Mentoring is the foundation of vocational training and apprenticeships, yet this standard is the first formal recognition of this role. Nowadays, mentoring takes place in all parts of the Education and Training Sector (ETS) and staff-development contexts. A Learning Mentor supports learners of all ages, and all levels, to develop within a new work role. These learners may be, for example, apprentices, trainees or new recruits in the workplace, or in any vocational learning environment.
A Learning Mentor will have sector-specific experience and qualifications, as determined by their employer or professional body, which they use to guide and advise those who are less experienced and new to a work role. The Learning Mentor is therefore a ‘dual professional’, having both up-to-date knowledge and skills in a specialist vocational or subject area, together with the generic skills necessary to support learners.
Learning Mentors support the development of learners’ knowledge, skills, and behaviours, throughout their programme, particularly in applying theoretical learning in practical work environments. They give practical, technical and/or pastoral support and guidance. Professionals within this role also collaborate closely with colleagues, other ETS professional, employers and/or human resource colleagues to meet learners’ needs and achieve their potential.
The End Point Assessment (EPA) will only commence once the Employer, Apprentice, and Protocol Consultancy Services are confident that the apprentice has developed all the knowledge, skills, and behaviours defined in the apprenticeship standard. Evidence of this will also be visible throughout the progress review meetings and records. The independent EPA ensures that all apprentices consistently achieve the industry-set professional standard. The EPA can commence at any point once the apprentice is competent and after the twelve-month minimum period of learning and development. However, before the independent EPA can take place, the apprentice must have completed their functional skills components in English and Maths.
This apprenticeship requires the development of the following professional knowledge, skills, and behaviours:
The apprentice must receive off-the-job training for a minimum of 20% of the time they are paid to work.
With several apprenticeship courses for you to choose from, here are some we think you may be interested in pursuing. Each one has been designed to assist with future success and career progression.