Scottish Funding Council: Apprenticeship Committee - Proposals for statutory guidance from the Scottish Ministers

Section C – Functions of the committee

45. The apprenticeship committee is a standalone committee of the SFC. It should operate alongside and complementing the skills committee, which the SFC is required to establish under paragraph 11(1) of schedule 1 to the 2005 Act. Clear lines of accountability and communication must be maintained to support coherent, joined-up decision making across the SFC. Some of the work of the committee may be delegated to one or more subcommittees, see below.

46. The Scottish Ministers expect the SFC to require the following of the apprenticeship committee:

a) To provide leadership and make recommendations to the SFC on apprenticeship policy, strategic direction and future funding priorities for apprenticeships and work-based learning, in line with Scottish Government priorities. In doing so, the committee should ensure provision is responsive to the needs of learners, employers, and the wider economy, including current and emerging skills demands. The committee should make recommendations to the SFC on the required scale, shape and prioritisation of apprenticeship and work-based learning across Scotland and by region and sector.

b) To provide strategic oversight of apprenticeship frameworks, including their development, quality, and the required standards or qualifications to be achieved by apprentices during an apprenticeship.

c) To draw on sectoral expertise and employer insight, and to share industry intelligence and examples of good practice to identify opportunities to strengthen and improve the apprenticeship and work-based learning system. The committee should have regard to a broad range of evidence and considerations, including labour market intelligence, equalities, and sustainability. This will help to ensure that apprenticeship provision is inclusive and forward looking.

d) To adopt a holistic approach across apprenticeships and work-based learning provision to support a more coherent and connected skills system. In particular, it should make recommendations to the SFC on alignment between different pathways, simplifying and removing duplication across tertiary education and training pathways, and promoting parity of esteem for learners. This integrated approach will support greater clarity for employers and learners, and contribute to a skills system that is flexible, responsive, and inclusive.

e) To have oversight of delivery outcomes related to apprenticeships and work-based learning, enabling it to monitor performance and support continuous improvement across the system. The committee should also consider and make recommendations on systemic cohesion and alignment, barriers, risks and opportunities, not least to help inform future funding priorities.

Subcommittees

47. Apprenticeship frameworks and approval processes are essential to effective apprenticeship delivery. The development, approval and ongoing reviewing of these frameworks are key functions in maintaining an effective apprenticeship system.

48. Given the significant operational activity required to develop and maintain apprenticeship frameworks, the SFC should consider establishing subcommittees to carry out specific functions in support of the apprenticeship committee. The SFC should consider how to ensure that the voices of employers, apprentices, learners and training providers are effectively heard on any subcommittees.

49. The SFC is encouraged to consider having subcommittees with the following remits:

a) Responsibility for the development, review, and ongoing refinement of apprenticeship frameworks, standards, and quality approaches. This subcommittee could:

• oversee the development plan and progress with the design and updating of apprenticeship frameworks by SFC staff^[1], ensuring consistency and alignment with employer needs, reporting to the apprenticeship committee on opportunities and risks;
• oversee external quality assurance arrangements in line with the relevant quality framework;
• draw on sectoral expertise and industry intelligence to identify opportunities for improvement and innovation;
• ensure frameworks support equality, diversity, fair work, and sustainability objectives;
• coordinate forward planning for framework development and updates; and
• make recommendations to the apprenticeship committee on areas for improvement to maximise the quality, impact, performance and outcomes of apprenticeships and work-based learning and their contribution to the economy.

b) Responsibility for the formal evaluation and approval of new or amended apprenticeship frameworks and associated qualifications and standards and the ratification of the revocation of apprenticeship frameworks. This subcommittee could:

• assess all apprenticeship proposals against agreed approval criteria and guidance and approve frameworks^[2], ensuring alignment with Scottish Government policy and industry requirements;
• apply robust internal quality assurance across the approval process;
• consider compliance with equality, fair work, and sustainability expectations;
• work closely with the other subcommittee to ensure alignment between framework development and approval processes; and
• provide assurance and make recommendations to the apprenticeship committee on approvals and related processes.

50. Clear arrangements must be in place to define the roles and responsibilities of any subcommittees and their relationship to the apprenticeship committee.

The Scottish Government

July 2026