Download Degree Apprenticeship Case Study Jenkin etc

Design of Degree Apprenticeships at UH: a case study
Learning and Teaching Conference – 5th May 2016
www.herts.ac.uk/computerscience
Introduction
(Interwoven) Themes
• Why Degree Apprenticeships are important (for UH)
• How we designed the first full undergraduate (L4-6)
Degree Apprenticeship at UH – for a September
2016 start
• What are the major differences for programme
development with a Degree Apprenticeship
• What we were (are) trying to achieve
• Some of the design issues encountered and
solutions adopted
05-May-16 slide 2
L&T Conference
Background
Degree Apprenticeships
key features
benefits
• Government initiative (long term priority) to
address national (England) skills shortages
• for government: addresses skills
shortages / productivity agenda (& reduces
student loan commitment)
• Target: 3 million apprenticeships by 2020
including 60,000 degree apprenticeships
• Fees paid by the employer and government
(£1: £2 – up to a total of £18K), funded by a
levy on all larger employers from April
2017.
• Employer-led Apprenticeship Standard and
Assessment Plan, devised by “trailblazer”
employers, delivered mostly by HEIs,
degrees awarded by HEIs (Level 6 or 7)
• for employers: government funding and
developing / retaining a skilled workforce;
making use of the levy
• for apprentices: full-time working, earning
& learning; no tuition fees; head start
• for universities: aligns with government
policy; new source of students and better
links with employers
• for academic staff: tbd
05-May-16 slide 3
L&T Conference
managementinstitute)
(https://www.youtube.com/us
Background
Degree Apprenticeships in the news
(https://www.investorsinpeop
EMPLOYERS
EDUCATION
INDIVIDUALS
QUALIFICATIONS
EVENTS &
SHOP
(/EMPLOYERS)
PROVIDERS
(/INDIVIDUALS)
(/INDIVIDUALS/QUALIFICATIONS)
COURSES
(/SHOP)
INSIGHTS (/INSIGHTS)
!
(/EDUCATION-
News (/insights/news) ! Parents: Degree Apprenticeships
better than Oxbridge
(/EVENTS-AND-
PROVIDERS)
COURSES)
PARENTS: DEGREE APPRENTICESHIPS BETTER THAN
OXBRIDGE
11 March 2016 - (/insights/news?author=)
NEW RESEARCH REVEALS PARENTS ARE BACKING THE IMPROVED
EMPLOYMENT PROSPECTS AND VALUE FOR MONEY OF AN
APPRENTICESHIP OVER A MORE TRADITIONAL UNIVERSITY EDUCATION
Matt Scott
The introduction of Degree Apprenticeships has caused a dramatic national shift in attitudes
Times Higher Ed – 17-Mar-16
towards apprenticeships, with 61% of parents favouring a Degree Apprenticeship with a major
company such as M&S or Rolls-Royce over a traditional degr ee from Oxford or Cambridge.
The CMI-commissioned survey, carried out by
Populus, found that more than four in five parents
believe that a Degree Apprenticeship would provide
their child with a better chance of getting a job than a traditional university degr ee, with 83% admitting they
“degree apprenticeships have
employability at their core”
would consider taking a Degree Apprenticeship themselves if they wer e in their child’s position.
The research found that parents are becoming more mindful of long-term employment pr ospects and are
CMI
– 11-Mar-16
recognising the significant benefits their child would gain from taking a Degree Apprenticeship.
CMI chief executive Ann Francke said: “Savvy par ents are recognising the importance of their childr en getting
their foot on the career ladder at an early age. On-the-job experience and a pathway to pr ofessional status are
recognised as a surer route to future success than the jobs lottery that many graduates face today.”
The rising cost of university education (the average debt incurred by a graduate now exceeds £40,000 (http://www.ifs.org.uk/comms/r93.pdf) –
more than double the debt levels befor e the 2012 reforms) and a competitive job market is also having an impact on par ental attitudes towards Degree
Apprenticeships, with 62% of parents saying they would now prefer their child to take a Degree Apprenticeship
Universities UK
(March 2016)
(http://www.dailymail.co.uk/news/article-3486946/Oxford-d-prefer-children-apprenticeship-Crippling-fees-mean-three-five-parents-offspringlearnt-job.html#comments) upon leaving school. Only 17% now favour a standalone degr ee that does not offer the work experience dimension of an
Apprentice Eye – 05-Apr-16
apprenticeship.
CMI – 11-Mar-16
But despite the popularity of Degr ee Apprenticeships, the overwhelming majority of par ents were not aware of the options available to their childr en upon
leaving school.
05-May-16 slide 4
L&T Conference
Only 13% had heard of Degree Apprenticeships and less than half of parents felt confident that they knew where to find information about
apprenticeships to offer their child the best advice.
Teachers came in for particular criticism, with less than half of parents trusting them to promote apprenticeships ahead of traditional degrees, despite
77% of the 1,003 parents surveyed believing they should be equally pr omoted.
Background
Degree Apprenticeships at UH
•
Digital and Technology Solutions
– full degree from Sep 2016
– School of Computer Science
•
why us first?
market research showed IT
skills gap in Hertfordshire
Chartered Management
– level 6 top-up: 2016; full degree: 2017
– Hertfordshire Business School
•
Electronic Systems Design Engineering
– from 2017
•
strategic direction
aligns with the university’s
business facing agenda
Many others to follow?
05-May-16 slide 5
L&T Conference
Background
Degree Apprenticeship: Digital and Technology Solutions
•
“Digital” one of the first four industries
•
Single title “Digital and Technology Solutions”
with broad common core (60%) and 6 pathways
or specialisms (40%)
•
Standard & Assessment Plan from trailblazer
group of employers supported by Tech
Partnership
•
Accreditation/Endorsement process run by
the Tech Partnership provides assurance of
conformance to the Standard
05-May-16 slide 6
L&T Conference
Specialisms
• Software Engineer
• IT Consultant
• IT Business Analyst
• Data Analyst
• Cyber Security Analyst
• Network Engineer
Designing a Degree Apprenticeship programme
Starting Point
What’s recommended
What we started with
1. Build a strong strategic
•
business case
2. Engage employers early
(March 2016) •
in the design
3. Raise awareness with
•
management & staff
4. Understand what the demand looks like
•
5. Deliver flexibly to meet employer needs
– possibly multiple or custom versions
– via alternative methods e.g. online, distance,
weekend, blended, WBL, intensive
6. Consider how to co-ordinate across the university
7. Share good practice with other universities
8. Help schools & colleges to promote
Existing undergraduate degree programme
with 50 years experience & over 50 modules
Delivery via traditional classroom based
methods – and online
Experience of placements and employer-led
degrees (ITMB)
Apprenticeship Standard – with 116 core
Learning Outcomes + c.20 per specialism
APPRENTICESHIP STANDARD
OCCUPATION: Digital & Technology Solutions Professional – degree apprenticeship
Typical Job
titles:
Duration:
Level:
Award
Software Developer, Software Engineer, Software Tester, Application Specialist, Business
Analyst, IT project Manager, IT Consultant, Network Engineer, Cyber Security Analyst, Database
Specialist, Data Analyst, Digital Media Technology Practitioner, Systems Designer
Typically 36 months
6
BSc (Hons) in Digital & Technology Solutions
Role Profile
A Digital & Technology Solutions Professional provides technology enabled solutions to internal and/or external
customers, in a range of areas including software, business and systems analysis, cyber security, data analysis and
network infrastructure. They implement technology solutions that enable businesses to develop new products and
services and to increase an organisations productivity using digital technologies. They are confident, competent and
capable independent Technology Solutions Professionals able to operate in a range of related roles. The occupation
is based upon a core set of outcomes that will be supplemented by one, and only one, of six specialism areas detailed
below that cover the roles identified by employers.
Entry Requirements
Individual employers will set the selection criteria, but this is likely to include three ‘A’ levels, including maths, although
some employers will accept other relevant qualifications or experience.
Core Skills
·
·
·
·
·
·
·
Information Systems: is able to critically analyse a business domain in order to identify the role of information
systems, highlight issues and identify opportunities for improvement through evaluating information systems in
relation to their intended purpose and effectiveness.
Systems Development: analyses business and technical requirements to select and specify appropriate
technology solutions. Designs, implements, tests, and debugs software to meet requirements using
contemporary methods including agile development. Manages the development and assurance of software
artefacts applying secure development practises to ensure system resilience. Configures and deploys solutions
to end users.
Data: identifies organisational information requirements and can model data solutions using conceptual data
modelling techniques. Is able to implement a database solution using an industry standard database
management system (DBMS). Can perform database administration tasks and is cognisant of the key concepts
of data quality and data security. Is able to manage data effectively and undertake data analysis.
Cyber Security: can undertake a security risk assessment for a simple IT system and propose resolution advice.
Can identify, analyse and evaluate security threats and hazards to planned and installed information systems or
services (e.g. Cloud services).
Business Organisation: can apply organisational theory, change management, marketing, strategic practice,
human resource management and IT service management to technology solutions development. Develops wellreasoned investment proposals and provides business insights.
IT Project Management: follows a systematic methodology for initiating, planning, executing, controlling, and
closing technology solutions projects. Applies industry standard processes, methods, techniques and tools to
execute projects. Is able to manage a project (typically less than six months, no inter-dependency with other
projects and no strategic impact) including identifying and resolving deviations and the management of problems
and escalation processes.
Computer and Network Infrastructure: can plan, design and manage computer networks with an overall focus on
the services and capabilities that network infrastructure solutions enable in an organisational context. Identifies
network security risks and their resolution.
Core Technical Knowledge
Knows and understands:
·
·
·
·
·
·
·
·
·
·
How business exploits technology solutions for competitive advantage.
The value of technology investments and how to formulate a business case for a new technology solution,
including estimation of both costs and benefits.
Contemporary techniques for design, developing, testing, correcting, deploying and documenting software
systems from specifications, using agreed standards and tools.
How teams work effectively to produce technology solutions.
The role of data management systems in managing organisational data and information.
Common vulnerabilities in computer networks including unsecure coding and unprotected networks.
The various roles, functions and activities related to technology solutions within an organisation.
How strategic decisions are made concerning acquiring technology solutions resources and capabilities including
the ability to evaluate the different sourcing options.
How to deliver a technology solutions project accurately consistent with business needs.
The issues of quality, cost and time for projects, including contractual obligations and resource constraints.
Page 1
05-May-16 slide 7
L&T Conference
Designing a Degree Apprenticeship programme
development process: engagement of multiple stakeholders
Outline Development Process for Degree Apprenticeship in Digital & Technology Solutions
showing Stakeholders, Activities & Deliverables by Time
Stakeholders
Ext: QAA, SEEC, BCS et al
Sources
Deliverables
#1: “strategic
business case”
QAA CS
benchmark, ...
existing modules
& programmes:
BSc CS/IT & SDfB
CS Development Committee
small
supported
team of 4-5
WBL
Workshop
UH DA Central Project Team
Outline gap analysis
Outline programme
design
Detailed gap analysis & programme
design
Development support, finance, legal, IT systems, processes, sales, marketing, recruitment, internal comms, business partnerships …
#6: “coordinate
across UH”
Apprenticeship
Specification
Focus
Group
Online Survey
Ext: BIS/ SFA
Modules (as DMDs)
• new DTS modules
• adapted modules
• shared modules
Employer Panels & Forum
Tech Partnership meetings & call conferences
Individual discussions/ Sales
both validation
& endorsement
Feedback on drafts
Accreditation
Tech P Employer Steering Group
Ext: other universities
Validation Submission
• Programme Specification
• DMDs (Module Specs)
• Draft Student Handbook
• Draft Employer Handbook
• many other appendices
Open Consultation
Module design, Programme reviews
Prelim financial analysis &
Indicative design
CS Working Party
Tech Partnership
Validation
Event
Request to develop
• AQ1
UH Validation Panel
Employers
Final
approval
ADC
Meeting
UH Academic Board/ ADC/ OVC
CS & UH Academic & Prof Staff
today!
Interim internal Deliverables
• miscellaneous
Trailblazer
documents &
experience
Competitive Analysis
EndorsementSubmission
Submission
Accreditation
Coursematerials,
materials,asasvalidation
validation
••Course
TabularMapping
Mapping
••Tabular
Endorsement
••Criteria
Report Criteria Report
Collaboration: university group meetings & call conferences
Apprenticeship
Standard &
Assessment Plan
Apprentices/ Students
Recruitment
Timeline
Jun-15
Jul-15
Aug-15
Sep-15
05-May-16 slide 8
Oct-15
Nov-15
Dec-15
L&T
Conference
Jan-16
Feb-16
Mar-16
Apr-16
May-16
Jun-16
Jul-16
Aug-16
#7: “Share Good Practice with other Universities”
Competition & Collaboration
• Competitive Analysis for the AQ1 –
learning from trailblazer programmes
o almost all are 4+ years duration
9 universities started in 2015:
•
• Fortnightly Tech Partnership call
conference – universities & employers
• Meeting at Aston, Dec 2015
Aston, Greenwich, Manchester
Met, Northumbria, Queen Mary,
Ravensbourne,
Roehampton/QA, Sunderland,
Winchester
• This conference?
• Also: learn from other SBUs at UH, e.g.
WBL Workshop
6 more universities in 2016:
• incl Essex, Exeter, UWE & UH
05-May-16 slide 9
L&T Conference
Activities
Online Survey
• Focus Group: Sep 2015
• usable responses from
25 employers incl
trailblazer blue chips
• 74% with apprentices
• Online Survey: Oct ’15 – Jan ’16
recruitment
requirements
#2: “engage employers early in the design”
Employer Engagement
• Employer Panels: Jan – Feb ’16
• Employer Forum: Apr 2016
no. of
responses
question & fixed responses
• Individual Discussions
Q7: How many employees does your business have?
free responses and analysis
1-10
11-30
31-249
250+
24
2
4
3
15
8%
17%
13%
63%
Yes
No
22
16
6
73%
27%
Q8: Does your company currently employ apprentices?
other
programmes
commentary
Section A: Programme Design
Q9: Please rank the initial 6 standard roles/specialisms in order of the most important to
you? (1 being most important and 6 being the least important)
BT, Cheeky Munkey Cisco,
Cyber-Duck, GSK, NHS, Tier2,
TUI Group, Unisys, …
Software Engineer
IT Consultant
IT Business Analyst
Cyber Security Analyst
Data Analyst
Network Engineer
No. of
1st Choice Score (/6) Score
responses
Rank
24
22
23
23
21
25
12
0
2
3
1
5
4.2
2.7
3.3
3.8
2.2
3.0
Q10: Please rank your preferred duration of the programme? (1 being most preferred and 4 No. of
1st Choice Score (/4) Score
being least preferred)note: the Standard and related documents state the duration is
responses
Rank
typically 36 months or more
3 years (36 months – 120 credits per year)
4 years (48 months – avg 90 credits per year)
5 years (60 months – avg 72 credits per year)
3-5 years flexible – with the chance to change the study rate each year
24
23
21
20
16
2
1
6
3.3
2.3
1.1
2.1
Q11: Apprentices need not be bound by the “academic year”, typically of about 36 weeks
No. of
1st Choice Score (/3) Rank
and could attend classes in an “extended year” of say, 48 weeks.Please rank your
responses
preference for study pattern throughout the year. (1 being most preferred and 3 being least
preferred)
Classes evenly throughout the year (12 months - with some short breaks)
22
17
2.3
Classes in 3 academic terms only (total of c. 36 weeks per year)
21
1
1.2
Classes throughout the year but at a reduced rate in the summer with a longer break
21
3
1.4
DA-DaTS Employers Survey Report final v1-0.xlsx
05-May-16 slide 10
L&T Conference
1
5
3
2
6
4
1
2
4
3
Other
universities in
Sep 2015 or Jan
2016
7
4
3
0
2
2
Other
universities in
Sep 2015 or Jan
2016
3 2 are 3.5 years
6 1 is 4.5 years
1
3
2
Page 2
#4: “understand what the demand looks like”
employer survey items & other feedback
• specialisms/roles
3 years
• programme duration
• frequency of intakes
• BCS accreditation
• delivery methods
• selection criteria
several
per year
• spread over the year
• start time
• apprentice profile
2/3 new hires,
1/3 existing
• A-level requirements
• recruitment approach
conventional,
day (& block)
release
reluctant
• pastoral support
• role of employer in assessment
• role of UH in recruitment
• hours & days/week (day release)
• collaboration for smooth delivery
• days & frequency (block release)
• ongoing employer involvement in design
• advance notification of timetable
• earliest start date
• optional modules
• how many apprentices
• shared classes with other students
• customisation
• integrated industry standard certification
limited
demand
• sent to more than one university
• main benefits to you
• key success factors
05-May-16 slide 11
L&T Conference
helpful
#4: “understand what the demand looks like”
understanding the 3-way model
student
learns from
•
•
•
•
•
18+ high flyer - blue chip?
18+ vocational bent
18+ non traditional
experienced, missed out on HE
progressing from apprenticeship
delivers
benefits to
• corporate, public
sector, SME?
• closed or open?
• how many per
cohort?
learns from
mentors
& supports
employer
teaches,
assesses
pays
university
fees, supports, engages
in end-point assessment
recruits, delivers RoI to the customer
05-May-16 slide 12
L&T Conference
#9: Design a good programme – (not a recommendation)
“the best of both worlds” – or an oxymoron?
Degree
Apprenticeship
academic, education
vocational, training
career
job role
student
apprentice
final year project
end point assessment
university-led QAA subject benchmarking statement, FHEQ, SEEC, …
employer-led Apprenticeship Standard &
Assessment Plan
generic principles that last
latest specific (proprietary) technologies
3 years full-time (Sep-May)
3 years(?) part-time day release
do both?
but what about overload, coherence, …?
05-May-16 slide 13
L&T Conference
#9: Designing a degree apprenticeship programme
mapping & gap analysis
University of Hertfordshire, School of Computer Science
Digital & Technology Solutions Degree Apprenticeship
Gap Analysis - mapping from the Apprentice Standard (Tech P Specification) to UH Modules
Detailed Mapping
*
covered (normalised & completed)
updated 14-Ma r-1 6
6COM1081
6COM1078
6COM1077
6COM1076
6COM1075
6COM1065
6COM1065
6WCMxxxx
Data Mining and
Visualisation
DA
Software Development
Project (SDfB)
NE
Software Development
Project (SDfB)
6COM1072
6COM1071
6COM1079
Data Mining and
Visualisation (DaTS)
Network Engineering
Project (DaTS)
Data Analysis Project
(DaTS)
Software Engineering
Project (DaTS)
Cybersecurity Analysis
Project (DaTS)
DA
6COM1065
CSA
6COM1065
SE
Software Development
Project (SDfB)
core
15
6
y
Software Development
Project (SDfB)
core
15
6
Managing Large Scale
6COM1066
Software Projects (SDfB)
6COM1070
Managing Large Scale
6COM1080
Software Projects (DaTS)
Information Security
Management (DaTS)
core
15
6
y
6COM1050
15
6
Information Security
Management
15
6
Strategic IT Management
6COM1074
(DaTS)
6COM1069
6COM1039
15
6
Strategic IT Management 6COM1049
6COM1038
Network Protocols and
Architectures
15
5
15
6
y
Cyber Security (DaTS)
6COM1068
6COM1037
Software Engineering
Practice
15
5
6COM1040
5COM1085
5COM1082
5COM1080
15
5
Cyber Security
Software Engineering
Practice (DaT S)
Network Protocols and
Architectures (DaTS)
Object Oriented
Development (DaTS)
Computer Systems
Security (DaT S)
Advanced Database
Topics (DaTS)
5COM1079
Computer Crim e (DaTS) 5COM1083
Object Oriented
Development
CSA
6COM1033
NE
Computer Systems
Security
SE
6COM1048
SE
Advanced Database
Topics
NE/CSA
<new>
DA
15
5
<new>
5COM1078
30
5
(y)
CSA
<new>
co re
<new>
5COM1077
5COM1073
5COM1072
5COM1075
15
5
<new>
15
5
<new>
15
5
Digital & Technology
Solutions for the
Enterprise (DaTS)
Industry Standard
Networking Topics
(DaTS)
Software Development
Exercise (DaTS)
NE
5COM1071
core
Software Development
Exercise (SDfB)
SE
5COM1070
core
Software Testing and
Quality (SDfB)
15
5
Software Testing and
Quality (DaTS)
IT in Organisations
(DaTS)
4COM1054
15
5
X
X
5COM1064
15
4
X
X
5COM1060
5COM1055
Operating Systems and
Networks
30
4
X
IT in Organisations
5COM1054
Algorithms and Data
Structures
15
4
(y)
Enterprise Databases
4COM1053
4COM1049
30
4
(y)
30
4
Enterprise Databases
(DaTS)
Operating Systems and
Networks (DaTS)
Algorithms and Data
Structures (DaTS)
4COM1052
Human Dimensions of
Computing (DaTS)
System Requirements
and Analysis (SDfB)
core
4COM1048
core
4COM1043
all
4COM1040
core
4COM1037
core
Human Dimensions of
Computing (SDfB)
core
Platforms for Computing
B
core
Models and Methods in
Computing
Credits
Level
Changing
Programming
Base line Module
Name
*
*
*
*
System Requirements
and Analysis (DaTS)
4COM1051
pathway core
Base line Module
Code
*
Platform s for Computing
(DaTS)
Models and Methods in
Computing (DaTS)
New Module Name
*
*
Programming (DaTS)
New Module Code
*
4COM1050
Existing/New DMDs
15
6
45
6
45
45
45
30
X
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
X
o
o
o
o
o
o
o
o
X
o
Core Sk ills from the standard
C1
Information Syst ems:
C2
Syst ems Development
C3
Data
C4
Cyber Se curity
C5
Business Organisation
C6
IT Pro ject Management
C7
Computer & network infrastruct ure
Core Technical Knowledge from the standard :
Core Behaviou rs from the standard
Sp ecialisms
Software En gineer Specialism
IT Consultant Specialism
Business Analyst Specialism
Cyber Se curity Analyst Sp ecialism
Data Analyst Specialism
Network Engineer Sp ecialism
notes
when
confirmed
Count
Total
C1sk
C1k&u
C1k&u
C1k&u
C1k&u
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
O
X
X
X
X
X
X
O
X
o
X
X
o
o
*
*
*
*
C1k&u
C1k&u
*
*
3
3
3
3
4
1
175
1
50
Underst and how businesse s are using information syst ems for competitive advantage vs. competitive
f
necessi ty.
Underst and the value of information syst ems inve stments as well as learn to formu late a business ca se for
g
a new information syst em, including est imation of both costs and benefits.
h Identify the major components of an informa tion syst ems infrast ructure.
Underst and how information syst ems are enabling new forms of commerce between individuals and
i
organisations.
Underst and how information syst ems enable core and supportive busi ness processe s as well as those that
j
interface with suppliers and cust omers.
k Ap preciate how IS represents a key source of competitive advantage for firms.
Underst and existing and emerging information technologies, the funct ions of IS and its impact on the
l
organisational operations.
2
150
2
2
||
check with MLs;
adjust SIT M
50
25
25
25
25
50
50
50
100
100
100
25
25
50
50
50
50
50
50
100
add to DATS
module
X
50
50
100
100
50
100
2
2
2
25
75 ML
125
125
175
100
e Underst and globalisa tion and the role informa tion syst ems has playe d in this evolution.
C2.
2
50
50
50
50
150
4
175
n
Underst and how various typ es of information syst ems provide the information needed to gain business
intelligence to su pport the deci sion making for the different levels and funct ions of the organisation.
2
100
o
Underst and how enterprise syst ems foster stronger relationships with cust omers and suppliers and how
these syst ems are widely used to enforce organisational st ructures and proce sse s.
0
q
50
100
100
19
1
1
3
2
2
2
1
2
unrealist ic;
consult TV
bit unrealist ic
Knowledge and understandin g:
C2k&u
a Underst and basic programming concepts
Underst and programmi ng principles including design, code, test, correct , deploy and document from
C2k&u
b
supplied specifications, using agreed standards and tools
C2k&u
c Underst and the stages of a so ftware development lifecycl e
Underst and the si milari ties and differences (taking into acco unt positives and negatives of both approaches)
C2k&u
d
between agile and waterfall software deve lopment methodologies
C2k&u
e underst and both procedural and object -oriented programmi ng tech niques
C2k&u
f
g Underst and how teams work effectively to produce software
h
50
1. Map Learning Outcomes in Standard to existing curriculum
adjust SD E
25
25
25
25
25
50
25
adjust SDE and FY
project
adjust SDE and FY
project
50
25
50
X
X
X
X
X
X
X
X
X
X
X
X
X
X
– determine best fit of existing modules
– identify major gaps
75
75
25
X
25
100
100
100
100
X
X
X
X
50
25
50
add to DATS
module
adjust SDE and FY
project
25
50
150
1
2
X
50
50
100
||
X
50
50
||
||
||
1
50
50
100
||
check with MLs;
adjust SD E
|| adjust FY project
check with MLs;
adjust SD E
25
25
50
50
25
75
100
50
||
2
85
1
50 ML
||
50
add to DATS
module (mo ve
from SD E)
adjust MLSSP &
SD E
check with MLs;
adjust DATS
module
50
10
X
75
X
50
X
0
Data Fundamentals
*
*
*
*
*
The topic will also include co verage of basic database administ ration tasks and key concepts of data quality
and data se curity. In addition to developing database applications, the degree apprentice will underst and
how large-sca le packa ged syst ems are highly dependent on the use of database management syst ems.
*
Sk ill:
*
Ap ply data analysi s and data modelling tech niques, to design data struct ures based on business
requirements
Use at least one conceptual data modelling tech nique (su ch as entity-re lationsh ip modelling) to ca pture the
information requirements for an enterprise domain.
C3sk
c Implement a database syst em using a mainstream database product such as Oracle or SQL.
C3sk
d Translate object and data models into appropriate database schemas within design co nst raints
C3sk
e Eva luate potential data solutions to meet requirements
C3sk
f Design high-quality relational databases.
Use the data definition, data manipulation, and data control language co mponents of SQ L in the context of
C3sk
g
one widely used implementation of the language.
C3sk
h Pe rform si mple database admi nist ration tasks.
Knowledge and understandin g:
Underst and the role of databases and database management syst ems in managing organisational data and
C3k&u
a
information.
C3k&u
b Underst and the hist orical development of database management syst ems and logical data models.
C3k&u
c Underst and the basics of how data is physi cally st ored and acce sse d.
C3k&u
d Underst and the fundamentals of the basic file organisation techniques.
C3k&u
e Underst and the purpose and principles of normalizi ng a relational database struct ure.
C3k&u
f Underst and the concept of database transact ion and apply it appropriately to an application context.
Underst and the basic mechanisms for acce ssi ng relational databases from various types of application
C3k&u
g
development envi ronments.
C3sk
a
C3sk
b
C3k&u
h Underst and the role of databases and database management syst ems in the context of enterprise syst ems.
C3k&u
Underst and the key principles of data securi ty and identify data se curity risk and violations in data
management syst em design.
j Underst and the core concepts of data quality and their application in an organisational context .
C3k&u
k Underst and what is meant by data warehousing and data mining.
C3k&u
i
PM 08-03-16 by email
PM 08-03-16 by email
PM 08-03-16 by email
PM 08-03-16 by email
PM 08-03-16 by email
PM 08-03-16 by email
PM 08-03-16 by email
PM 08-03-16 by email
PM 08-03-16 by email
PM 08-03-16 by email
PM 08-03-16 by email
PM 08-03-16 by email
PM 08-03-16 by email
PM 08-03-16 by email
PM 07-03-16
PM 07-03-16
PM 07-03-16
PM 07-03-16
PM 07-03-16
3
135
2
150
2
2
2
2
150
150
150
125
2
150
2
110
100
100
100
125
125
2
60
C4k&u
C4k&u
||
||
||
add to DATS
module
add to DATS
module
add to DATS
module
adjust En t DB
add to DATS
module
25
75
25
25
25
40
20
X
50
10
10
25
X
10
X
10
10
X
1
*
*
||
re-discu ss with SV;
add to DATS
module
*
*
*
*
1
100
1
100
1
Describe and charact erise (in terms of ca pability, opportunity & motive) examples of threats and also
c descri be some typical hazards that may concern an organisation. Relate these descri ptions to exa mple
se curity objectives.
SV 01-03-16
Describe so me common vulnerabilities in computer networks and syst ems (f or example un-se cure coding
and unprotect ed networks) Assu rance co ncepts: Exp lain the difference between ‘trusted’ and ‘trustworthy’
d and explain what assu rance is for in security. Descri be the main approaches to assu rance (intrinsic,
extrinsic, design & implementation, operational policy & process) and give examples of how these might be
applied at different st ages in the lifecycl e of a syst em.
e Exp lain what penetration testing is and how it contributes to information assu rance.
SV 01-03-16
f Underst and both technica l and administrative mitigation approaches.
SV 01-03-16
Underst and the need for a comprehensive securi ty model and its implications for the security manager or
g
SV 01-03-16
Chief Se curity Office r (CSO).
C4k&u
C4k&u
C4k&u
50
50
50
25
50
100
100
100
100
100
100
45 ML
*
b Underst and the inherent asymme tric nature of cyber secu rity threats.
C4k&u
25
50
100
100
100
100
60
20
3
0
100
100
100
10
||
2
2
Information and Cyber Security Fundamentals
Cyber Secu rity: can undertake a security risk asse ssme nt for a simple IT syst em and propose resolution
Outcome Required: advi ce. Can identify, analyse and evaluate security threats and hazards to planned and installed information
syst ems or servi ce s (e.g. Cloud se rvi ces).
Typical Assessment: • Threat analysis | • Risk asse ssme nt | • Remediation solution | •
• Well st ructured threat analysi s | • Well reasoned risk asse ssme nt that identifies the major risks and their
Assessment Criteria: potential impact | • Clear solution plan to mitigate each of the risks in the context of the information syst em
under st udy
Overview:
This topic provides apprentices with an introduction to the fundamental princi ples of Information Tech nology
Se curity and Risk Management at the organisa tional level. They will learn critical information and cyb er
se curity principles and management. The apprentices will address the role of hardware, software,
processe s, communications, applications, people and policies and procedures with respect to
organisational informa tion security.
Sk ill:
Undert ake a se curity risk asse ssme nt for a simple syst em without direct supervision and propose basic
C4sk
a
remediation advi ce.
An alyse and evaluate security threats and hazards to planned and inst alled information syst ems or servi ces
C4sk
b
(e.g. Cloud servi ces).
Knowledge and understandin g:
Exp lain how the concepts of threat, hazard and vu lnerability relate to each other and lead to risk. Descri be
C4k&u
a in si mple terms what risk is and how risks are usu ally charact eri sed (l ikelihood and impact) and illustrate by
use of at least one commonly use d tool (e.g. a risk regist er).
10
125
3
1
1
1
2
2
19
C5.
50
125
2
Underst and software design approaches & patterns and can interpret and implement a given desi gn
(underpinning arch itecture how does everyt hing fit together)
25
75 ML
75
75 ML
25
1
Data: identifies organisa tional information requirements and can model data solutions using conceptual
data modelling techniques. Is able to implement a database solution using an indust ry standard database
Outcome Required:
management syst em (DBMS). Can perform database administ ration tasks and is cognisant of the ke y
co ncepts of data quality and data se curity. Is able to manage data effective ly and undertake data analysi s.
• Review of data requirements | • Database design and data model | • Database solution | • Database
Typical Assessment:
optimisation | • Data security plan | • Data analysis
• Well st ructured review of data requirements | • Clear data models that represe nt the busi ness domain | •
Assessment Criteria: Robust well documented database design | • Fit for purpose database solution | • Clear se curity plan | •
Routine data analysis outcomes
Overview:
This topic provides the apprentices with an introduct ion to the core concepts in data and information
management. It is centred on the core ski lls of identifying organisational information requirements,
modelling using conceptual data modelling techniques and co nverting the conceptual data models into
relational data models. Then implementing and utilising a relational database using an indust ry standard
database management syst em.
C4.
75
100
150
150
125
1
2
3
Be aware of the role and position of legacy syst ems in organisations and how new development
envi ronments interface and integrate with them.
C2k&u
C2k&u
100
150
1
3
2
22
C3.
50
*
*
2
2
i Debug own code and underst and st ructure of programmes in order to identify and resolve issu es
j Identify and apply best practice s and st andards
k Create data models and software designs to effect ively co mmunicate underst anding of the programme
l Create analysis artefact s, such as Use Cases and/or User St ori es
n Identify and implement plans for end user training and built in tool tips and help facilities
X
50
25
*
g Link software to database s to store and retri eve data
m Bu ild, manage and deploy software into enterprise environments
50
50
check with MLs;
adjust DATS
module
*
h Test code and analyse results to corre ct erro rs found using unit testing.
C2sk
C2sk
50
*
f Develop professi onal user interfaces for at least one channel
C2sk
C2sk
C2sk
C2sk
C2sk
C2sk
50
50
50
*
Syst ems Development: analyse s busi ness and technical requirements to select and specify appropriate
tech nology solutions. Designs, implements, tests, and debugs software to meet requirements usi ng
Outcome Required: co ntemporary methods including agile deve lopment. Manages the development and assu rance of software
artefacts applying se cure deve lopment practises to ensure syst em resilience . Configures and deploys
solutions to end users.
• Review of speci fication | • Solution design | • So ftware solution plan | • Software artefacts | • Test
Typical Assessment:
acce ptance plan | • Deployment plan
• Well st ructured specification review prioritising functional and non-funct ional requirements | • Clear
Assessment Criteria: solution plan | • Robust well docu mented solution | • Test verifica tion | • Clear deployme nt plan addressi ng
tech nical build and release
Overview:
The purpose of this topic is to introduce the apprentices to the fundamental co ncepts of syst ems
deve lopment through programmi ng, computational thinki ng and data struct ures. They will analyse models of
application deve lopment so that they ca n underst and the key processe s related to building funct ioning
applications and appreciate the complexity of application deve lopment.
Ap prentice s will learn the basi c concepts of software design, data structures, programming, problem
solvi ng, programmi ng logic, and fundamental so ftware design techniques. This will include a review of
traditional and contemporary so ftware development methods including agile development. They will develop
a holistic vi ew of software engineering practice including gathering requirements, designing a solution,
implementing a so lution in a programming language, testing the completed applica tion and deploying the
solution to end users.
Sk ill:
C2sk
a An alyse business and technical requirements and select appropriate solutions
C2sk
b Design, implement, test , and debug software to meet a requirements specification
Se lect the relevant paradigm (for example Object Oriented, Eve nt Drive n or Proce dural) for a given set of
C2sk
c
busi ness requirements
Write good quality co de (logic) with sound syn tax in at least two languages with different paradigms (e.g.
C2sk
d
object-oriented Eve nt Driven or Pro cedural programming)
C2sk
e Develop moderately complex so ftware solutions and software modifications to speci fied requirements
100
50
25
ML
2
2
Systems Development Fundamentals
C2sk
50
100
m Be aware of emerging technologies that enable new forms of communication, collaboration, and part nering.
p Underst and how organisa tions develop and acquire information syst ems and technologies.
Underst and how to secure informa tion syst ems reso urce s, focu sing on both human and technologica l
sa feguards.
C1k&u
Bu si ness Organisation: ca n apply organisational theory, change management, marke ting, st rategic practice ,
Outcome Required: human resource management and IT servi ce management to technology so lutions development. Develops
well-reasoned inve stment proposals and provides business insights.
Typical Assessment: • Organisational st ructure chart | • Change plan | • Inve stment proposal | • Value analysi s | • | •
• Well st ructured organisational st ructure ch art | • Robust change plan identifyi ng the organisational culture,
the main act ors and the outco mes desired | • Accu rate investment proposal taking acco unt of all costs and
identifying the benefits to be gained | • Clear value analysi s showing the impact of various inve stment
proposals on busi ness performa nce outcomes
Overview:
Ap prentice s will deve lop knowledge in areas such as organisational theory, change management,
marke ting, strategic practice , human resource management, IT servi ce management, and professi onal
communications. The course will also build apprentices capacity to apply these ski lls in a professi onal
setting. Apprentices will also prepare for multiple recognised industry certifications in a specific area of
tech nology or management.
All Digital & Technology So lutions Pro fessi onals require an underst anding of business funct ions,
organisational struct ure and how to behave in a professi onal manner. They will need to underst and the
nature of business proce sses and how to deve lop Inve stment proposals. In addition they need to know how
to exploit data to deliver improved business insights.
Sk ill:
Have demonstrated a mast ery of basi c busi ness functions, organisational struct ures and the impact of
communica tion technology in different se ctors, including an international dimension, with a sound
C5sk
a
underst anding of contemporary worki ng practices and social media, covering work in the office, at home, on
the move and in a virtual environment.
Have gained an appreciation of the strategic importance of busi ness processe s and demonstrated an ability
C5sk
b
to document and underst and them.
Eva luate the issu es and challenges asso ciated with su cce ssf ully and unsucce ssf ully inco rporating IT into an
C5sk
c
organisation
Ap ply syst ems thinking, flow charting, type and frequency data analysi s, modelling future flows to business
C5sk
d
sce narios
C5sk
e Gather, prioritise and document high quality business and tech nical requirements.
Knowledge and understandin g:
Underst and the various functions and act ivities within the information syst ems area, including the role of IT
C5k&u
a management and the CIO, st ructuring of IS management within an organisation, and managing IS
professionals within the firm.
Underst and how strategic deci sions are made conce rning acquiring IS resources and capabilities including
C5k&u
b
the ability to eva luate the different sourcing options.
Underst and the role of IT control and service management frameworks from the persp ective of managing
C5k&u
c
the IS function in an organisa tion.
100
75
100
1
100
1
1
100
100
1
100
9
0
2. Identify outline structure – 3 types of modules:
100
100
1
1
Business Organisation Fundamentals
100
X
75
100
100
100
100
100
*
Assessment Criteria:
*
*
*
2
50
||
add to DATS
module
X
25
100
25
100
3
1
100
25
50 ML
3
100
2
75
0
25
adjust SR&A
50
50
25
25
50
25
||
– adapted existing modules: minor differences
– new DTS-specific modules: fill the major gaps & give coherence
– shared modules: potentially co-taught (for specialisms)
25
125
125
50
add to DATS
module
X
1
IT Project Management Fundamentals
*
IT Pro ject Management: follows a syst ematic methodology for initiating, planning, exe cuting, controlling,
and closing tech nology solutions projects. Applies industry st andard processe s, methods, tech niques and
Outcome Required: tools to execute projects. Is able to manage a project (t ypically less than six months, no inter-dependency
with other project s and no strategic impact) including identifying and reso lving deviations and the
management of problems and esca lation processe s.
• Pro ject sco pe and methodology select ion | • Act ivi ty est imates | • Pro ject plan | • Pro ject costs | • Pro ject
risk log | • Pro ject tolerances | • Pro ject esca lation plan | •
• Clear sco ping report identifyi ng project deliverables, the project domain and the elected methodology
being used | • Well reasoned activity est imates | • Accu rate project plan with clear schedule of deliverables
taki ng into acco unt contingenci es | • Full cost s identified | • Clear project risk review | • Sp ecifica tion of
tolerance s | • Defined esca lation process and mitigation
Overview:
This topic introduces the processe s, methods, techniques and tools that organisations use to manage their
IT projects. Apprentices will learn how to apply a syst ematic methodology for initiating, planning, executing,
co ntrolling, and cl osing projects. Pro ject management in modern organisations is a complex team base d
activity, where various types of technologies (including project management software as well as software to
su pport group collaboration) are an inherent part of the project management process. This topic also
ackn owledges that project management involve s the use of resource s both from within the firm, as well as
contracted third parties from outside the organisation.
Sk ill:
C6sk
a Be able to const ruct a project plan for a multi-threaded project.
25
2
2
8
C6.
*
*
Typical Assessment:
Assessment Criteria:
*
*
2
||
||
75
75
100
125
||
25
||
0
1
0
l Manage project risk, including the identification of risk, and tech niques for ensu ring project risk is controlled.
2
0
d Underst and different approaches for managing project s in an IT environment.
1
100
1
25
0
0
2
75
24
9
Computer Systems and Network Fundamentals
*
*
50
125
125
200
25
25
25
100
adjust OSN
100
100
100
25
25
25
75 ML
adjust OSN
1
25 ML
check with MLs;
adjust OSN
50
50
25
25
100
50 ML
125
2
100
25
50
25
23
11
13
1320
1000
C8-C26
Interpersonal amd Foundation Skills Fundamentals
*
750
*
Typical Assessment: • Pre sentation | • Report | • Team based project | • SW OT analysi s | • Solution design
• Well co nst ruct ed conci se prese ntation | • Clear report with contents well st ruct ured and including
Assessment Criteria: management summary | • Team organised and clear distribution of roles to ach ieve target outcomes | • Peer
asse ssme nt
*
Core Technical Knowledge from the Sta ndard:
C8
How business exploits technology solutions for competitive advantage.
The value of technology invest ments and how to formulate a business ca se for a new technology so lution,
C9
incl uding estimation of both cost s and benefits.
Contemporary tech niques for design, deve loping, test ing, corre cting, deploying and documenting software
C10
syst ems from specifications, using agreed st andards and tools.
C11
How teams work effectively to produce technology solutions.
C12
3
1
1
4
Common vulnerabilities in computer networks including unsecure coding and unprotect ed networks.
The various roles, functions and act ivities related to technology so lutions within an organisa tion.
How strategic decisions are made conce rning acquiring technology so lutions resources and capabilities
including the ability to evaluate the different sourci ng options.
C17
As C6k&u c;
consu lt TV
The issu es of quality, co st and time for project s, including contract ual obligations and reso urce co nst raints.
As C6k&u b
Fluent in written communica tions and able to articulate co mplex issu es.
2
1
Makes concise, engaging and well-st ructured verbal presentations, arguments and exp lanations.
5
Ab le to deal with different, competing interests within and outside the organisation with exce llent negotiation
skills.
2
C21
Is able to identify the preference s, motivations, st rengths and limi tations of other people and apply these
insi ghts to work more effect ively with and to motivate others.
C22
Competent in active listening and in leading, influencing and persu ading others.
Ab le to give and rece ive feedback constructive ly and incorporate it into his/ her own deve lopment and lifelong learning.
C23
Ap plies analytical and cri tical thinking skills to Technology So lutions development and to syst ematically
analyse and apply st ructured problem solving techniques to co mplex syst ems and si tuations.
Ab le to put forward, demonstrate value and gain commitment to a moderately complex technology-oriented
so lution, demonst rating underst anding of business need, using open questions and summarising skills and
basi c negotiating skills.
Ab le to conduct effective research , using literature and other media, into IT and busi ness related topics.
C24
C25
C26
Count of Core Tech Knowledge & Behaviours coverage by module
3
2
2
25
25 ML
25 ML
75 ML
25
125
4
150
75
1
25
50
100
25
50
25
25
25
25
50
25
25
25
25
25
25
25
25
25
25
25
25
25
25
50
25
25
25
*
25
25
25
25
Total o f Core Tech Knowledge & Behaviours coverage by module
50
25
25
1
1
10
4
5
2
1
12
9
2
2
50
25
250
100
225
50
25
350
325
125
50
*
Interperso nal and foundation ski lls are the ‘transferable’ ski lls, knowledge and underst anding that all
professional employees require to be productive and effective in the workp lace. These incl ude:
Communication
In order to perf orm effectively in any organisational role Digital & Technology So lutions Pro fessi onals
require excellent written and ve rbal communication skills. Digital & Technology Solutions Pro fessi onals work
closely with colleagues in a variety of different organisational roles, and their effectiveness is partially
dependent on their ability to communicate well.
a. Be fluent in written communications, with the ability to articu late complex issu es, taking into acco unt the
a
reader’s vi ewpoint and have demonstrated competence in this.
b. Be able to make concise, engaging and well-st ructured verbal presentations, arguments and
b explanations of varying lengths by usi ng various methods, with and without the use of media, taki ng into
acco unt the audience vi ewpoint at all times.
c c. Use a range of virtual co llaboration tools (such as wikis, blogs, shared collaboration spaces, etc. )
Leadership and collaboration
The apprentices will be required to act in va rious co llaborative roles during their professi onal careers, and it
is likely that most of them will be assu ming leadersh ip positions at various levels. Increasingly, these roles
are performed in a genuinely global context. It is esse ntial that programs prepare their apprentice s to be
effective collaborators and inspiring leaders.
a. Underst and how to gain insight into the preferences, motivations, strengths and limitations of other
a people, from a variety of diverse backg rounds and demonst rate how they use these insights to work more
effect ively with and to motivate others in group situations.
b. Be competent in act ive list ening and in leading, influencing and persuading others, underst anding the
b implications of defensive behaviour and perso nal strategies to overco me it, demonstrating knowledge of
appropriate techniques and the ability to use them effectively in realist ic situations.
c. Be able to give and receive feedback construct ively, demonst rating how they incorporate it into their
c
own development and life-long learning.
d d. Work effectively in diverse teams
Negotiati on
Technology So lutions Pro fessi onals require st rong negotiation ski lls. In their job roles, they have to deal with
different, competing interests within the organisa tion, and exce llent negotiation ski lls are esse ntial. Digital &
Technology So lutions Pro fessi onals also increasingly play a role in the negotiations with external IT se rvi ce
providers and other vendors.
a. Be able to put forward, demonstrate value and gain co mmitment to a moderately complex technologya oriented solution, demonstrating underst anding of business need, using open quest ions and su mmarising
ski lls and basic negotiating ski lls.
b b. Negotiating with managers about priorities, resource s, est imates of time etc.
c c. Negotiating with providers about service levels, quality and performance of deliverables
d d. Facilitating negotiations between competing internal interests.
Analytical and creative th inking , inclu ding creativity
St rong analyt ical and cri tical thinking ski lls are a foundation for many activities that Digital & Technology
Solutions Professi onals undertake. It is esse ntial that they are able to syst ematically analyse complex
syst ems and situations, break them down into manageable components, underst and co nnections within
syst ems, and cre ate so lutions based on the results of a syst ematic analysis. Pro blem solvi ng is also
ubiquitous in the life of Digital & Technology Solutions Professionals.
a. Be cre ative, se lf-mo tivated and self-aware and able to reflect on succe sse s and failures in ways that
a st rengthen their positive attitude and develop their se lf-re liance through an underst anding of their own
perso nal preferences, st yles, strengths and weaknesse s.
b b. Solve complex problems using struct ured problem solving tech niques
c. Ab le to inve stigate the context of complex problems using a variety of reso urce s (professi onal,
c
academic, cro wd-so urce d).
d d. Use quantitative analysi s tech niques appropriately and effectively
Mathemati cal foundations
Technology So lutions Pro fessi onals require a solid foundation in mathematics. These needs will vary
depending on an individual’s sp ecialty. To su pport in-depth analysis of data and algorithms, Digital &
Technology So lutions Pro fessi onals should have a foundation in statistics and probability as well as
algorithmi c thinking, and discre te mathematics.
Eth ics
a) Legal issu es: civil and cri minal law, Intellect ual property rights, software copyright, patents, designs,
trade marks and passi ng off; co pyright and webpages, Internet domain names, protect ion of computer
a
images and icons, jurisd ict ion; co nfidentiality. Data protection law; freedom of move ment of perso nal data;
priva cy issu es. Computer crime; fraud; co mputer misu se.
b) Et hical issu es. Society and ethics, ethical issu es in software engineering and co mputer sci ence,
b
so ftware and hardware reliability, case studies: notable syst em failures
Learning and Skills Outcomes for Occupational Specialisms
Software Engineer Specialism Learning and Skills Outcomes
Role Pr ofile
The primary role of a software engineer is to be able to design, build and test , high-quality software
solutions following best practices and indust ry standards. They will typically be worki ng as part of a larger
co llaborative team, in which they will have responsibility for significant elements of the overall project. The
developer will need to be able to interpret requirements specification documentation and designs in order to
deve lop and test software that meets its requirements, eve n when these requirements may change.
Pr oject Assesssment
Use software deve lopment processe s, including the knowledge, skills, and professi onal competences
nece ssary to practice as a software engineer in a business envi ronment
This co uld be a project to desi gn and develop a significant piece of software or a new software product
prototype to achieve defined business object ives, for a defined user group or cust omer group, using one of
typical project: the defined languages, within defined business processe s, and applying appropriate levels of secu rity. It will
include significant project planning including estimations of both time and co st to proposed so lutions,
include technical and commerci al asp ect s of the proposed solution.
o Clear prioritised sp eci fication | o Well justified so lution design with models | o Ap propriate test plan | o
outcomes:
Se curity appraisal | o So lution deliverables | o Well documented solution for maintainability
Technical Competencies; Be able to
Create effective and secu re software solutions usi ng co ntemporary software development languages to
SE 1. deliver the full range of functional and non-functional requirements usi ng relevant development
methodologies.
SE 2. Undert ake analysi s and design to cre ate art efact s, such as use ca ses to produce robust software designs.
Pro duce high quality code with so und syn tax in at least one language following best pract ices and
SE 3.
st andards.
SE 4. Pe rform code reviews, debugging and refactoring to improve code quality and efficiency.
SE 5. Test code to ensure that the functional and non-functional requirements have been met.
Deliver software so lutions using industry standard build proce sse s, and tools for co nfiguration management,
SE 6.
versi on co ntrol and software build, release and deployment into enterprise environments.
*
*
*
*
SE 7. Work collaborative ly and professionally with others in cro ss functional teams
Degree
Apprenticeship
Gap to
Analysis
SE 15. The business environment and
business
issu es related
software development
Count of Specialist LO coverage by module
4. Get feedback & revise
*
3
3
4
100
75
125
100
1
75
150
3
100
125
175
1
25
50
50
25
50
25
50
50
25
50
50
25
50
25
50
50
25
50
50
50
check with MLs;
adjust DATS
module
50
50
50
25
25
25
25
50
Page 1 of 2
25
0
*
25
25
50
50
25
25 ML
25
25
25
50
from all modules
st arting with Hum
Dim; add to
portolio
125
125
3
3
4
15
25
25
50
50 ML
2
4
3
50
125
125
3
3
2
Total o f Specialist L O coverage by module
IT Consultant Specialism Learning and Skills Outcomes
– coverage of all (vocational) LOs for Apprenticeship Standard plus
– maintenance of all (academic) standards for honours degree
*
*
area of competence:
SE 8. Ap ply secure and robust development princi ples to ensure software resilience
Technical Knowledge and Understanding; Know and understand:
SE 9. How to operate at all st ages of the software development lifecycl e.
How teams work effectively to develop so ftware solutions embracing agile and other development
SE 10.
approaches.
SE 11. How to apply software analysi s and design approaches.
How to interpret and implement a design, compliant with functional, non-f unctional and se curity
SE 12.
requirements.
SE 13. How to perform functional and unit testing.
SE 14. How to use and apply the range of software tools used in software engineering.
3. Carry out detailed design – ensuring:
25
*
from all modules
st arting with Hum
Dim; add to
portolio
from all modules
st arting with Hum
75 ML
Dim; add to
portolio
from all modules
st arting with Hum
50 ML
Dim; add to
portolio
from all modules
st arting with Hum
50 ML
Dim; add to
portolio
3
25
check with MLs;
adjust SIT M
check with MLs;
adjust SIT M
check with MLs;
adjust MLSSP
from all modules
st arting with Hum
Dim; add to
portolio
50 ML
5
50
50
25
ML
75 ML
19
25
25
150
Behavioural Sk ills Fundamentals from the Sp ecifi cati on
50
50
50
*
3
C19
C20
50
check with MLs;
adjust SIT M
check with MLs;
adjust DATS
module
100
125
0
How to deliver a technology solutions project accurately consist ent with business needs.
Core Behaviours from the Sta ndard
C18
25
50 ML
150
100
1
The role of data management syst ems in managing organisational data and information.
C13
C14
C15
C16
*
125
4
3
6WCMxxxx
47
1895
6COM1065
1
10
6COM1065
18
1540
6COM1065
19
785
6COM1066
9
575
6COM1050
9
270
6COM1049
12
385
6COM1040
13
500
6COM1039
1
10
4COM1037
9
550
6COM1065
1
6COM1038
11
112
Total o f Core LO coverage by module
6COM1037
2
||
75 ML
150
2
2
2
2
add to DATS
module
add to DATS
module
check with MLs;
adjust ISM
6COM1048
2
2
2
||
<new>
h Discu ss issu es that may arise in the day to day operation of networks.
*
*
<new>
C7k&u
50
*
*
0
<new>
C7sk
c Identifying network secu rity risks and their remediation
Colin 08-03-16
Knowledge and understandin g:
Give an overvi ew of computer architect ure and funct ions, CPU , memory, instruct ions, inst ruction cycl e, I/O,
a interrupts, peripheral device s, instructions and memory architect ure. Exp lain how software is run and how
operating syst em se rvices cre ate an interaction between hardware and so ftware.
Colin 08-03-16
Describe the fundamental building blocks (e.g. routers, switches, hubs, st orage, transmi ssion) and typica l
C7k&u
b
arch itectures (e.g. serve r/client, hub/spoke) of computers networks and the Internet
Colin 08-03-16
C7k&u
c Exp lain what is meant by data and protoco l and how they relate to each other.
Colin 08-03-16
C7k&u
d Describe a data forma t and a simple protocol in current use.
Colin 08-03-16
Describe failure modes in protocols, for example reaso ns why a protoco l may ‘hang’ and the effect on a
C7k&u
e
protocol of data communication erro rs.
Colin 08-03-16
Describe the main features of a select ed subset of network protocols in widespread use on the Internet and
C7k&u
f their purpose and relationship to each other, incl uding the physi cal and data link layer (e.g. https, HTTP,
SMT P, SN MP, TCP, IP, etc.)
Colin 08-03-16
Exp lain so me of main factors that affect network performance (e.g. the relationship between bandwidth,
number of users, nature of traffic, contention) and propose ways to improve performance (e.g. application of
C7k&u
g
traffic sh aping, changes to arch itect ure to avoid bottlenecks, network policy that prohibit streami ng
protocols).
Colin 08-03-16
C7k&u
Count of Core LO coverage by module
25
5COM1071
Computer and Network Infrast ructure: can plan, design and manage computer networks with an overall
Outcome Required: focu s on the servi ces and ca pabilities that network infrastruct ure solutions enable in an organisational
co ntext . Identifies network security risks and their resolution.
Typical Assessment: • Network dimension report | • Network desi gn | • Network implementation plan | • Se rvice level agreement
• Accu rate network dimensioning report identifying current and future network traffic demands | • Clear
Assessment Criteria: desi gn that meets the specification | • Well struct ured network plan | • Well reasoned network availability
targets
Overview:
This topic provides an introduction to basic computer syst em organisation and network infrast ructure with
an ove rall focus on the se rvices and ca pabilities that network infrastruct ure solutions enable in an
organisational context.
It gives the apprentices the knowledge and skills that they need for the planning, design, implementation
and management of computer networks and underst anding of the network infrast ructure capabilities and
limitations.
Sk ill:
Plan a computer syst em network based upon estimated business data traffic needs that will meet the future
C7sk
a
busi ness needs
Colin 08-03-16
An alyse business and technical requirements and select appropriate network technologies and topologies
C7sk
b
as part of the network design
Colin 08-03-16
50
25
5COM1070
Ap preciate ethnic cultural differences in working with global teams either internal to organisations or by
engaging offshore outsourcers.
100
100
adjust MLSSP
and/or FY project
adjust MLSSP
||
and/or FY project
adjust MLSSP
||
and/or FY project
add to DATS
||
module
||
5COM1064
f Underst and the techniques for measu ring project quality, and how to ensu re that project quality is achieved.
g Underst and the mechanisms for dealing with exce ptions and issu es in project s.
h
25
check with MLs;
adjust MLSSP
adjust MLSSP
and/or DATS
||
module and/or FY
project
e Underst and the phase s of the project management lifecycl e.
C6k&u
25
50
25
ML
C6k&u
C6k&u
50
25
50
100
25
125
C6k&u
C6k&u
25
25
50
50
25
25
5COM1060
c Be aware of how to roll out a project in a cust omer friendly way and consist ent with the busi ness needs.
50
25
adjust MLSSP
and/or FY project
adjust MLSSP
and/or FY project
adjust MLSSP
adjust MLSSP
and/or FY project
adjust MLSSP
and/or FY project
adjust MLSSP
and/or DATS
module
adjust MLSSP
and/or FY project
adjust MLSSP
and/or FY project
adjust MLSSP
||
and/or FY project
||
||
||
0
2
0
25
adjust MLSSP
and/or FY project
adjust MLSSP
and/or FY project
adjust MLSSP
||
5COM1055
p Close project s, including administ rative , perso nnel, and contract ual closu re.
adjust MLSSP
and/or FY project
75
||
||
||
75
4COM1049
C6sk
C6k&u
C6k&u
||
25
75
0
2
0
4COM1048
Manage the project procurement process, including understanding ext ernal acquisition and outsourcing, as
well as the steps for managing ext ernal procurement.
Manage project execu tion, incl uding monitoring project progress and managing project change, and
appropriately documenting and communicating project status.
n
o Control project s through information tracki ng and cost and change control tech niques.
C6k&u
75
50
2
2
2
2
i Monitor project performance against agreed tolerance leve ls
j Manage project resource s, including human resource s, ca pital equipment, and time.
k Manage project quality, including the identification of the threats and ri sk to project quality,
m
C6sk
C6sk
Knowledge and understandin g:
Underst and the foundations of IT project management, including its definition, sco pe, and the need for
a
project management in the modern organisation.
Underst and the issu es of quality, cost and time concerned with project implementation, incl uding contractual
b
obligations and reso urce const raints.
C7.
2
1
d Manage moderately complex IT projects effect ively and efficiently.
C6sk
C6sk
2
e Manage project teams, including the fundamentals of leadersh ip and team motiva tion.
f Manage project communication, both internal to the team, and external to other project st akeholders.
g Est imate the various act ivities that are required as part of an IT project
h Manage project sch edules with appropriate techniques and tools.
C6sk
C6sk
C6sk
25
4COM1043
C6sk
C6sk
C6sk
C6sk
C6sk
100
4COM1040
many of
Demonstrate an ability to manage a project (t ypically less than six months, no inter-dependency with other these are
b project s and no strategic impact ) incl uding the resch eduling for deviations, the handling of review meetings unrealist ic
ski lls; consult
and the management of problems and esca lation processe s.
TV
Initiate projects, including project selection, defining project sco pe, and determi ning the feasibility of
c
project s.
C6sk
C6sk
Design all new modules – or only use existing ones – or?
*
Learning Outcomes from
the Standard
c. 112 for core topics
+ 19 for core tech/behaviours
+ 15-20 for each specialism
C1k&u
C1k&u
C1k&u
C1k&u
X
X
*
b Eva luate information syst ems in relation to their intended purpose with regard to their effect iveness
C1k&u
X
X
X
X
Pr oposed Action
*
Knowledge and understandin g:
C1k&u
a Exp lain why Information Technology is important to business and so ciety,
C1k&u
b Underst and how and why informa tion syst ems are used today.
C1k&u
c Exp lain the technology, people, and organisa tional co mponents of information syst ems.
C1k&u
d Underst and the alignment between IT strategy and organisational st rategy
C1k&u
X
X
X
X
X
X
X
X
*
Foundations of Information Technology Systems
Information Syst ems: is able to critically analyse a business domain in order to identify the role of
Outcome Required: information syst ems, highlight issu es and identify opport unities for improvement through evaluating
information syst ems in relation to their intended purpose and effectiveness.
Typical Assessment: • Report identifying the current business proce sses | • Benefits analysi s | • Solution model
Assessment Criteria: • Well st ructured analysi s | • Clear benefits vs cost | • Well reasoned solution
Overview:
The integrating theme of this topic is the focus on an organisation and the ways it can deve lop its
ca pabilities using information technology.
Information syst ems are an integral part of all busi ness act ivities. This topic is designed to introduce
apprentices to co ntemporary information syst ems and demonstrate how these syst ems are used throughout
organisations. The focus will be on the key components of information syst ems - people, so ftware,
hardware, data, and communication technologies, and how these components can be integrated and
managed to cre ate competitive advantage.
Ap prentice s will gain an underst anding of how information is used in organisations and how IT enables
improvement in quality, speed, and agility. This topic also provides an introduction to syst ems and
deve lopment concepts, technology acquisition, and va rious types of application software that have become
ubiquitous in modern organisations and society.
Sk ill:
C1sk
a Cri tically analyse a busi ness domain in order to identify the role of informa tion syst ems and highlight issu es
X
∑ modules
∑ covered
with coverage (incl dupes)
Core detail-level skills and learning outcomes from the Apprenticeship Standard
C1.
X
6
15
7
13
1
200
650
275
450
25
DA-D ATS Gap Analysis Detailed Mapping WORKI NG co py.xlsx
*
05-May-16 slide 14
L&T Conference
Programme Overview
key facts
award title
BSc (hons) in Digital and Technology Solutions (<specialism>)
specialisms
(broad job roles)
Cyber Security Analyst, Data Analyst, Network Engineer, Software Engineer
* being validated – not all will be offered in year 1
course length
Flexible: 3 – 5 years, with option to study at half rate in levels 5 & 6
start date
September
teaching methods
mix of day release & block release with some Work Based Learning
one specialist module: online distance learning
one specialist module: designed for APCL from industry standard certification
final year WBL project acts as “end point assessment”
cohort size
20 +
direct entry
to Level 5 & 6 if can demonstrate has met all LOs & has suitable experience
05-May-16 slide 15
L&T Conference
Programme Overview
outline delivery pattern: based on employer input – but same for all
Digital and Technology Solutions Degree Apprenticeship
Primary Delivery Mode
[this]
module is adapted from "baseline" module but
DTS-specific assessment, delivery & treatment
DR
[this]
module is DTS-specific content, assessment &
delivery
DR+
WBL
[this]
module is (potentially) partially shared delivery
with other programmes
BR
day release
day release + WBL
block release
BR +
WBL
OL
DL
WBL
block release + WBL
online distance learning
Work Based Learning
Software Engineer
September (Semester A) Entry
4COM1050
Programming (DTS)
DR
4COM1051 Models &
Methods in
Computing (DTS)
DR
4COM1052 Platforms
for Computing (DTS)
DR
4COM1054 System
Requirements &
Analysis (DTS)
DR
5COM1073 Operating
Systems & Networks
(DTS)
DR
Specialist Module 5-a
Specialist
Module 5-a
5COM1077 Enterprise
DR
databases (DTS)
Specialist Module 5-b
Specialist
Module 5-b
5COM1075 IT in
organisations (DTS)
DR +
WBL
6-1
6COM1075
Information Security
Management (DTS)
DR
Specialist Module 6-a
6-2
5COM1082 Digital &
DR +
Technology Solutions for
WBL
the Enterprise (DTS)
6COM1080 Managing
Large Scale Software
Projects (DTS)
University of Hertfordshire Confidential
5COM1076 Cyber
Security Analysis in
Practice (DTS)
DR
5COM1083 Computer
Crime
6COM1069 Object
Oriented Development DR
(DTS)
6COM1068 Computer
Systems Security
(DTS)
DR
DR
6COM1072 Cyber
Security (DTS)
DR
6COM1077 Cyber
Security Analysis
Project (DTS)
5COM1078 Software
Testing & Quality
(DTS)
5COM1081 Data
Analysis in Practice
(DTS)
DR
5COM1085 Advanced
Database Topics
(DTS)
DR
5COM1084 Network
Engineering in
Practice (DTS)
WBL
5COM1072 Algorithms
& data structures
DR
(DTS)
5COM1080 Industry
Standard Networking DR
Topics (DTS)
5COM1079 Software
BR +
Development
WBL
Exercise (DTS)
Specialist
Module 6-a
DR
Specialist Module 6-b
6COM1074 Strategic DR +
IT Management (DTS) WBL
BR +
WBL
Specialist Synoptic
Project
Specialist
Module 6-b
6COM1070 Software
Engineering Practice
(DTS)
Specialist
Project (45
credits)
6COM1076 Software
Engineering Project
(DTS)
05-May-16 slide 16
L&TMark
Conference
Jenkin v1
6WCM0035 Data
Mining and
Visualisation (online)
6COM1078 Data
Analysis Project
(DTS)
6COM1068 Computer
Systems Security
DR
(DTS)
6COM1071 Network
Protocols &
Architectures (DTS)
DR
6COM1079 Network
Engineering Project
(DTS)
WBL
5-2
4COM1053 Human
Dimensions of
Computing (DTS)
WBL
5-1
Semester C
OLDL
4
Network Engineer
WBL
Semester B
Data Analyst
WBL
Semester A
WBL
Level
Cyber Security
Analyst
WBL
Module Type
Delivery Implementation (Standard Mode of Study)
05/04/16
#5: “deliver flexibly to meet employer needs”
outline programme structure: independent of delivery pattern
Digital and Technology Solutions Degree Apprenticeship
Programme structure (by level & specialism)
Primary Core Skill
C1
Information Systems
C5
Business Organisation
C2
Systems Development
C6
IT Project Management
C3
Data
C7
Computer & Network Infrastructure
C4
Cyber Security
Specialism
Software
Engineer
Cyber Security
Analyst
Data Analyst
Network
Engineer
Specialist
Module 5-a
5COM1072 Algorithms
& data structures
(DTS)
5COM1076 Cyber
Security Analysis in
Practice (DTS)
5COM1081 Data
Analysis in Practice
(DTS)
5COM1084 Network
Engineering in
Practice (DTS)
Specialist
Module 5-b
5COM1078 Software
Testing & Quality
(DTS)
5COM1083 Computer
Crime
5COM1085 Advanced
Database Topics
(DTS)
5COM1080 Industry
Standard Networking
Topics (DTS)
Level
4COM1050
Programming (DTS)
C2
4
5
6
4COM1051 Models &
Methods in
Computing (DTS)
4COM1052 Platforms
C7
for Computing (DTS)
4COM1054 System
Requirements &
Analysis (DTS)
5COM1073 Operating
Systems & Networks C7
(DTS)
Specialist Module 5-a
5COM1077 Enterprise
C3
databases (DTS)
4COM1053 Human
Dimensions of
Computing (DTS)
C1
C2
5COM1079 Software
Development
Exercise (DTS)
Specialist Module 5-b
C2
5COM1075 IT in
organisations (DTS)
C5
5COM1082 Digital &
Technology Solutions for C1
the Enterprise (DTS)
6COM1075
Information Security
Management (DTS)
C4
6COM1080 Managing
Large Scale Software C6
Projects (DTS)
Specialist
Module 6-a
6COM1069 Object
Oriented Development
(DTS)
6COM1068 Computer
Systems Security
(DTS)
Specialist Module 6-b
Specialist
Module 6-b
6COM1070 Software
Engineering Practice
(DTS)
6COM1072 Cyber
Security (DTS)
Specialist
Project (45
credits)
6COM1076 Software
Engineering Project
(DTS)
6COM1077 Cyber
Security Analysis
Project (DTS)
Specialist Module 6-a
Specialist Synoptic
Project
6COM1074 Strategic
C5
IT Management (DTS)
05-May-16 slide 17
L&T Conference
University of Hertfordshire Confidential
Mark Jenkin v1
6WCM0035 Data
Mining and
Visualisation (online)
6COM1078 Data
Analysis Project
(DTS)
6COM1068 Computer
Systems Security
(DTS)
6COM1071 Network
Protocols &
Architectures (DTS)
6COM1079 Network
Engineering Project
(DTS)
04/04/16
Lessons learnt
addressing design issues
Success Factor
Solution
Meeting employer needs
Follow the Standard; employer engagement throughout the process
Scope for (future) employerspecific customisation
Some scope for custom content & flexible delivery methods (subject to
commercial negotiation) – without full revalidation & re-endorsement
Accommodating differing student
experience, commitments, …
Flexible 3–5 year programme; chance to complete in intensive 3 years or opt for
half-rate study in levels 4 & 5. Standard UH rules for APCL & APEL.
Limiting total & peak load on the
apprentice
As above, plus: Limit of 7-8 hours/day. Use of directed study and WBL replacing
some class contact; block release in summer; integrating with the workplace.
Motivating & supporting students
As above, plus: studies relevant to the workplace – full time placement from day 1!
Blending “degree” with
“apprenticeship”
Mix of adapted existing fully developed modules, with new ones specifically
designed for the programme. Integrated delivery methods e.g. WBL
Gaining operational experience
Working closely with employers (Employer Handbook). Staff development.
Future proof design approach
Fairly conservative design approach, building on School strengths & experience,
with some innovative features. Mindful of resourcing.
Scope to evolve, e.g. OLDL, WBL, scaling up, progression … be ready for change!
05-May-16 slide 18
L&T Conference
Have we succeeded?
too early to say
05-May-16 slide 19
L&T Conference