effective fundraiser. Objectives of the Advanced level Apprenticeship in Fundraising are to: Increase the proportion of entry-level fundraisers working in the voluntary sector. Increase the diversity of fundraisers working in the voluntary sector. Provide a route for people to progress into higher-level qualifications and job roles in the sector. Raise the skill level of fundraisers and provide a nationally accredited training route into fundraising. Increase take-up of Apprenticeships in the voluntary sector.

13 Entry conditions for this framework Employers are looking to attract apprentices who have a strong interest in a career in Fundraising. Entrants will come from a diverse range of backgrounds and age groups and will have a range of experience. Essential - Ideal candidates for this framework will be able to: Demonstrate an interest and understanding of the role of Fundraisers. Demonstrate an interest in the work of charities, social enterprises or voluntary and community organisations. Successfully complete, with support if needed, Functional Skills English, Maths and ICT at Level 2. Desirable - In addition, the following experience would be beneficial to candidates: Proven ability, through completion of accredited qualifications (GCSEs, A-Levels, QCF Awards, Certificates, or Diplomas etc), non-accredited training or work experience or volunteering activity, which would indicate an ability to succeed at Level 3. Experience of fundraising (e.g. for national appeal such as disaster relief, Children in Need or Comic Relief, for a local charity or another cause). Completion of the Institute of Fundraising s Introductory Certificate in Fundraising. Volunteer or work experience in a charity, a social enterprise or a voluntary and community organisation. Volunteer or work experience in a public or private sector organisations raising funds (e.g. for example in the education, health, environmental, community arts based organisations). A criminal records check via the Disclosure and Barring Service (DBS) may be essential for some fundraising roles. The need for this check will be at the employer s discretion depending on the role. Initial assessment Initial assessment will be used to identify prior learning and experience to help tailor the Apprenticeship's Individual Learning Plan rather than for screening of applicants.

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15 ... level 3 Level 3 Title for this framework at level 3 Advanced Level Apprenticeship in Fundraising Pathways for this framework at level 3 Pathway 1: Fundraising

16 ... level 3... Pathway 1 Level 3, Pathway 1: Fundraising Description of this pathway Advanced Level Apprenticeship in Fundraising. Total minimum credit value for this pathway is 77 credits (62 credits from the combined competence and knowledge qualification and 15 credits from transferable skills.) Entry requirements for this pathway in addition to the framework entry requirements There are no additional requirements other than the general entry conditions.

17 ... level 3... Pathway 1 Job title(s) Fundraiser / Fundraising officer / Fundraising coordinator / Fundraising support officer Job role(s) These roles develop, or support the development of, fundraising initiatives including identifying targets and sources of funding; writing grant applications; building and maintaining relationships with supporters and stakeholders of their organisations and researching suitable donors.

18 ... level 3... Pathway 1 Qualifications Competence qualifications available to this pathway N/A Knowledge qualifications available to this pathway N/A

19 ... level 3... Pathway 1 Combined qualifications available to this pathway B1 - Level 3 Diploma in Fundraising Practice No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value B1a 600/2546/3 Edexcel n/a B1b 600/2680/7 EDI n/a Relationship between competence and knowledge qualifications B1 provides both the underpinning knowledge and competence elements for this pathway. Learners must complete 62 credits to achieve this qualification. Learners will achieve all 37 credits from completion of the group A mandatory units, and an additional 25 credits from the optional units. The combined qualification includes both competence and knowledge units. The split between knowledge and competence units is shown below. The following mandatory units from the combined knowledge/competence qualification (below) are knowledge based units: T/503/1538 Introduction to fundraising (4 credits) F/503/2322 Understand the nature and governance of the voluntary sector (4 credits) R/503/2325 Understand values, ethics and safeguarding in the voluntary sector (3 credits) J/503/2323 Understand effective partnership working between organisations (4 credits) A/503/2324 Understand sustainability of voluntary sector organisations (4 credits) The following are competence based units: A/503/1539 Develop a plan for fundraising activity (6 credits) M/503/1540 Implement a plan for fundraising activity (3 credits)

20 ... level 3... Pathway 1 The remaining mandatory units in the combined qualification all contain a mixture of knowledge and competence. As a general rule learning outcomes that begin 'Know how to...' or 'Understand...' are concerned with knowledge. Learning outcomes that begin 'Be able to...' are concerned with competence. At least half of the total credit value in the remaining mandatory units relate to competence learning outcomes, thus meeting the required minimum number of competence credits: T/503/1541 Maintain and enhance relationships with supporters of your cause (6 credits) M/501/3927 Budgeting for the business (3 credits) The mandatory units listed above meet the SASE requirement for a minimum of 10 credits for competence and a minimum of 10 credits for knowledge. Additional knowledge units available within the optional unit group are listed below: A/503/1542 Know how to plan and implement local or community fundraising (6 credits) F/503/1543 Know how to plan and implement fundraising events (6 credits) J/503/1544 Know how to plan and support legacy fundraising (6 credits) D/503/1534 Know how to plan and support corporate fundraising activity (6 credits) H/503/1535 Know how to plan and support generation of grant income (6 credits) L/503/1545 Know how to plan and support fundraising through electronic media (6 credits) K/503/1536 Know how to plan and support the recruitment of donors using direct marketing materials (4 credits) Y/503/3153 Know how to plan and support major gift fundraising (6 credits) L/601/7509 Contribute to safeguarding children, young people and vulnerable adults (3 credits) A/503/2318 Introduction to campaigning (5 credits) T/503/2320 Introduction to managing volunteers (4 credits) Additional competence units available within the optional unit group are listed below: M/600/9600 Set objectives and provide support for team members (5 credits) L/600/9636 Support team members in identifying, developing and implementing new ideas (4 credits) F/600/9715 Make effective decisions (3 credits) D/502/0145 Managing and developing relationships in the workplace (2 credits) D/600/9804 Manage customer service in own area of responsibility (4 credits) Additional combined competence and knowledge units available within the optional unit group

21 ... level 3... Pathway 1 are listed below: M/503/1537 Support others in the achievement of fundraising work (4 credits) A/503/2321 Monitor the program of work (3 credits) T/503/2317 Evaluate the program of work (4 credits) K/502/7986 Ensure your own actions reduce risks to health and safety (2 credits) R/601/2540 Plan and organise an event (4 credits) H/502/0129 Negotiation and influencing (6 credits) M/601/2528 Develop a presentation (4 credits) F/601/6499 Support marketing activities (3 credits) Y/501/5168 Project management (4 credits) A/505/7011 Working in Administration (6 credits)

22 ... level 3... 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 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 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.

23 ... level 3... Pathway 1 Mathematics Minimum level or grade Credit value Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 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.

24 ... level 3... Pathway 1 ICT Apprentices must complete or have completed one of the ICT 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 one of these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. ICT Minimum level or grade Credit value Functional Skills qualification in Information and Communications Technology (ICT) 2 5 GCSE qualification in ICT (with enhanced functional content) C 5 Key Skills qualification in ICT achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in ICT* C N/A A' Level or AS Level qualification in ICT* E N/A GCSE or O'Level qualification in ICT** A N/A A' Level or AS Level qualification in ICT** 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) ICT, as above. Progression routes into and from this pathway Progression into the Advanced level Apprenticeship in Fundraising may be from a number of routes including: Work experience, volunteering or fundraising experience in a charity, social enterprise or

25 ... level 3... Pathway 1 voluntary /community organisation; or a public or private sector organisations raising funds (e.g. for example in the education, health, environmental, community arts based organisations). Previous employment in a fundraising or similar organisation in the voluntary, public or private sectors. Previous achievement of A-Levels and GCSEs. Previous completion of another Level 2 Intermediate Level Apprenticeship. Previous completion of a Diploma (at Foundation or Higher level). Progression from the Advanced level Apprenticeship in Fundraising may be to a number of routes including: 1. With support and opportunities in the workplace, people who have completed the Advanced level Apprenticeship in Fundraising could choose to develop their career within a niche or specialist area of fundraising (e.g. membership, local/community fundraising, fundraising events, corporate fundraising, grant income, legacy fundraising, major gifts, electronic fundraising, direct marketing or retail etc). 2. With support and opportunities in the workplace, fundraising Apprentices could choose to progress into study: The Institute of Fundraising s Certificate in Fundraising. Level 5 Higher Apprenticeship in Leadership and Management Level 4 and 5 management qualifications for example: Level 4 Certificate in Leadership and Management Skills Level 4 Certificate in Management and Leadership Level 4 Diploma in Leadership and Management Level 4 Diploma in Management Level 5 Diploma in Management Coaching and Mentoring Level 5 Diploma in Management Level 5 NVQ Diploma in Management Level 5 Certificate in Coaching and Mentoring in Management Progression into Higher Education, including Foundation Degrees and Degrees. 3. With further experience and/or with further training or development, apprentices may be able to progress their careers into roles such as: Account/fund manager Business development manager

26 ... level 3... Pathway 1 Development manager Fundraising team leader Fundraising manager Operations manager Senior fundraiser Senior fundraising officer UCAS points for this pathway: N/A

27 ... level 3... Pathway 1 Employee rights and responsibilities Employee rights and responsibilities must be delivered through completion of the Skills CFA'a Employee Rights and Responsibilities (ERR) workbook. This is available from the Skills CFA website ( enticeships/resources.html). The workbook has been designed to enable Apprentices to work their way through a series of questions and activities which will bring the ERR to life, making the learning more meaningful and long lasting and enhance the employability skills of the Apprentice. The ERR workbook covers the following learning outcomes: 1. Know and understand 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. 2. Know and understand 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. 3. Know and understand 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. 4. Understand the role played by their occupation within their organisation and industry 5. Has an informed view of the types of career pathways that are open to them. 6. Know the types of representative bodies and understands their relevance to their industry and organisation, and their main roles and responsibilities. 7. Know where and how to get information and advice on their industry, occupation, training and career.

28 ... level 3... Pathway 1 8. Can describe and work within their organisation s principles and codes of practice. 9. Recognise and can form a view on issues of public concern that affect their organisation and industry. Evidence of achievement of ERR through the Skills CFA workbook: As ERR is part of the Apprenticeship Declaration and Authorisation Form, there is no longer a requirement to evidence ERR completion when applying for certificates. However, we recommend that an internal record of ERR achievement is retained.

29 The remaining sections apply to all levels and pathways within this framework. How equality and diversity will be met The majority of fundraising posts are found within the voluntary sector (this includes charities, social enterprises and community / voluntary organisations). The voluntary sector employs around 732,000 people, representing 2.6% of the UK s workforce, according to research published by Skills Effect, the National Council for Voluntary Organisations and the Third Sector Research Centre in December Not only does the voluntary sector as an employer have a legal duty to protect equality and diversity, but it also holds an ethical duty to reflect the demographic of the people who use the services of charities, social enterprises and voluntary/community organisations. Equality and diversity statistical background Evidence on the voluntary sector workforce suggests that it performs relatively well in the area of equality and diversity. The most recent Workforce Almanac 2013 found that more than two-thirds of the paid workforce is female (68%) and nearly one in five people (18%) working in the voluntary sector has a disability. This compares favourably with both the public and private sectors and has clear implications for employment policy and practice within the sector in terms of equality of opportunity and flexible working practice. The voluntary, public and private sectors all employ roughly the same proportion (10%) of black and minority ethnic people. Voluntary sector employees are slightly older than those in the private and public sectors. Almost four in ten (39%) of paid staff working in the voluntary sector are aged fifty and over, compared to around a third (33%) of the public sector and just over a quarter (27%) of the private sector workforce. Skills Effect continues to hold relationships with leading research organisations within our sector (including the National Council for Voluntary Organisations and the Third Sector Research Centre) to chart employment trends within the voluntary sector workforce The Equality Act The 2010 introduction of the Equality Act means that employers must, by law, ensure that individuals are not discriminated against on the grounds of: age, gender, disability, gender re-assignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief and sexual orientation. This act will be especially important as the voluntary sector takes up an increased role in

30 delivering public services. In addition, it covers community centres, information and advice agencies, charity shops, sports clubs,and residential care homes. The Advanced level Apprenticeship in Fundraising The creation of this Advanced level Apprenticeship in Fundraising framework will help to encourage greater equality and diversity by creating broader routes of progression into the sector. Recent research for the Institute of Fundraising found that there is a need to increase diversity in the profession. Apprenticeships are one of the ways suggested to support this. Whilst equal opportunities has been identified here under a separate heading, the principles relate to all those systems and procedures which have the potential to discriminate against apprentices at any point during the programme from recruitment and selection and induction, through to successful completion. The framework will provide a formalised training route and promote opportunities in the voluntary sector to a wider market, thus opening up the potential for a more diverse workforce. Framework entry conditions will ensure equal access to those from diverse groups as well as those from well represented groups. There should be open recruitment of apprentices who meet the essential entry conditions regardless of age, disability, gender re-assignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation who meet the stated selection criteria. Skills Effect works with Fair Train, the Group Training Association for the sector, to encourage a more diverse intake onto Apprenticeships. All partners involved in the delivery of the Apprenticeship (including all local National Apprenticeship Service and Skills Funding Agency offices, training providers, assessment centres and employers) must be committed to a policy of equal opportunities and must have a stated equal opportunities policy and procedure. Employers and training providers must be able to demonstrate that there are no overt or covert discriminatory practices in selection and employment. All promotional, selection and training activities must comply with relevant legislation. It is recommended that training providers will monitor equality of opportunity practice and procedures within their own organisation and take positive action when necessary. It is also recommended that employers/providers conduct an exit interview if the apprentice leaves the programme before completion. The Skills Funding Agency has overall responsibility to monitor practice to ensure that training providers meet the criteria specified in their quality management systems. This includes monitoring the representation of apprentices in terms of gender, ethnicity and disability to ensure that it reflects, as far as possible, the levels of representation within the local community.

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32 On and off the job guided learning (England) Total GLH for each pathway Guided Learning Hours (GLH) refers to the time an apprentice is entitled to develop the skills and knowledge in order for them to reach occupational competence. GLH are a legal entitlement for the. The total minimum GLH for the Advanced level Apprenticeship in Fundraising is 660 hours. These hours are expected to be completed over an average of 18 months. However, all apprentices must complete the minimum of 660 hours even if the Apprenticeship is completed in less than 18 months. To comply with the Apprenticeships, Skills, Children and Learning Act a minimum of 280 GLH within the first year of the Apprenticeship and at least 280 GLH (pro rata) in each subsequent year must be completed. GLH can be attached to both the accredited and un-accredited parts of the Advanced level Apprenticeship, and will include, for example, inductions, reviews, training, the combined Level 3 Diploma in Fundraising Practice, career discussions, Personal Learning and Thinking Skills (PLTS), Key/Functional Skills and any other activities which help the apprentice gather the required skills and underpinning knowledge needed within their job role. Objectives of GLH: - It must 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; - It must 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; - It must be delivered during contracted working hours. Planning and evidencing GLH: - It is recommended that a plan is developed at the outset of the Advanced level Apprenticeship to determine how the guided learning hours requirements will be met. Skills

33 Effect also recommend that a record is kept of the guided learning hours completed by the learner. -There are two types of GLH off the job GLH and on the job GLH. Each is detailed below. Minimum off-the-job guided learning hours The minimum off-the-job GLH of 317 should comprise of: 159 GLH from knowledge only units from the Level 3 Diploma in Fundraising Practice 45 GLH from Level 2 Functional Skills Maths 45 GLH from Level 2 Functional Skills English 45 GLH from Level 2 Functional Skills ICT 5 GLH from induction 18 GLH from completion of the ERR workbook Note where functional skills, or their equivalent, have previously been achieved these will count towards the above GLH entitlement. How this requirement will be met Off-the-job GLH refers to the time taken to develop skills and knowledge across a range of contexts. It can be seen as time away from normal work duties, and may include all of the following (non exclusive) activities: Assessment Coaching Distance learning e-learning Feedback Guided study Individual or group training or teaching Learning with peers/networked or collaborative learning Mentoring Time spent with manager Evidence of completion of off-the-job training:

34 There is no requirement for the achievement of GLH to be evidenced at the point of claiming a completion certificate. The Apprenticeship Declaration and Authorisation Form requires apprentices to acknowledge that they have received the minimum levels of GLH, as required by the framework. However, we recommend that an internal record of GLH achievement is kept for auditing purposes. From 19th December 2013, providers should upload Version3 of the ACE Apprenticeship Declaration and Authorisation form as part of the certification process. This can be downloaded directly from ACE: Minimum on-the-job guided learning hours The remaining 343 GLH will be completed through on-the-job hours. This will include: 124 GLH from competence only units from the Level 3 Diploma in Fundraising Practice 108 GLH from planned visits per month with assessors and the training provider 108 GLH from 1:1 direct contact time for tuition and assessment on the vocational and technical aspects 3 GLH from meetings between the training provider, employer and apprentice to discuss apprentice progress How this requirement will be met On-the-job GLH refers to the time taken to develop the practical skills applied in the context of a job role. It can be seen as the time the apprentice spends undertaking normal activities as part of their job role, but which provide opportunity to learn, develop and practice skills. Evidence of completion of on-the-job training: There is no requirement for the achievement of GLH to be evidenced at the point of claiming a completion certificate. The Apprenticeship Declaration and Authorisation Form requires apprentices to acknowledge that they have received the minimum levels of GLH, as required by the framework. However, we recommend that an internal record of GLH achievement is kept for auditing purposes. From 19th December 2013, providers should upload Version3 of the ACE Apprenticeship Declaration and Authorisation form as part of the certification process. This can be downloaded directly from ACE:

35 Personal learning and thinking skills assessment and recognition (England) Summary of Personal Learning and Thinking Skills Skills Effect has developed a some Frequently Asked Questions (FAQs) guidance documents, which includes a mapping document that states where the PLTS are covered by the mandatory units of the combined qualification. This available from Skills Effect's website ( k/products/s ) The general principles are that apprentices MUST be introduced to PLTS during induction so that they can learn to recognise for themselves when and how they are achieving these skills. The mandatory units from the Diploma in Fundraising have been mapped against all 6 PLTS to demonstrate where these skills naturally occur. Where the mapping shows PLTS are not fully covered by the mandatory units of the combined qualification, the PLTS must be integrated into the Apprenticeship programme either within the combined qualification or within other areas of the programme, such as the ERR workbook, Functional Skills, or through the general activities performed by the apprentice in the course of their job role or Apprenticeship. As PLTS is part of the Apprenticeship Declaration and Authorisation Form, there is no longer a requirement to evidence PLTS completion when applying for certificates. However, we recommend that an internal record of PLTS achievement is retained. To help providers with delivery and recording of PLTS for this framework: Creative thinking Creative Thinking involves: generating ideas and exploring possibilities asking questions to extend thinking connecting own and others ideas and experiences in inventive ways questioning own and others assumptions trying out alternatives or new solutions and following ideas through adapting ideas as circumstances change.

36 Independent enquiry Independent Enquiry involves: identifying questions to answer and problems to resolve planning and carrying out research, appreciating the consequences of decisions exploring issues, events or problems from different perspectives analysing and evaluating information, judging its relevance and value considering the influence of circumstances, beliefs and feelings on decisions and events supporting conclusions, using reasoned arguments and evidence. Reflective learning Reflective Learning involves: assessing yourself and others, identifying opportunities and achievements setting goals with success criteria for your personal development and work reviewing progress, acting on the outcomes inviting feedback and dealing positively with praise, setbacks and criticism evaluating experiences and learning to inform your future progress communicating your learning in relevant ways for different audiences. Team working Team Working involves: collaborating with others to work towards common goals reaching agreements, managing discussions to achieve results adapting behaviour to suit different roles and situations, including leadership roles showing fairness and consideration to others taking responsibility, showing confidence in yourself and your contribution providing constructive support and feedback to others. Self management Self Management involves: seeking out challenges or new responsibilities and showing flexibility when priorities change working towards goals, showing initiative, commitment and perseverance organising time and resources, prioritising actions

37 anticipating, taking and managing risks dealing with competing pressures, including personal and work-related demands responding positively to change, seeking advice and support when needed managing your emotions and building and maintaining relationships. Effective participation Effective Participation involves: discussing issues of concern, seeking resolution where needed presenting a persuasive case for action proposing practical ways forward, breaking these down into manageable steps identifying improvements that would benefit others as well yourself trying to influence others, negotiating and balancing diverse views to reach workable solutions acting as an advocate for views and beliefs that may differ from your own.

38 Additional employer requirements There are no additional employer requirements.

39 For more information visit