effective brd 3(1) october 2017 chapter 96 education ... · pdf filesection 14 - education...

BRd 3(1)

96-1June 2016 Version 6

EffectiveOctober 2017

CHAPTER 96

EDUCATION, LIFELONG LEARNING AND RESETTLEMENT

CONTENTS

SECTION 1 - POLICY

Para9601. Introduction9602. Responsibilities9603. Points of Contact9604. Education, Lifelong Learning and Resettlement Assurance Visits

SECTION 2 - EDUCATION, LIFELONG LEARNING AND RESETTLEMENT IN THE NAVAL SERVICE

9605. Organisation9606. Learning and Development Advisers9607. Education and Resettlement Officer9608. Education and Resettlement Officer’s Assistant9609. Libraries9610. British Defence Film Library (BDFL)

SECTION 3 - ENGLISH AND MATHEMATICS

9611. Defence Literary and Numeracy Direction9612. Education for Promotion9613. Access to English and Mathematics Support and Testing Provision9614. English and Mathematics Programme

SECTION 4 - APPRENTICESHIP SCHEMES

9615. Intent9616. Apprenticeship Organisation9617. Management of the RN Apprenticeship Programme9618. Apprenticeship Framework9619. Apprenticeship Delivery9620. Audits and Inspections9621. Management and Governance of Apprenticeship Funding9622. SFA Funds - Financial Processes

BRd 3(1)



SECTION 5 - SPECIFIC LEARNING DIFFICULTIES

9623. Background9624. Application9625. Naval Service Responsibilities9626. Training Delivery Standards9627. The Individual's Responsibilities9628. Responsibilities of Phase 1 and Phase 2 Training Schools9629. Management Responsibilities9630. Learning and Development Adviser (LDA), English and Mathematics Tutors

(EMT) and Specific Learning Difficulties Adviser (SpLDA) Responsibilities9631. Procedures9632. Tracking9633. Funding9634. Points of Contact

SECTION 6 - EDUCATIONAL REQUIREMENTS FOR PROMOTION

9635. Education for Promotion (EFP)9636. Requirements under EFP9637. Educational Qualification for Promotion, Branch Transfer or Specialist

Qualification Selection9638. Educational Criteria for Upper Yardman and Senior Upper Yardarm9639. Additional Educational Criteria for Upper Yardman and Senior Upper Yardman9640. Points of Contact

SECTION 7 - ELECTIVE EDUCATION

9641. Introduction9642. Funding9643. Centrally Funded Elective GCSE/GCE Courses9644. In-Service Degree Schemes9645. Progression to Honours Degree9646. Post-graduate Studies - Fellowships, Masters and Part-time Doctorates9647. University Short Course Programme9648. Further Education Concessions to Entitled Personnel Overseas

SECTION 8 - ACCREDITATION OF TRAINING AND EDUCATION

9649. Accreditation of Naval Training, Education and Experience9650. Overarching Principles9651. Accreditation Sponsors9652. Accreditation Categories9653. Accrediting Bodies9654. Governance9655. Funding9656. Responsibilities9657. Management Information

BRd 3(1)



SECTION 9 - RN OFFICER - THROUGH LIFE EDUCATION PATHWAY OFFICER (TLEP(O)) - REGULATIONS

9658. Aim 9659. Current Programme9660. Regulations9661. JPA Recording

SECTION 10 - FUNDING OF EDUCATION

9662. Learning Credits9663. Part Time Service Instructor’s Allowance (PTSIA)

SECTION 11 - PROFESSIONAL MEMBERSHIPS

9664. Background9665. Range of Memberships9666. Level of Membership9667. Naval Policy Regarding Professional Memberships9668. Corporate Membership Schemes

SECTION 12 - PERSONAL DEVELOPMENT RECORD

9669. Introduction9670. PDR Ownership9671. Upkeep9672. Distribution9673. Structure and Content9674. Support

SECTION 13 - INSTRUCTIONS FOR THE MANAGEMENT AND INVIGILATION OF EXAMINATIONS

9675. Introduction9676. Instructions for Commanding Officers9677. Instructions for Supervising Officers9678. Instructions for Invigilating Officers

SECTION 14 - EDUCATION PRIZES

9679. Introduction9680. Lieutenant Commander Hooper Prize9681. Association of Royal Naval Officers Prize Essay Competition

SECTION 15 - RESETTLEMENT POLICY

9682. Naval Resettlement Policy9683. Early Service Leaver Policy9684. Naval Service Medical Discharge Resettlement Policy

BRd 3(1)



ANNEXES

Annex 96A Education Lifelong Learning and Resettlement Points of ContactAnnex 96B Duties of the Education and Resettlement OfficerAnnex 96C NCHQ Apprenticeship Fund Grant ApplicationAnnex 96D English and Mathematics Qualifications, Levels and Proxy QualificationsAnnex 96E Application to sit an ExaminationAnnex 96F RN Officer - Throughlife Education Pathway (Officer) (TLEP(O)) SchematicAnnex 96G Part Time Service Instruction RequestAnnex 96H Early Service Leaver - Future Horizons Programme Opt-in Agreement

BRd 3(1)



CHAPTER 96

EDUCATION, LIFELONG LEARNING AND RESETTLEMENT

SECTION 1 - POLICY

9601. Introduction

a. The Naval Service (NS) recognises that agile and adaptive thinking makes a vitalcontribution to Operational Capability. Moreover, dynamic thinking could provide the‘edge’ in future operations where technological and equipment superiority may nolonger guarantee success. As a consequence, the NS acknowledges the importanceof investing in the education of its personnel. Whether Functional Skills or PhD, alleducation contributes to the development of the work-force and as such, NS personnelmust be given every opportunity and indeed, every encouragement to take fulladvantage of the diverse educational provision that is now made available.

b. This Chapter of BR 3 outlines the responsibilities and opportunities for Education,Lifelong Learning and Resettlement (EL3R) within the NS. Stategic direction for thedelivery of education services is provided by the Education Steering Group (Ed SG),which is accountable to the Naval Service Personnel Board.

c. The purpose of the Naval Service Education, Lifelong Learning and Resettlement(EL3R) Organisation is: “to support 2SL, ACNS(T) and Commanding Officers todevelop the intellectual potential of their people to maximise OperationalCapability (OC) and ultimately prepare them for return to the nationalworkforce”. The endorsed EL3R requirement is outlined in the following subparagraphs:

d. Deliver EL3R outputs mandated by Government and MOD:

(1) English and Mathematics tuition, support and recording in accordance withJSP 822 Pt 1, 6.2;

(2) Provide a system for recording personal development in accordance withJSP 822 Pt 2, 6.1;

(3) Administer Standard Learning Credits (SLC), Enhanced Learning Credits(ELC) and the Further Education/Higher Education (FE/HE) schemes inaccordance with JSP 822 Pt 1, 6.4 - 6.6;

(4) Provide opportunities for civilian accreditation of Naval training, educationand experience in accordance with JSP 822 Pt 1, 6.3;

(5) Provide support and guidance, and assessment where appropriate, forpersonnel with Specific Learning Difficulties in accordance with JSP 822 Pt 1, 6.1;

(6) Resettlement training, support and guidance in accordance with JSP 534;

BRd 3(1)



(7) Resettlement signposting/referral for Early Service Leavers in accordancewith JSP 575;

(8) Provide feedback to MOD in accordance with JSP 822 and as required.

e. Provide relevant EL3R feedback to Commanding Officers, ACNS(T) and 2SL1.

f. Contribute to MOD EL3R policy and develop Naval Service policy.

g. Provide support, guidance and learning opportunities for personnel to gainqualifications required by the Service for them to be qualified educationally forpromotion2.

h. Provide support, guidance and learning opportunities for personnel, throughouttheir career, to enable them to develop agile and adaptive thinking to better contributeto OC.

9602. Responsibilities

a. Assistant Chief of Staff (Training) (ACOS(T)) is the Service Director of Education(SDE). The SDE is responsible to 2SL, through ACNS(T), for directing the formulationof, and overseeing the implementation of policy for, EL3R in the NS. The SDE is alsoresponsible to ACNS (Pers)/NAVSEC for the provision of advice to NS ManningAuthorities, including ACOS(PCap) and the Naval Personnel Teams (NPT), for thesetting of educational standards both for initial entry into the Naval Service3 and forpersonnel once in-service. ACOS(T) delegates day to day authority for EL3R policyand delivery matters to SO1 Ed&App.

b. While under the line authority of the Naval Staff in MoD, Director Naval Studiesreports to the SDE in an advisory capacity.

c. The Naval Tutor under the line management of COMCORE has functionalresponsibility to SDE for the policy and delivery of the RN Through Life EducationPolicy (Officer) programme.

d. Responsibility for the implementation of education policy lies with SO1 Ed&App(details are at Para 9605).

e. The assurance of education policy and provision will be undertaken as part ofACNS(T)’s rolling programme of training assurance and through targeted visits.

f. Within the NS, the EL3R organisation is structured as follows.

1. This is achieved using a number of mechanisms from NETS(Ops) verbal debriefs to 2SL PFS returns.2. Currently English & Mathematics requirements iaw Education For Promotion (EFP); GSCEs for UYand SUY.3. Note however that ACOS PCap retains responsibility for setting and reviewing the educational standards for entry.BRd 3(1) Part 4 Chapter 7 outlines full details of entry standards.

BRd 3(1)



9603. Points of Contact

NAVY TRG HQ-ED&APP SO1 93832 5947

NAVY TRG HQ-EL3 SO2 93832 5807

NAVY TRG HQ-EL3 SO3C 93832 5818

NAVY TRG HQ-EL3R RESET SO3C 93832 5954

NAVY TRG HQ-EL3 E1A 93832 5684

NAVY TRG CTCRM-LDGR-RMCAT-DRM CAA 93785 4372

NAVY TRG CTCRM-LDGR-RMCAT-RAA 93785 4254

NAVY TRG HQ-NAVAL TUTOR 93749 7174

BRd 3(1)



9604. Education, Lifelong Learning and Resettlement Assurance VisitsThe EL3R Organisation’s assurance process aims to drive continuous improvement

by providing an objective evidence based judgement on the extent to which EL3R providersare complying with mandated policies and achieving principal outputs and effects. Theassurance process uses the fundamentals of Ofsted’s Common Inspection Framework (CIF),aligned with BRd 3(1) and JSPs 534 and 822.

BRd 3(1)



SECTION 2 - EDUCATION, LIFELONG LEARNING AND RESETTLEMENT IN THE NAVAL SERVICE

9605. Organisation

a. Education, Lifelong Learing and Resettlement in the NS is delivered by the NavalEducation and Training Service (NETS). The NETS Organisation comprises:

(1) Learning and Development Centres (LDCs) across the Naval Service.

(2) Deployed NETS (Operations) Officers.

(3) Education and Resettlement Officers onboard ships.

b. The structure of the NETS organisation is shown below:

c. LDCs provide individuals with:

(1) Access to a trained Learning and Development Adviser (LDA).

(2) Support and learning opportunities for personnel to gain qualificationsrequired by the Service for them to be qualified educationally for promotion.

(3) Learning, training and study skills support.

(4) Assessment facilities for those with Specific Learning Difficulties (SpLD), eg.dyslexia.

(5) Advice on the Standard Learning Credit (SLC) and Enhanced LearningCredit (ELC) schemes and process applications.

(6) Access to recreation and reference libraries.

(7) Advice and access to MoD sponsored courses including the University ShortCourse Programme.

BRd 3(1)



(8) Advice and access to external learning suppliers.

(9) Access to eLearning.

(10) Access to language learning and operational language tests (MLAT).

(11) Advice on membership of professional bodies.

(12) Access to information on education and accreditation schemes offered.

(13) Access to a trained Resettlement Officer, resettlement provision andresources.

d. LDCs provide Units with:

(1) EL3R briefs.

(2) Mentoring and support for Part-time Service Instructors.

(3) Advice and support to develop a learning culture.

e. For deployed/operational units, NETS (Ops) will:

(1) Construct a programme of visits to ensure that each ship and submarine willbe visited at least once in an 18-month period. This programme is tailored aroundindividual units’ requirements and their operational posture as described in theFleet Operating Schedule.

(2) Stimulate, promote and encourage EL3R by assisting all operational units indeveloping a self-sustaining educational system. In addition, NETS (Ops) willsupport units to improve and enhance operational EL3R facilities.

(3) Periodically join a platform or unit during deployment for an appropriateperiod4 and within a suitable time frame for the platform/unit concerned in orderto conduct Personal Development Interviews and Group Briefing and Training.

(4) Deliver an alongside education and resettlement service for Units withoutaccess to an LDC or EL3R advice, including delivery of Functional Skillseducation and assessment.

(5) Provide operational unit commands with Command, Leadership andManagement support and coaching services.

(6) Undertake quality assurance of Part Time Service instructors’ (PTSI)delivery of instruction (see Section 7 on elective education).

(7) Mentor, support, standardise and enhance performance of unit EROs andact as the designated lead for the delivery of the ERO Course.

4. A planning figure of 1 day per 8 members of the Ship's Company is to be used as a guideline

BRd 3(1)



(8) Encourage and collect feedback in support of the external validation(EXVAL) of individual training.

(9) Support the RN Leadership Academy (RNLA) to will deliver the 2SL-endorsed Coaching Workshops to deployed units.

(10) Support additional Education and Training initiatives as directed byACOS(T) and NCHQ in furtherance of published policy and strategy.

f. The Naval Tutor is responsible to the SDE for the delivery of the RN Through LifeEducation Pathway (Officer) programme. The Corps Tutor is responsible for the RMOfficer Career Development programme.

9606. Learning and Development Advisers

a. LDAs offer Learning and Development Interviews in all LDCs. Individuals maychoose whether to move to a different LDA or to retain the relationship with theircurrent LDA when being reassigned.

b. The NETS Organisation operates the LDCs in Portsmouth, Plymouth andFaslane. Other LDCs are administered by establishment NETS staff, who arefunctionally accountable to SO1 Ed&App.

c. The NRIOs (including the Corps Resettlement Officer (RM RIO)) also form part ofthe NETS team.

9607. Education and Resettlement Officer

a. Introduction. BRd 2 (Queen's Regulations for the Royal Navy) stipulates (atArticle 3101) that each unit is to appoint an Education and Resettlement Officer(ERO). It is important that the Commanding Officer selects an individual with theappropriate skills and personal attributes to undertake this role. The responsibilitiesof the ERO are at Annex 96B. The ERO's primary role is to provide information andsupport to facilitate personal and professional development to the Ship's Company tothe standards laid down in this BR by ACOS(T). In so doing, the ERO will contributedirectly to:

(1) OC by meeting the Service’s requirement for educated manpower.

(2) The retention of trained manpower.

(3) The Government’s Skills agenda.

b. Sources of Support and Advice. It is recognised that most EROs in the NS willbe given this role as a secondary duty and they will probably be relativelyinexperienced in delivering education and resettlement advice. Hence they will needsupport from:

(1) EL3R staff (see Para 9603 for points of contact).

BRd 3(1)



(2) The NETS Organisation (see Annex 96A for points of contact includingLDCs).

c. Initial Actions. On assuming ERO duties, the following initial actions are to becompleted:

(1) ERO Handover. Contact the NETS organisation (NETS (Ops) OC) (seeAnnex 96A) to update the ERO contact details and to arrange an ERO Course. Ifdue to operational reasons attendance on the ERO Course is not feasible then anERO briefing should be arranged.

(2) ERO Course/Initial ERO Brief and Resource Pack. Attend the EROCourse at the earliest opportunity. In addition, obtain an up-to-date EROresource disc from the NETS (Ops) team and join the RN Education andResettlment Officers Group on Defence Connect. These actions are to becompleted within their first 2 months of assuming the role.

(3) Resettlement Brief. Although a Resettlement Brief is provided as part ofthe ERO Course it is recommended that personnel make contact with the regionalNRIO (details at Annex 96A) within first 2 months of undertaking the role of ERO.

9608. Education and Resettlement Officer’s Assistant

a. The following arrangements are to be made to provide assistance for EROs inthose Units for which the Unit Establish List (UEL) authorise an ERO’s Assistant(EROA):

(1) Seagoing Ships (MCMVs and above). A part-time volunteer may be calledfor from the Ship's Company for duty as the EROA.

(2) Royal Marines Establishments and Commando Units. Where thecomplement includes a full time ERO, it will also normally include a Royal MarinesClerk for duty as the EROA.

(3) Shore Establishments. Where the complement includes a full-time ERO,it will also normally include a rating for duties as the EROA.

b. Duties of the EROA. The duties of the EROA will include the following:

(1) Custody and issue of all accountable equipment, materials, books, storesand stationery.

(2) Detailed arrangements for classes, maintenance of records and the displayof relevant information.

(3) Administration, including correspondence, liaising with EL3R staff overrecording of qualifications, examination schedules, maintenance of a UnitEducation and Resettlement (E&R) database and provision of monthly statisticsreturn to NCHQ/EL3R (as required).

BRd 3(1)



9609. Libraries

a. The responsibility for advice to EROs and supply of educational and recreationalbooks lies with the Ships’ Libraries Officer (SLO) whose address is:

NETS (E) Learning and Development CentreRodney BlockHMS NELSONPORTSMOUTHHantsPO1 3HH

BT: 02392 725986Mil: 9380 25986Email:[email protected]

b. Ship's Libraries should comprise separate Recreational and Reference Sections.The ERO or Library Officer in a ship/unit/establishment is responsible for the care ofthe books, for their proper issue and for their return by borrowers. Arrangementsshould be made for the library to be open at such times and on such days as willenable the maximum use to be made of the facility.

c. It is the responsibility of the ship or establishment to demand books. Demandsshould be forwarded as early as possible to the SLO, stating the reason for thedemand and the number of entitled personnel. Recreational books will be replenishedperiodically throughout each year automatically, via the SLO. This should be sufficientto replace all losses and books discarded due to fair wear and tear. New titlereplenishments for Reference books are also made from time to time. SLO should beinformed in good time when, for any reason, replenishments are either no longerrequired or need to be resumed.

d. Accounting for ship's library books has been minimised but this does not removethe responsibility for good and careful housekeeping. Recreational books areregarded as consumable items but should be properly looked after, securely storedand issued on loan against a signature. On paying off or entering major refit,Reference Sections are to be forwarded to the SLO. Library books are not to beoffered for sale or auction under any circumstances.

e. The Ship’s Core Professional Academic Library is specifically issued to all majorships and units within the RN in support of the Naval Service Education Strategy,covering a broad spectrum of security and leadership issues. As texts are relativelyexpensive there will be a requirement to manage and account for the collection. It issuggested that responsibility for this will fall to the Ship’s Education Officer/LibraryOfficer. Whilst the temptation may be for them to be placed on a shelf in theWardroom, it must be stressed that the intent is to provide access for all.

BRd 3(1)



f. GCSE/A Level Textbooks. Ships will be supplied with study/revision guidebooks, in support of GCSE and A level classes being taught on board, on demand bythe ERO. Sufficient numbers will be allocated to allow each student adequate accessto the books. These books are accountable and as such, strict records should be keptof issue. At the end of the course or period of study, they must be returned to the ERO.For accounting purposes, the books should be classified as Reference Books. Thecost of these items is significant and therefore the appropriate action for lost ordamaged books must be considered.

g. Access to other Libraries. Use may be made of the considerable non-fictionstock at the Joint Services Central Library and the wider MOD library network - detailson DII.

9610. British Defence Film Library (BDFL)

a. The British Defence Film Library (BDFL) catalogue lists all Defence trainingmaterial available. Issues are made on a permanent basis to help units build up theirown media training libraries. All items are free of charge, provided a UIN is quoted.Material issued by the BDFL should be brought to unit account in accordance withService procedures. Records of issues are held by BDFL and are subject to audit.BDFL is also able to assist with requests for specific compilations or clips of materialwhere there is a training need not met by any of the existing programmes.

b. The BDFL catalogue is available online at http://www.bdfl.dii.r.mil.uk

c. BDFL operates a web-based online ordering service. Alternatively, requests canbe submitted to the British Defence Film Library (BDFL) at:

BDFLChalfont GroveNarcot LaneChalfont St PeterGERRARDS CROSSBuckinghamshire SL9 8TN

Email: [email protected]: 01494 878252Mil: 95298 2252Fax: 95298 2007

Requests should include UIN, unit title and address, a point of contact name and telephonenumber and a list of requirements. Catalogues, which contain specimen order forms, areavailable from BDFL on request.

BRd 3(1)



SECTION 3 - ENGLISH AND MATHEMATICS

9611. Defence Literary and Numeracy Direction

a. For all Full and Part-Time members of the Armed Forces, the English andMathematics requirement is encapsulated in the 'Literacy and Numeracy' Direction,details of which are contained in JSP 822 Part 1, 6.2. This policy aims to ensure thatthe Functional Skills (FS) needs of Armed Forces personnel are addressed at theearliest opportunity in order to enhance their operational effectiveness, and potentialfor personal and career development.

b. FS standards and qualifications are set at 2 levels within the RegulatedQualifications Framework (RQF).

9612. Education for Promotion

a. The Education For Promotion (EFP) framework is the collective term used todescribe how the NS will deliver Functional Skills in English and Mathematics.

b. Further detail regarding the EFP requirements for service and promotion is atSection 6.

9613. Access to English and Mathematics Support and Testing Provision

a. Opportunities to achieve the pre-requisite level of FS certification for promotionwill be available through accredited training where possible, such as theApprenticeship Schemes associated with Phase 2 training and the AdvancedApprenticeship Schemes associated with career courses. These schemes enableachievement of FS Level 1 and 2 qualifications through the completion of externaltests in English and Mathematics. Personnel registered on the Apprenticeship andAdvanced Apprenticeship Schemes who successfully complete the FS tests at theappropriate level will qualify educationally for promotion.

b. Where personnel need to achieve FS outside of the formal training system,opportunities exist through the network of e-Learning and Development Centres (e-LCs). Further support is available via English and Maths Tutors (EMTs) who areemployed within the NETS Learning and Development Centres in the Naval Bases,the Phase 1 training establishments in HMS RALEIGH and CTCRM and the Phase 2training establishments in MWS Collingwood, HMS SULTAN, RNAS Culdrose andRNAS Yeovilton. Personnel serving in NS Units can receive support from their EROs,NETS (Ops) at sea and ashore, and Unit Education Officers (UEOs).

BRd 3(1)



c. Following recommendation by the EMT, paper-based assessments can bearranged for individuals who have been diagnosed with a SpLD. In addition, UnitEROs can arrange paper-based tests through their designated NETS (Ops) officer forindividuals who have been identified as requiring FS once embarked or deployed.Through the use of Basic and Key Skills Builder (BKSB) FS stand-alone training,individuals are able to initiate a stand-alone paper-based Individual Learning Plan(ILP), which concludes in the sitting of a paper-based test. This test can only beinvigilated by a NETS (Ops) Training Manager (TM). The paper based test is to besubmitted along with the full evidence of Initial Assessment, Diagnostic Assessment,Learning Modules completed and practice and final tests to the EMT from whom thetest papers were requested.

9614. English and Mathematics Programme

a. Categories. The full range of FS provision may be summarised in four broadcategories:

(1) Initial Assessment. Initial assessment (IA) establishes an individual’sEnglish and Mathematics skill level in terms of the RQF levels (from Entry Level1 up to Level 2).

(2) Diagnostic Assessment. Diagnostic Assessment identifies an individual’sspecific ability profile and highlights areas of weakness. This provides adescription of learning needs and assists the FS specialists in the compilation ofa learner’s ILP. The ILP outlines short and longer term learning targets, a detailedprogramme to address the FS needs and a record of progress and achievement.

(3) Learning Support. Learning Support is the programme of supportdeveloped by the FS specialist for the individual learner. It may comprise 1:1tuition, group work, intensive courses, Information Technology (IT) basedprogrammes and distance learning. For some, this support may be a week’sintensive course to brush up skills forgotten since school. For others withsignificant BS difficulties (Entry Level 1 and Entry Level 2 learners), this mayrequire much longer term (and perhaps 1:1) support.

(4) Testing For Qualification. All FS programmes offered to Service personnelmust lead to a nationally recognised qualification. This will require a tutor-basedassessment or an external test.

b. Recording of Results. Results should be recorded by following the guidelinesbelow:

(1) Data Capture. Details of FS assessments and qualifications need to becaptured at the earliest opportunity on JPA as a competence. Initial trainingestablishments are to ensure that the appropriate results are recorded on entry tothe Service. Phase 2 training establishments are to update records to reflect anyimprovement in an individual's qualifications generated by successful completionof FS elements of the relevant Apprenticeship Schemes.

BRd 3(1)



(2) For any subsequent changes NAVY TRG HQ-EL3 E1A is the central pointof contact and competence recording authority for FS qualifications, English andMathematics GCSEs5. Verification of education equivalences remains the soleresponsibility of EL3 E1A.

(3) It is the responsibility of Divisional Officers/Troop Commanders to ensurethat JPA is updated with any other qualifications.

(4) Tracking. Accurate recording of FS information is critical in support of thepersonal development of the individual. It is important that data on FSachievement by the individual follows that individual through their training andonce on the trained strength, then through their career.

5. Delegated authority for updating English and Mathematics competences to JPA has also been passed to LDCs.

BRd 3(1)



SECTION 4 - APPRENTICESHIP SCHEMES

9615. Intent

a. An Apprenticeship is a job with an accompanying skills development programmeand it is designed by employers in the sector. It allows the apprentice to gain technicalknowledge and real practical experience as well as the functional and personal skillsrequired for their immediate job and future career. These are acquired through a mixof learning in the workplace, formal off the job training and the opportunity to practiceand embed the new skills in a real work context. This broader mix differentiates theApprenticeship experience from the training delivered to meet narrowly focused jobneeds.

b. The government bodies responsible for funding Apprenticeships in England arethe Skills Funding Agency (SFA) and the Education Funding Agency (EFA). The SFAis responsible for the 19+ age group and the EFA's primary focus is the 16-18 agegroups as well as the broader 14-19 agea. Both the SFA and EFA are funded via theDepartment for Education (DfE).

c. SFA is the agency tasked to promote, manage and deliver the Government'sApprenticeship agenda in England; they support government, employers andlearners, by developing informed users of skills and learning provision, through theNational Apprenticeship Service (NAS), the National Careers Service (NCS) and theprovision of education and skills information. The NAS is responsible for increasingthe number of Apprenticeship opportunities, currently targeted at 3M in thisparliament, and providing a dedicated, responsive service for both employers andlearners. The management of apprenticeships is undergoing significant change as aresult of the Richard Review in 2012. The main impacts are the introduction of theApprenticeship Levy and reform of Apprenticeship Frameworks to Standards underthe Trailblazers initiative.

d. The NS has delivered apprenticeship programmes since 2002 and currently holdsan annual contract with the SFA to deliver an agreed number of Level 2 and Level 3Apprenticeships worth in the region of £6.5m per annum. Whilst the various structuresbehind the apprenticeship contract have changed, there has been no fundamentalchange to the government requirement for Apprenticeships or the annual contractualrelationship between the NS and the SFA.

e. Government strategy and SFA priorities for Apprenticeships in 2016-20 areoutlined below:

(1) Apprenticeships will be available across all sectors of the economy and at alllevels, including degree level.

(2) The design and delivery of high quality apprenticeships will be overseen bya new, independent and respected quality body, the Institute for Apprenticeships.

(3) All new apprentices will be trained to meet levels of professionalcompetence set out in employer-designed standards.

BRd 3(1)



(4) Employers will be confident customers of apprenticeship trainingprogrammes, which will be developed by agile training providers to meet theevolving needs of business.

(5) Employers will have the opportunity to choose between more high qualityproviders and it will be easier for employers to train their apprentices directly.

(6) The funding system will support the commitment to increase the quality andquantity of apprenticeships.

(7) Funding for apprenticeships will be placed on a sustainable footing throughthe 'Apprenticeship Levy' on employers.

(8) Employers will choose and pay for the apprenticeship they want through aDigital Apprenticeship Service (DAS) utilising the levy funding.

f. The Naval Service has been engaged in delivering National VocationalQualifications (NVQs) since Sep 96 broadening into the Apprenticeship programme inFeb 02 and the commitment to Apprenticeship Schemes has been endorsed by theMoD Department for Training, Education, Skills, Resettlement and Recruiting (CDPTESRR).

"New recruits are to be offered the opportunity to commence an appropriateApprenticeship Scheme in Phase 1 or Phase 2 Training and where a suitableframework exists or can be developed."6

g. Gaining appropriate civilian accreditation accords with Government policy inlifelong learning and contributes to our compliance to our Accreditation Policy asdirected in JSP 822. These factors result in the continued requirement and delivery ofa comprehensive Apprenticeship Programme to benefit all New Entry personnel andthe progression for NS ratings to an Advanced Apprenticeship where applicable.

9616. Apprenticeship OrganisationThe Naval Service Apprenticeship organisation is as follows:

a. MOD - Training, Education, Skills, Resettlement & Recruiting (TESRR).TESRR is the Defence Organisation based in MOD Main Building which oversees theApprenticeship Programme across the Ministry of Defence (MoD), Navy, Land and AirCommands.

b. Navy Command Headquarters (NCHQ). Assistant Chief of Naval Staff(Training) (ACNS(T)) is the 2* single service lead and (ACOS(T) is designated theService Director of Education (SDE).

6. JSP 822 Part 1, 6.3 Defence Direction for the Accreditation of Training, Education and Skills.

BRd 3(1)



c. SO1 Education and Apprenticeships (SO1 Ed&App). SO1 Ed&App isresponsible for the delivery of all education (including Apprenticeships) in the NS. SO1Ed&App is the RN Apprenticeship Contract Manager and directs the Naval ServiceApprenticeship Programme (NSAP). Acting as the single RN point of contact with theNAS relating to the annual Apprenticeship contract, and has the primary role ofcoordinating and facilitating the drawdown and use of Apprenticeship funding acrossthe NS. This post is also the Chairman of the Naval Service Apprenticeship ManagersGroup (NSAMG) and the Sub-Nominee Apprenticeship Working Group (SNAWG).

d. Naval Apprenticeships Warrant Officer (AppWO). The AppWO is responsibleto SO1 Ed&App to provide direction and assurance for the effective management,delivery and future development of Apprenticeship Programmes within the NavalService. In addition, the AppWO supports the development and implementation ofAccreditation Policy across the Naval Service, including liaising with other services,TESSR and skills/education organisations as required. The AppWO is the NavalService PoC for all Trailblazer (TB) activity.

e. Royal Marines Civilian Accreditation Adviser (RMCAA). The RMCAA isresponsible to SO1 Ed&App to provide advice and guidance to CTCRM to support theHM Forces Public Services Operational Delivery (Uniformed) Apprenticeship,including future development of qualifications within the Apprenticeship Programme.In addition, the RMCAA supports the development and implementation of civilianaccreditation opportunities for RM personnel. The RMCAA is the Naval Service PoCfor all HM Forces Serviceperson (Public Services) TB activity.

f. Establishment Naval Service Sub-Nominees. Sub-Nominees are the NavalService representative within each Training Establishment and are responsible to SO1Ed&App for the Apprenticeship Programme delivery. The sub nominee from eachestablishment will be required to attend the SNAWG on a bi-annual basis. The sub-Nominee is to chair an 'Apprenticeship Working Improvement Group' (AWIG), orequivalent, with the relevant Apprenticeship Manager and key personnel on a termlybasis in order to review and update the establishment Apprenticeship Self-Assessment Review (SAR) & Quality Improvement Plan (QIP). The Sub-Nominee isthe Establishment lead for Ofsted inspections.

g. Babcock Flagship Ltd (BfL). BfL is the training provider contracted by the RNunder the Fleet Outsourced Activities Project (Training) (FOAP(T)) to deliver largeelements of the training overseen by FOST and all of the training support (trainingdesign, planning, assurance etc). It also manages the delivery of the Apprenticeshipprogrammes in all establishments. The Babcock Training Apprenticeship Manager(TAM) is functionally answerable to SO1 Ed&App and acts as Chief of Staff (COS) forthe coordination and delivery of the NSAP.

h. Establishment Apprenticeship Cells/Teams. Establishments conductingApprenticeships and NVQ (QCF) qualifications manage their own schemes on a dayto day basis. Line management of all Apprenticeship staff is held within eachestablishment. All local apprenticeship managers are functionally accountable to SO1Ed&App, through TAM, for both policy and delivery, in order to achieve the NASApprenticeship annual contractual requirement.

BRd 3(1)



i. InTraining Ltd (Sheffield). This company is contracted (by BFL) to provide DataManagement support services using a Management Information System (MIS) toadminister the NSAP through the SFA.

j. Skills Funding Agency (SFA). The SFA Large Companies Unit supports the RNin the delivery of its apprenticeships via a regional Account Manager (currently MrsElaine McCully).

The Naval Service Apprenticeship Organisation

BRd 3(1)



9617. Management of the RN Apprenticeship Programme

a. SO1 Ed&App is the RN Contract Manager (and signatory on that contract) andOfsted Nominee. This post is responsible for the delivery of the ApprenticeshipProgramme and is supported by the Apprenticeship Warrant Officer (APPWO). SO1Ed&App chairs the NSAMG and provides the strategic direction for the NSAP. SO1Ed&App approves the final draft of the Self Assessment Review (SAR) and QualityImprovement Plan (QIP) as well as the CONOPS. SO1 Ed&App represents the NSAP(usually supported by TAM) at all SFA sponsored events and will oversee the RN entryinto the various applicable apprenticeship related events/competitions. SO1 Ed&Appis tasked with liaising with all senior RN training deliverers and is responsible to theFleet Finance Account Manager for managing the SFA budget (with support fromContract Support Team).

b. Under FOAP(T), Babcock is responsible for the management and day to daydelivery of the NSAP across all sites. TAM, currently Mr Paul Redstone, is based inthe NSAP HQ - Ramsay Building, HMS COLLINGWOOD and directs all aspects of thedelivery of the NSAP across all delivery sites. TAM ensures all related MoD andcivilian policies are adhered to and oversees the quality assurance processes. TAMalso is responsible for collating and reviewing all associated management informationwhich is sub-contracted by Babcock, to InTraining Ltd. Both SO1 Ed&App and TAMliaise with the SFA Account Manager attending the regular contract reviews held bythe SFA. TAM liaises directly with the Account Manager providing all relevantinformation for the annual contract renewal and quarterly review thereafter.

c. Each training establishment has an apprenticeship delivery cell locally managedby a Babcock Apprenticeship Manager. The delivery managers are responsible for theday to day delivery at each site and report direct to TAM. They are required to liaiseclosely with the RN managers at the various delivery schools in each trainingestablishment and should attend regular meetings to ensure a flow of information withthe schools takes place to ensure that any issues that have the potential to impact onApprenticeship delivery are captured and fed into the NS SAR and QIP.

d. Naval Service Apprenticeship Management Group (NSAMG). The NSAMG isthe principal management meeting for the Apprenticeship Programme and occursthree times a year (once per term), attended by SO1 Ed&App (Chair), SFACoordinator (for collation of minutes), TAM, Contract Support Team manager, theApprenticeship managers from each training establishment (x 5, noting RNASCuldrose and Yeovilton are managed collectively, but under the oversight of theSULTAN AP Manager), a representative from the data management supplier(InTraining) and the SFA Account Manager, supported by additional members as theagenda requires. Its primary role is to ensure common and best practice among the6 delivery sites, manage current issues and consider options to take the NSApprenticeship Programme forward. Standing Agenda Items include: delivery areasupdate, SFA update, data management update as well as detailed reviews of both theSAR and QIP.

BRd 3(1)



e. It is important to note that all apprenticeship programmes embedded orassociated with training are subject to the DSAT processes laid down in JSP 822. Thetraining is therefore subject to internal establishment quality assurance (QA) as wellas second party assurance by the FOST QA team based in NCHQ. Additionally, alltraining is delivered within each establishment by a 'naval school' which is under RN/RM uniformed management.

9618. Apprenticeship Framework

a. The Naval Service currently offers Apprenticeship frameworks corresponding toemployment areas and specialist skills (these will become Standards under theGovernment Reforms over the next 5 years). The Apprenticeship completion time islinked to the occupational sector and can take up to 36 months to complete. Personnelprogress from a level 2 Apprenticeship scheme undertaken during their initial training(Phase 2) onto the level 3 Advanced Apprenticeship Scheme during later careertraining and beyond if applicable. All new entrants, regardless of age or previousqualifications will complete a level 2 Apprenticeship.

b. The components of the Apprenticeship framework are:

(1) Functional Skills (FS). There are 3 Functional Skills: Maths, English andICT that are delivered during Phase 2 professional training for those who requireit7. A comprehensive initial assessment (IA) and diagnostic assessment (DA) willbe carried out by each learner to ascertain their starting point in each discipline8

. If the outcomes of the diagnostic test show that the learner is working below theirGCSE grade, then the learner will undertake the Functional Skill qualificationagain to address skill fade. Trainees will achieve either Level 1 or 2, dependentupon framework requirements, with an option to progress should theydemonstrate sufficient aptitude or already hold the lower level FS. FS level 1 ICTis delivered to all learners (except RM) irrespective of framework requirements.

(2) Technical Certificate. TCs are academic qualifications, delivering theunderpinning knowledge and understanding relevant to the NVQ/QualificationCredit Framework (QCF). Current Naval training courses are comprehensive andsatisfy the Naval operational requirement, however significant elements havebeen mapped across to achieve a TC recognised and endorsed by theappropriate Awarding Body.

(3) National Vocational Qualification/Qualifications Credit Framework(NVQ/QCF)9. The NVQ/QCF recognises competence gained in the workplace.Training and assessment begins in the training establishments and is mappedinto professional courses, followed by ongoing on job training and consolidationin the Fleet. Qualified Quality Assurance NVQ assessors and Subject MatterExperts (SMEs) are available across the NS to support learners throughout theirframework.

7. JSP 822 Pt.1.6.2, Para 4(Literacy & Numeracy Direction, Approach) & Annex A to Pt 1, 6.2 (FS and ESOL QualificationLevels and Proxy Qualifications) refers.8. JSP 822 Pt. 1, 6.2 Para 5 refers.9. Qualification Credit Framework now superseded by Regulated Qualification Framework.

BRd 3(1)



(4) Employee Rights and Responsibilities (ERR). This paragraph gives anunderstanding of ERR in the learners current occupation. It includes the followingelements:

(a) Rights and responsibilities of workers.

(b) Equal opportunities legislation.

(c) Role of the organisation.

(d) Public law and policies.

(e) Codes of practice.

(f) Career pathways and representative bodies.

(g) Sources of additional information and advice.

(h) Public concerns that affect the organisation.

(5) Personal, Learning and Thinking Skills (PLTS). The PLTS Frameworkcomprises the following six groups:

(a) Independent enquirers.

(b) Creative thinkers.

(c) Reflective learners.

(d) Team workers.

(e) Self-managers.

(f) Effective participants.

These generic skills, together with the Functional Skills of English, mathematicsand ICT, are essential to success in life, learning and work. They are embeddedwithin the new Diploma qualification so that they form an integral part of teachingand learning. Each group of skills is distinctive and coherent. They are alsointerconnected and learners are likely to encounter skills from several groups inany one learning experience. To develop independence, learners need to applyskills from all six groups in a wide range of contexts.

BRd 3(1)



c. Current Naval Service Apprenticeship Frameworks are as follows:

OccupationalSector

Level 2 ApprenticeshipLevel 3 Advanced

Apprenticeship Location

Engineering and Manufacturing Technologies

Performing Engineering Operations (ET WE/CIS)

Engineering Maintenance (LET WE/CIS)

MWS

Aircraft Engineering Maintenance (ET AE)

Foundation Degree modules(LET AE)

HMS SULTAN

Engineering Maintenance and Installation (ET ME/RFA)

Engineering Maintenance (LET ME/RFA)

HMS SULTAN

Aviation Operations on the Ground (AH)

Aviation Operations on the ground (LACMN/LAC & LA(AH)

RNAS Yeovilton, RNAS Culdrose

Health, Care and Public Services

HM Forces:Public Services (RM, RN Diver, HM)

Level 3 Leadership and ManagementLevel 4 Music

CTCRM MWSHMS RALEIGHRMSoM MWS

Information and Communication Technology

Diploma in Professional Competence for IT & Telecoms Professionals (CT, Warfare)

Level 3 Leadership & Management (Elective Learning)

MWS HMS RALEIGH

Business, Administration & Law

Business & Administration(Logs Writers)

Level 3 NVQ Certificate in Business & Administration (Leading Writers)

HMS RALEIGH

Management NALevel 3 NVQ Certificate in Management (Warfare)

MWS

Retail and Commercial Enterprise

Professional Cookery(Chefs/RFA)

Level 3 NVQ Certificate in Business & Administration (Leading Chefs)

HMS RALEIGH

Hospitality Services (Stewards)

Level 3 NVQ Certificate in Business & Administration (Leading Stewards)

HMS RALEIGH

Warehousing and Storage (Supply Chain)

Level 3 NVQ Certificate in Business & Administration (Leading Supply Chain)

HMS RALEIGH

Sports and Recreation

N/A Personal Training Level 3 NVQDiploma & Level 3 Certificate in Personal Training (PTI)

MWSHMSTEMERAIRE

BRd 3(1)



9619. Apprenticeship Delivery

a. The apprenticeship programmes are closely mapped to core RN, RM and RFAtraining requirements which is delivered by Service, Civil Service and Babcockinstructors. The Babcock Apprenticeship team, under the direction of the SFAContract Responsible Officer, SO1 Ed&App, oversees the overall delivery of theapprenticeship framework within this context and works closely with associatedexternal bodies, the Sector Skills Councils and Awarding Organisations to ensure thatthe qualification standards are achieved and maintained through training programmesand workplace activities and assessments.

b. Whilst the delivery of each apprenticeship programme is managed at a localestablishment level, each trainee will undergo the following process as part of theApprenticeship Learning Cycle:

(1) Initial Assessment/Programme Choice. Trainees will be assessed atPhase 1 and Phase 2 Training Establishments (TE) before or immediately onentry to the Apprenticeship Scheme to ensure their suitability for the selectedLearning Programme and occupational sector. This includes a numeracy andliteracy initial assessment. Trainees assessed as suitable for an Apprenticeship,but exhibiting Specific Learning Difficulties (SpLD), are to receive support inaccordance with JSP 822 Pt 1 6.1 and Section 5.

(2) Induction and Training. All NS trainees will be given an Apprenticeshipbrief at HMS RALEIGH and CTCRM. The aim is to explain the ApprenticeshipScheme in accordance with the SFA Operational Guide. Depending on theApprenticeship Scheme, an induction will be given prior to formal training spreadacross Phase 1 and Phase 2 Naval Training Establishments and CTCRM.

(3) Reviewing Progress. Regular learner reviews are to be carried out at aminimum of every 12 weeks in order to evidence AP learner's active involvementin learning progression and the support processes in support of those learnerprogressions. This is measured by Provide Financial Assurance (PFA) auditors(financial equivalent of Ofsted) for any Government money drawn to supportfunded education. This process involves the learner and employer in settingrealistic targets, mentoring and updating the ILP, and providing support andassistance as appropriate. The ILP has been mapped to the content of thetraining pipeline which clearly defines what the learner will achieve during theirapprenticeship programme. Depending on length of framework and learnerprogress, the review period can vary but should be conducted regularly until theApprenticeship Programme is completed.

BRd 3(1)



(4) NVQ/(QCF) Assessment. All personnel conducting Apprenticeships aretracked, with the NVQ(QCF) being assessed by formally qualified NVQ assessorsor SME. The outcome of the assessment and verification process ensures thatqualification learning outcomes are met. For those personnel completingApprenticeship frameworks within a Phase 1 or Phase 2 Naval TrainingEstablishment and CTCRM, assessment is relatively straightforward due to thepresence of dedicated teams. Tracking and assessment in the wider Fleet isnaturally more complex and visiting Quality Assurers will ensure their visits arecoordinated and arranged in a timely fashion. Similarly, units must recognise theimportance of these visits and acknowledge that a completed NVQ/QCF taskbook must be forwarded to their registering establishment in order to claim theNVQ/QCF and subsequent Apprenticeship Framework. Tracking of learning alsocontinues via JPA reports once the trainee is in the Fleet, to verify workplacements for consolidation purposes in support of Learner reviews.

(5) Apprenticeship Encouragement. Trainees who have yet to achieve theappropriate grade in Functional Skills are to be encouraged and, where possible,given maximum access to Naval education facilities (Learning & DevelopmentCentres and Naval Education and Training Service (NETS)(Ops) in order tocomplete the grade. Certified copies of Functional Skills certificates should besent to the lead school in order to claim the Apprenticeship which will then releasefurther funding from the SFA to support future apprentices. The NETS Officersare also fully aware of the Apprenticeship scheme and wider Educationalrequirements and will be able to offer advice and consultancy as required.

c. Self Assessment Report and Quality Improvement Plan (SAR/QIP). The SARand QIP are working documents and are to be reviewed at each NSAMG. TheContract Support Team manages this process on behalf of SO1 Ed&App. EachSeptember, a separate workshop is held including all unit Apprenticeship Managers(who will consider issues raised within their own unit SAR and QIPs) to finalise theApprenticeship SAR/QIP prior to being uploaded to the SFA Provider Gateway by SO1Ed&App in November. Contract Support Team will maintain the master copies.

9620. Audits and Inspections

a. The SFA contract places additional responsibilities on the NS to ensure propergovernance arrangements and auditable training standards. There are two types ofOfsted Inspections, Commissioned Inspection that quality assures the Care andWelfare of RN personnel and Statutory Inspection that inspects funded Apprenticeshipdelivery. For the purpose of this document it will be referring to the StatutoryInspection for Apprenticeship delivery. It is the responsibility of HQ staff,establishment accreditation personnel and InTraining Ltd, to support the preparationof audits to meet these contractual requirements.

BRd 3(1)



b. Ofsted. All RN/RM Phase 2 and much of the Phase 3 training has Apprenticeshipqualifications or awards from the QCF mapped to the training delivered. Any MoDtraining that receives such civilian recognised qualification, and attracts governmentsupport funding is liable to be inspected by Ofsted. Therefore, it is important to notethat Ofsted will be inspecting core naval training as delivered by Servicemen, CivilServants or subcontracted companies. The Apprenticeship Programme itself onlydirectly delivers elements of that training (Diplomas, Technical Certificates, FunctionalSkills, PLTS, ERR). It will be the RN Quality Training System (delivered in accordancewith the Defence System's Approach to Training (DSAT) - JSP 822 - itself that will beinspected.

c. Ofsted will provide 48 hours warning of an inspection (usually on the Thursday ofthe week before). The NSAP Apprenticeship Programme was last inspected in Mar2015. It received a Good assessment overall (with Outstanding for Public Servicesprovision within CTCRM training and support). These changes mean that individualunit Service nominees (usually the Quality Training Managers), supported by theirApprenticeship managers, will be required to play a much more prominent role. Eachunit should maintain a pack to present to the Ofsted team and to assist in the shortnotice preparations for an inspection. Packs should be reviewed at least on a monthlybasis.

d. Internal AP Reviews within Training Schools (iaw Common InspectionFramework). In addition to the QA processes delivered as part of JSP 822, theBabcock Apprenticeship Team is contracted to deliver an annual programme ofinternal AP assessment reviews by the Apprenticeship Contract Support Team,supported as required by other AP delivery centre managers. To avoid duplication andprovide full scope and range of assessments, these reviews are likely to be linked oramalgamated with Fleet second party audits. These assessment reviews are basedon the Ofsted Common Inspection Framework (CIF) and provide a fresh professional'eyes and ears' of activities associated with the development and learning ofapprenticeship candidates. This will/may include: quality control process andprocedures, trainer delivery observations, leadership and management interviews (atall levels) and identifying good practice for standardisation. It also provides valuableexperience of the external evaluation of work and processes, as well as conductingdiscussion regarding practices - useful preparation and experience for future Ofstedvisits. A report by the Apprenticeship Contract Support Team AP team is generatedand sent to SO1 Ed&App, Training Apprenticeship Manager, the establishment SubNominee and Apprenticeship Manager, for the purpose of AP development. Shouldthe assessment review be linked to a Fleet second party audit, then elements of thereport may feed into any Fleet required action plans or official reports. Highlighted APpoints or recommendations will be discussed and the establishment ApprenticeshipManager will lead on any changes to be implemented. Any contractual or audit non-conformities will become actions to be followed up. The QIP or SAR will be annotatedas necessary.

BRd 3(1)



e. Provider Financial Assurance Audits (PFA). PFA audits are conducted by theSFA to ensure eligibility and authenticity of funding claims and correct contractualadherence to funding rules and regulations. The SFA will provide the TrainingProvider (organisation drawing the government funding) a random date when thefinancial audit team will visit. During the visit they will inspect a sample of learner files(nominated only days prior to the audit) against their records and the TrainingProvider's records. They expect to find, or be provided with, evidence that the recordsmeet contractual regulations of continuous learning for the periods of funding (learnerreviews etc). Where records do not concur, or if evidence cannot be provided todemonstrate an individual was in continuous learning, the funds provided for thoseLearners/periods will be reclaimed by the SFA from the Training Provider. If numerousissues/shortfalls are found, the Training Providers Main Contract Value (fundsavailable for a given contract year) may be reduced to reflect the estimatedpercentage of inaccuracy.

9621. Management and Governance of Apprenticeship Funding

a. The Naval Service has an annual contract with the SFA to deliver Apprenticeshipsin occupational sectors that satisfy the Service requirement. Funding is drawn on amonthly basis as a result of successful completions of both the individual elements ofthe Apprenticeship and the completed framework.

b. NCHQ is the custodian of the Apprenticeship payments and to assure financialprobity, Navy Command Finance administers the Apprenticeship funds on behalf ofACNS(T). Apprenticeship funding lies outside core funding, however, transfers aremade to authorised UIN Accounts for the payment of local bills and to support learnerrelated projects.

c. The primary purpose of Apprenticeship funding is to achieve effective, efficientand economical delivery, leading to the achievement of specific qualifications.Funding is used according to the following priorities:

(1) Priority 1. The delivery of the Apprenticeship programme Up to the fullamount of the funding for the project cost can be used as a priority to support theeffective delivery of Apprenticeship programmes, to both funded and non-fundedtrainees10.

(2) Priority 2. The continuous improvement of current level 2 and level 3Apprenticeship programmes and the development of new programmes at alllevels, to ensure the progression of trainees, whilst ensuring good value for publicmoney. An example may include:

(a) Upgrading of IT equipment to enhance training delivery.

(3) Priority 3. Additional funding may be allocated to support the wider needsof learners, as follows:

10. Funding of those students on courses offering an SFA-funded accreditation scheme but for which they are not eligiblefor individual Apprenticeship funding by virtue of their previous qualifications or other regulation. This maintains the principleof equal opportunities.

BRd 3(1)



(a) To ensure that, once enrolled, trainees complete an Apprenticeshipframework in the unlikely event that Apprenticeship funding is withdrawn.

(b) To provide additional resources/facilities11 that are in direct support ofthe learner. Apprenticeship funding should not be used to supportinfrastructure or personnel delivering an output considered to be a coreMoD/Naval responsibility12.

(c) New initiatives for efficient and effective learning via pilot schemes andinnovation.

(d) Wider involvement in the local and regional community.

d. Financial Authority. Financial Authority is as directed as follows:

(1) Apprenticeship Delivery Areas. There is a single GPC card holder (SFACoord) at HMS COLLINGWOOD who coordinates all local purchaserequirements for delivery areas. This post also manages the Central PaymentSystem of apprenticeship certification credits.

(2) SO1 Ed&App. SO1 Ed&App may authorise expenditure associated withPriorities 1-3 to a maximum of £100K. This authorisation is embodied in SO1Ed&App's Terms of Reference.

(3) The Naval Command Apprenticeship Expenditure ApprovalsCommittee (NCAEAC). The NCAEAC shall meet as required to considerproposals associated with Priority 1-3 in excess of £100K. To rapidly administerbids, SO1 Ed&App may circulate requests out of Committee for consideration.Composition of the NCAEAC is as follows:

Chairman - DACOS(T)Secretary - SO1 Ed&AppMember - SO1 Trg PolMember - SO2 EL3RMember - SO2 RP Associate member - Babcock Training Apprenticeship Manager (TAM)Associate member - SFA Account ManagerAdviser - Fleet Financial Rep adviser as requiredAdviser - Fleet Commercial Rep adviser as requiredAdviser - Command Sec (approval required for projects >£1M)

e. Financial Propriety. SO1 Ed&App and the NCAEAC are accountable to theirchain of command for the proper management and expenditure of Apprenticeshipfunding drawn down through national contracts. In addition, the following must beadhered to:

11. This may include infrastructure projects, but excludes maintenance costs.12. As directed by endorsed MoD or Naval policy.

BRd 3(1)



(1) Expenditure and accounting procedures must be in accordance withdepartmental policy and procedures for MOD funds. Accounts may also besubjected to scrutiny by Defence Internal Audit and the National Audit Office.

(2) Funding shall not directly underpin core Naval Service training.

(3) Minimal business processes shall be employed to authorise the commitmentof Apprenticeship derived funds.

(4) Double funding (the use of Apprenticeship funding for activities, supportingpersonnel or resources already paid for within the MOD budget) is to be avoided.

(5) Equipment purchased with SFA funds is to be considered MoD property andbe entered into a Fixed Asset Register, created by the receiving establishment foreach permanent item of expenditure. In the case of new/additional IT equipmentdirectly relating to FOAP(T) and requiring BFL maintenance support, the sponsorwill need to engage with the Authority contract management to establish approvalto add equipment to the Schedule 10 Equipment Log within the FOAP (T)contract.

(6) Disposal and write off will be in accordance with normal business guidelinesensuring efficiency and effectiveness of delivery is maintained.

All applications from unit sponsors for Apprenticeship Grants should be sent to/via the relevant AP manager, who will progress them through the AP system,unless of course, they are not able to recommend them, where feedbackexplaining why will be provided. AP managers are to forward valid requests toContract Support Team using the Grant Application Form at Annex 96C. Abusiness case appropriate to the value of the project will be required to justify therequest. In the case of equipment with maintenance requirements and/orperiodicity of life, a clear statement of how the sponsor intends to meet thoserequirements/replacements is required. Grants will remain valid for 12 monthsfrom approval and progress will be monitored against the business case and MoDpolicy/procedures by the Contract Support Team. Grants remain theresponsibility of the Grant Application Sponsor. If the project is not brought tofruition or item is not procured after 12 months then approval will no longer beextant.

9622. SFA Funds - Financial Processes

a. General. This section clarifies the processes and authorisations for the day today expenditure of SFA funds (UIN N5308W). Routine expenditure on resourcesrequired for the delivery of the Apprenticeship programme should be managedthrough individual unit UINs/Miscellaneous expenses. This will include registrationand items purchased through the MoD Stores system. The unit claims thisexpenditure back from UIN N5308W via the SFA Desk Officer in NCHQ Financefollowing authorisation by SO1 Ed&App.

BRd 3(1)



b. Government Procurement Cards (GPCs). There will be one centralised holderof GPC cards within the Contract Support Team based at MWS Collingwood. GPCcards are only to be used for small purchase items that fall outside the standardprocurement routes. For Travel & Subsistence (T&S) in support of Trailblazer (TB)activity, the SFA GPC (T&S) card can be used to cover hotel fees (excluding meal)accrued by both FOAP(T) and non-FOAP(T) staff. Hotels must be booked via the MoDCentral Hotel Booking Service, Hogg Robinson Group, utilising an approved BudgetControl Form submitted through the Contract Support Team. Non-FOAP(T) staff mustcomply with MoD Travel and Subsistence rules.

c. Authorisations. Authority is granted for the RN Contract Manager (SO1Ed&App),other service personnel associated with delivery of AP's, the ApprenticeshipWarrant Officer (APPWO) and the MWS Chief Petty Officer to stay in hotels paid forusing SFA funding provided they are on specific SFA business and are accompanying/working with Contract apprenticeship staff. Authority is granted for TAM/APPWO toreceive travel and subsistence from SFA funds when accompanying the RN ContractManager (SO1 Ed&App) to bespoke SFA sponsored conferences and events.Reference is made to this in Schedule 2 Assumptions of the FOAP SoR. In supportof the Trailblazer activity, SO1 Ed&App must approve BFL travel requirements prior toundertaking TB activity. TAM is authorised to approve SFA expenditure up to £5,000in the absence of the RN Contract Manager (SO1 Ed&App). Overseas travel forapprenticeship business must be approved by SO1 Ed&App.

BRd 3(1)



SECTION 5 - SPECIFIC LEARNING DIFFICULTIES

9623. BackgroundThe Naval Service (NS) provides support for personnel deemed to have Specific

Learning Difficulties (SpLDs) in accordance with tri-service policy13 in order to maximise theirlearning, training and productive service. The term SpLD encompasses a range of learningdifficulties which may affect an individual in their daily life. For the purposes of this policy theterm SpLD encompasses the following learning difficulties: Dyslexia; Scotopic Sensitivity;Dyscalculia; and Dyspraxia. This policy encompasses JSP 822 and builds on it from a NSperspective based on the following principles:

a. Learning support is not a binary issue; great differentiation between individuals'needs should be exercised, especially regarding SpLDs.

b. The spirit of partnership between the line manager and the individual is imperativeif the available support is to be optimised.

c. It is recognised that managers and instructional staff play an important role indetecting SpLDs acting on suspicions where performance consistently falls belowrequirement. An individual will not always recognise poor performance as beingcaused by a SpLD, and therefore may not seek help. However, the responsibility forengaging with the learning support process lies with the individual concerned.

d. NS personnel should be equipped with 'learning skills for success' through thedelivery of formal training sessions within the first 4 weeks of Initial Naval Training(Ratings)/(Officer) (INT(R)/(O)) or Foundation Phase of initial training 14.

e. Funding for learning support should be available throughout an individual'scareer; not only during Phase 1 and 2 training 15.

9624. ApplicationThe Armed Forces are exempt from disability discrimination legislation under the

Equality Act 2010; however, this policy document serves as a framework for meeting the spiritof the legislation and goes further by actively promoting equality of opportunity, thus enablingevery member of the NS to maximise his or her talent and contribution. It applies to all full-time(regular and full-time Reserve Service) personnel identified as having learning support needs.Ex-regular personnel with a Reserve liability and volunteer Reservists attending for obligatorytraining or voluntary duties will be eligible only for support when mobilised into service as theresult of a call-out notice. For non-mobilised Reservists responsibility for learning supportrests with the individual and is not covered by this policy.

13. JSP 822 Part 1, 6.2.14. Formal learning skills sessions take place during Phase 1 Training at CTCRM and RALEIGH.15. This recognises the effect professional context has on learning differences and the fact that for many, issues may onlyarise later in a career where the individual is employed in administrative and management roles.

BRd 3(1)



9625. Naval Service Responsibilities

a. The NS approach is designed to be comprehensive and coherent throughout thespan of an individual's career. Those individuals identified with SpLD needs mustreceive appropriate support and reasonable remediation at the relevant time in theirtraining and careers. This should be delivered irrespective of rank, location and jobresponsibilities subject to the individual being able to achieve OPS. The NS primarymechanism for support is the Divisional Officer who may call upon Coaching AdvisoryTeams (CATs)16, NETS Learning and Development Advisers (LDAs) or SpecificLearning Difficulty Advisers (SpLDAs) or English and Mathematics Tutors (EMTs)17

to provide specialist support for those personnel identified with a specific learningneed.

b. There is the need to consider SpLDs within the workplace and where practicableand when OPS permits, a review of working practices should be undertaken to identifyreasonable remediation to improve effectiveness. Such methods may include:changes to the working environment; balance between written and non-writtencommunication; time available to assimilate information processing; and appropriateuse of information technology.

9626. Training Delivery StandardsTraining for Naval Service personnel is to be delivered without discriminating against

those with learning support needs and, therefore, those individuals delivering training musthave an awareness of, and be sensitive to, such issues. Course format and style of deliveryshould be structured accordingly, to accommodate specific learning needs. Training deliverystandards are to be reviewed on a regular basis and modified where necessary to achievemaximum effectiveness.

9627. The Individual's ResponsibilitiesAlthough this policy provides details of specific support provided to NS personnel with

learning support needs, individuals are primarily responsible for addressing their own needs.Individuals with a learning support need should identify themselves to their line managers/Divisional Officers/Instructors/EMT on arrival at a new establishment/Unit prior to commencingduties/training in order to facilitate the provision of any necessary remediation and the updatingof their ILP. Individuals are to employ all reasonable remediation recommended by their formalassessment report and/or CAT/EMT.

9628. Responsibilities of Phase 1 and Phase 2 Training SchoolsComdts and COs of initial training (Phases 1 and 2) establishments have specific

responsibilities as follows:

a. Within resources and without compromising the agreed Training PerformanceStatement (TPS), to provide appropriate support for students identified with learningsupport needs.

16. HMS RALEIGH and BRNC provide support via coaching networks. INT(R) at RALEIGH has a dedicated Phase 1 CLDcell. HMS COLLINGWOOD, HMS SULTAN and CTCRM are NS establishments with CATs. Hd NPS is the NS lead forcoaching policy with NCTS Stream Leader responsible for implementation.17. EMTs predominantly work out of Learning and Development Centres (LDCs) under Naval Education and Training Ser-vice (NETS) provision.

BRd 3(1)



b. All Phase 1 and 2 recruits should be briefed on the NS through career learningsupport within the first 3 weeks of arrival.

c. Equip Phase 1 recruits with 'learning skills for success' through the delivery offormal training sessions18 within the first 4 weeks of INT(R)/(O) or Foundation Phaseof initial training. Due to skill fade these may need to be repeated near the start ofPhase 2 or academic training.

d. Ensure that instructors and staff involved in student management are aware of thelearning needs of students.19

e. Apply any appropriate exam concessions20. These allowances apply only toassessments which are explicitly dependent on information processing, knowledge-based or written examinations. They do not apply to skills-based examinations. Forexternally moderated exams, authorisation to grant extra time needs approval by theappropriate examining authority. Removal of training professional warnings (seeChapter 57) could be considered if an individual has been assessed as requiringlearning support after failing module written exams. This must not, however,compromise the attainment of TPS or pass training risk to another part of the trainingpipeline.

f. Ensure that the learning support needs of students and details of support providedto individuals are documented within an ILP and, with the agreement of the individual,when students leave the training establishments are forwarded promptly to thereceiving/parent unit EMT (under appropriate protective markings).

g. Alternative methodologies and approaches to training delivery should be activelysought and promoted, subject to the individual still meeting the conditions andstandards set within the Formal Training Statement.

h. Where students with a learning support need are, after suitable remediation,unable to achieve the OPS for their Trade or Branch, the chain of command may, inthe interest of the individual or the Service, seek advice from the Trade/BranchSponsor on the possible re-allocation of the individual to another Trade Branch (seeChapter 51). Where there is evidence that the individual's learning support needs areso severe that they are unlikely to achieve OPS in any other Specialisation or Branch,then a case may be made for discharge from the Service (see Chapter 54).

9629. Management ResponsibilitiesThe following principles apply to the management of a learning support case:

a. Create a culture of declaration that allows a partnership between the line managerand the individual to be developed in order to optimise available support.

b. Recognise Workplace difficulties associated with SpLDs:

18. Memory techniques, mind mapping, sequencing, state and time management. FOST EL3R will provide the learningskills requirement on behalf of Hd NPS.19. Poor performance in training should not automatically be attributed to a learning difficulty but may be due to anotherproblem such as poor basic skills, poor memory, lack of training in revision techniques.20. JSP 822 Part 1, 6.1 Para 10f.

BRd 3(1)



(1) Poor time management.

(2) Continually disorganised.

(3) An inability to prioritise tasks effectively.

(4) Difficulty following verbal instructions.

(5) Poor short term memory.

(6) Inability to take notes or write reports.

c. Reports, ILPs and learning support programmes that are produced on individualswith learning support needs are to be treated as 'OFFICIAL-SENSITIVE-PRIVATE'and are to be held by the EMT.

d. Reports should identify learning and coping strategies (reasonable remediation)that will assist the individual but not compromise the TPS. These strategies, but notthe full report, should be provided to the individual's line manager or Divisional staffand to the individual's instructors and are to be treated as 'OFFICIAL-SENSITIVE-PRIVATE'.

e. If appropriate, line managers may re-assign such individuals to other tasks,subject to the demands of operational need and effectiveness, if this is indicated asdesirable within the strategies developed by the education specialist. Individuals mustdemonstrate, however, that they have achieved full competence across the entireOPS.

f. After the individual has been provided with learning or workplace supportrecorded in an ILP, his/her case is to be reviewed regularly with the line manager andEMT to assess the effectiveness of this support.

g. The SpLD needs of an individual are not to be mentioned, whether positive ornegative21, in annual appraisal reports.

9630. Learning and Development Adviser (LDA), English and Mathematics Tutors (EMT) and Specific Learning Difficulties Adviser (SpLDA) Responsibilities

All LDAs and EMTs are to have undertaken relevant specialist training22. SPLDAs areto be qualified and experienced in order to support LDAs and EMTs, who should be involvedin the following:

a. Promoting an understanding of SpLD issues within the establishment.

b. Undertaking interviews of the individual and line manager to scope the workplaceneed.

21. JSP 757 Part 1 Para 15 Guidance for reporting Officers, Inappropriate Comments.22. Level 4 FE teaching qualification or equivalent Specialist Level 5 or equivalent qualification in supporting learners withSpLD.

BRd 3(1)



c. Carrying out an initial assessment and recommending further action based on theresults.

d. Interpreting Educational/Occupational Psychologists reports on behalf of theindividual.

e. Creating an ILP with the individual, line manager and or instructor.

f. Reviewing support regularly and updating the ILP with the individual and the linemanager or instructor as and when necessary.

g. Liaising closely with both losing and receiving units to ensure that suitableprovision is available for the individual to continue training and/or productive service.

9631. ProceduresThe NS will provide support to those individuals who have voluntarily come forward or

have been identified by their line manager or instructors as possibly having learning supportneeds in accordance with JSP 822 Part 1, 6.1. To ensure consistency, reliability and validityin the process, the following procedures apply:

a. Line managers and Divisional Staff become responsible for initially counsellingindividuals with training or duty issues in line with current Naval Service Coachingpolicy (see Para 2162). In the majority of situations a simple discussion will resolvethe issue. Where the issue is complex, the line manager should refer the individual tothe establishment's CAT, LDA or EMT.

b. The CAT, LDA or EMT should interview the individual to identify barriers tolearning and scope their learning support needs. This may need to addresspsychological barriers to learning and ensure that the individual knows how to learnand cope under pressure. Only if required should individuals be referred for furtherassessment.

c. The EMT, LDA ir SpLDA carries out an assessment using the appropriatediagnostic tool23. If an individual is identified with learning support needs, the EMT,LDA or SpLDA draws up an Individual Learning Plan (ILP) and, working with the linemanager and relevant instructors, provides the support that has been agreed betweenEMT, LDA or SpLDA and the individual.

d. The ILP will list coping strategies and remediation recognised as reasonable.Only coping strategies and reasonable remediation deliverable within the scope ofOperational Performance Statement (OPS) will be permissible.

e. Where supported by diagnostic results, a full assessment by an Educational24 orOccupational Psychologist leading to a formal statement of needs can be obtained.Approval to spend requires authorisation by NAVY TRG HQ-EL3 SO3C.

23. EMTs have access to a number of tools, DAST, BKSB, Dyscalculium24. If appropriate, a specialist teacher registered with PATOSS may be utilised.

BRd 3(1)



9632. TrackingOn identifying an individual with a potential learning support need, clear and concise

individual records, marked appropriately (OFFICIAL-SENSITIVE-PRIVATE) are to be kept. Ifappropriate, there must be prompt transfer of individual records when an individual is postedor detached. Records will be sent to the relevant line manager or training establishment.There must also be close liaison between losing and receiving units to ensure that adequateprovisions are in place for any learning support requirements.

9633. Funding

a. Public funding for the provision of learning support will be provided by NAVY TRGHQ-EL3, applications should be made by e-mail to NAVY TRG HQ-EL3 SO3C. Thisincludes:

(1) Specialist assessment for NS personnel25.

(2) Specialist training for NS advisors where appropriate.

(3) The supply of initial screening and assessment kits to appropriately qualifiedstaff.

b. Spending will be approved against a list of approved educational products andprofessionals held by the EL3R staff.

c. Standard Learning Credit (SLC). NS personnel, diagnosed and found to be 'atrisk of having a severe form of SpLD', are eligible (post Phase 2 training) to claim SLCsupport for Specialist tuition, recognised SpLD products (such as coloured overlays; aColorimeter diagnostician/optometrist's assessment) and computer software support,provided that the following provisions are met:

(1) The product or software has been recommended in the ILP or in theEducational/Occupational Psychologist's report.

(2) The product or software is bought in direct support of the individual's SpLD.The individual's line manager is also required to provide a report, via the unitSpLD Advisor.

(3) All other requirements for claiming SLC are observed.

d. Enhanced Learning Credit (ELC). Financial support for personnel with SpLDmay be eligible for funding support under the ELC scheme, where SpLD needs havebeen diagnosed by an Educational/Occupational Psychologist. Such support can beclass delivered or 'one-to-one' tuition. In accordance with JSP 822, Part 1, 6.5 para33, the course provider must be an 'Approved ELC Provider'.

25. This includes personnel at any stage within in their career, not only during Phases 1 & 2.

BRd 3(1)



9634. Points of ContactThe NS lead for SpLD policy is:

NAVY TRG HQ-EL3 C2.

BRd 3(1)



SECTION 6 - EDUCATIONAL REQUIREMENTS FOR PROMOTION

9635. Education for Promotion (EFP)The Education For Promotion (EFP) framework is not a qualification in itself but is the

collective term used to describe how the Naval Service will deliver Functional Skills (FS) inEnglish and Mathematics in order for personnel to achieve FS at Level 1 and Level 2.

9636. Requirements under EFPEFP is compliant with the Armed Forces Literacy and Numeracy Direction, JSP 822

Part 1, 6.2, and sets out the educational standards that ratings/other ranks are required toachieve within specified timescales or prior to substantive promotion:

a. Personnel who do not hold GCSE Grade A* - C, (9 - 4 for Summer examinations2017 onwards) (Level 2 or equivalent) qualifications in English Language andMathematics are required to undertake a FS Initial Assessment to establish theircurrent operating level in English and Mathematics 26. See Annex 96D for a list ofMOD approved proxy qualifications that give equivalence to Functional Skills.

b. All personnel must attain a Level 1 FS qualification27 in English and Mathematicsin order to be educationally qualified for promotion to LH/Cpl. At the very least, theyshould attain level 1 within 3 years of joining the RN or RM.28

c. All personnel without Level 2 qualifications are to achieve Level 2 FS in Englishand Mathematics within 8 years of joining the RN/RM or prior to promotion tosubstantive Petty Officer (PO)/Sergeant (Sgt) whichever is earlier; Level 2 is theminimum FS qualification required for promotion to PO/Sgt.

d. There is no educational requirement for promotion to Chief Petty Officer/ColourSergeant.

e. A review of the through career education requirement identified that the QualifiedEducationally Warrant Officer (QEWO) competence is no longer required. This is dueto there being no additional qualification over and above that required for PO/Sgt isnecessary for promotion to WO. There will be no legacy rights and individuals willrequire one of the English and Mathematics competences annotated on JPA to beeducationally qualified for promotion, as follows.

Educational|RN/RM Basic Skills Numeracy Level 2|Navy|Educational|RN/RM Basic Skills Literacy Level 2|Navy|Educational|RN/RM Key Skills AON Level 2|Navy|Educational|RN/RM Key Skills Communication Level 2|Navy|Educational|RN/RM Functional Skills Mathematics Level 2|Navy|EductationalRN/RM Mathematics Level 2|Navy|Educational|RN/RM Functional Skills English Level 2|Navy|Educational|RN/RM English Level 2|Navy|Educational|RN/RM English Proxy A*- C|Navy|Navy|

26. Operating levels are assessed as Entry Level 1, Entry Level 2, Entry Level 3, Level 1 and Level 2.27. Under EFP Grade D-G (3-1 for Summer excaminations 2017 onwards) in English Language and Mathematics will beaccepted as Level 1.28. Promotion Regulations (see BRd 3(1) Part 8) are to be consulted for specific branch selection criteria.

BRd 3(1)



Educational|RN/RM Mathematics Proxy A*- C|Navy|Educational|RN/RM Basic Skills Proxy Numeracy Level 2|Navy|Educational|RN/RM Basic Skills Proxy Literacy Level 2|Navy|

Where a competence is not annotated but an appropriate qualification is held, it is theindividual's responsibility to provide evidence that they are indeed educationallyqualified. Requests for changes to educational status are to be either submitted toNAVY TRG HQ-EL3 E1A together with certified true copies of the relevant certificatesor taken to the nearest LDC, ERO/UEO, NETS(O). Once qualifications are confirmedas suitable, the new educational status will be entered directly onto JPA.

f. Legacy Personnel who Joined the Naval Service before 1 Apr 0629

(1) NAMET scores of 5:5 and above will remain extant for the purposes ofpromotion to LH/Cpl and for BT and SQ selection30. NAMET scores will not betaken into consideration when assessing whether an individual is at the correcteducational standard for promotion to PO/Sgt.

(2) Personnel who do not hold a FS at level 2 or a proxy qualification will needto attain the requisite FS qualifications in English and Mathematics prior topromotion to PO/Sgt.

9637. Educational Qualification for Promotion, Branch Transfer or Specialist Qualification Selection

a. EFP does not affect the education requirements of those branches with arequirement for specific GCSE qualifications for entry.

b. NAMET scores achieved by personnel for the purposes of selection for BT andSQ will remain extant for the service lifetime of the individual. Personnel who wish tobe considered for BT and SQ selection and have not achieved the relevant NAMETwill be required to achieve FS in English and Mathematics.

9638. Educational Criteria for Upper Yardman and Senior Upper Yardarm

a. Commissions and Warrant (CW) papers should be raised only for UpperYardman/Corps Commission (UY/CC) candidates who meet, or expect to meet, theeducational criteria of five GCSE grades A*-C31 (or equivalent) in non-overlappingsubjects, including Mathematics and English Language.

29. Individuals who rejoin the Service have legacy rights if their initial date of entry was prior to 1 Apr 06.30. Results can be split eg. NAMET for one element and Functional Skills for the other, In order to be most beneficial for theindividual.31. From Summer 2017 the GCSE grading system is being progressively reformed, English and mathematics GCSEs beingthe first, grades 9 - 4 equate to A* - C, grades 3 - 1 equate to D - G.

BRd 3(1)



b. The educational requirement for Senior Upper Yardman/Senior CorpsCommission (SUY/SCC) candidates to have CW papers raised is two GCSEs GradeA*-C (or equivalent), one of which must be Mathematics or English Language (seeFootnote 31). To be eligible for the Final Selection Board, SUY and SCC candidatesare required to have GCSE Grade A*-C in Mathematics, English Language and twoother non-overlapping subjects (or equivalent), a total of four GCSEs.

c. Common equivalent qualifications that are accepted in lieu of the GCSE are asfollows:

(1) Standard Grade Credit (1 or 2), Scottish Intermediate 2.

(2) GCE Ordinary Level (Grade A, B or C).

(3) Certificate of Secondary Education (CSE) (Grade 1).

d. The qualifications above are by no means exhaustive and in cases of doubtregarding the acceptability of qualifications or subjects, NAVY TRG HQ-EL3 E1A willevaluate academic/vocational qualifications upon submission of certified true copiesof certificates and, where applicable, transcripts.

e. A pass at the Admiralty Interview Board (AIB) will not negate the requirement tomeet the educational criteria; consequently, candidates who fail to obtain the requirededucational standards will not be considered by the Final Selection Board (FSB) andwill need to re-submit their application for the UY or RM CC scheme once they areeducationally qualified. In circumstances where a candidate's education results aredue after their attendance at the AIB but before their appearance at the FSB they may,depending on the results, be considered by the FSB.

f. Requests for changes to educational status are to be submitted to NAVY TRGHQ-EL3 E1A with certified true copies of the qualification certificates. Oncequalifications are confirmed as suitable, NAVY TRG HQ-EL3 E1A will enter the neweducational status directly onto JPA. The authority for recording the competenceQualified Educationally for UY/SUY on JPA rests solely with NAVY TRG HQ-EL3 E1A.

9639. Additional Educational Criteria for Upper Yardman and Senior Upper Yardman

a. Upper Yardman. Those qualifications required for entry into specialisations, overand above the basic requirement of five Grade C or better GCSE passes (orequivalent) are as follows:

BRd 3(1)



(1) Candidates for UY Engineer Officer. Engineer Officers commissionedunder the UY(E) scheme are required to have successfully completed degreestudy leading to the award of an appropriate engineering degree which isaccredited to Incorporated Engineer level by the Engineering Council. SUYEngineer Officer candidates are subject to different, as detailed in Chapter 50.The Service has two routes available to enable candidates to achieve the UY(E)requirement: UY(E) University of Portsmouth Degree Scheme (UY(E) UoPDS) orthe Defence Technical Undergraduate Scheme (DTUS). The former is theService's preferred option. Selection to the DTUS will be limited to thosecandidates who display outstanding officer and academic potential early in theirservice career and who achieve an AIB Final Board Score of at least 250 marks,commensurate with that of a potential University Cadet Entry (UCE) candidate.Detailed pre-educational requirements can be found in Part 7 of BRd 3(1) for bothDTUS candidates and UY(E) UoPDS candidates.

b. Upper Yardman/Senior Upper Yardman. Those qualifications required for entryinto specialisations, over and above the basic requirement are as follows:

(1) Candidates for TM. Candidates must have gained, or be in the process ofgaining, a degree that is recognised within the UK. Candidates will not normallybe able to attend the AIB until they have received their degree results in writing.Only in exceptional circumstances, and with the approval of AIB Cdr(E), willcandidates be permitted to attend the AIB without written evidence of their degreeresults. It should be noted that entry into the Officer Corps will be on productionof either the degree certificate or a document containing the candidate's finalresults.

(2) Candidates for QARNNS. In-Service candidates for QARNNS must beregistered with the Nursing and Midwifery Council (NMC). At the discretion of theQARNNS Recording Authority (RA), candidates may be deferred when there arealready too many nominations or when, in the Recording Authority's judgement,and with the agreement of the Commanding Officer, a candidate is not yet readyto attend the AIB.

9640. Points of ContactFurther details on English and Mathematics policy and educational equivalency issues

may be obtained from NAVY TRG HQ-EL3 staff (see Para 9603), the local Learning andDevelopment Centre (LDC) and NETS (Ops).

Note. Reporting Officers are advised to discuss with the appropriate UpperYardman Recording Authority (UYRA) a potential UY(E) candidate's currentacademic achievement and any study being undertaken beforecommencement of CW papers. Such action will avoid nugatory reporting forratings who are unlikely to meet the educational standard required to studyfor an Engineering degree.

BRd 3(1)



SECTION 7 - ELECTIVE EDUCATION

9641. Introduction

a. The NS places great importance on improving the general standard of educationand life-long learning. The ability of our people to think in an agile and adaptivemanner is an important force multiplier and contributor to operational capability.Education, in its broadest sense, is how mental agility can be developed and thereforepersonnel should be given the opportunity and encouragement to take full advantageof the diverse educational provision that is available.

b. Elective education is defined as that which is undertaken at the behest of anindividual, and not required for career or professional reasons. Notwithstanding this,elective education is supported by the Naval Service. The benefits to the service andindividual include:

(1) Improvement of the overall skill-base of Naval personnel, which will providea more flexible workforce better able to absorb professional training as required.

(2) Preparation for transition to civilian life which is not only to the benefit of theindividual but to the greater UK skills base.

9642. Funding

a. In general, elective education is self-funded. The NS does, however, fund alimited number of programmes, details of which are contained in Para 9646.

b. Self-funded elective education routes include:

(1) Entirely self-funded, using the individual's own monies.

(2) Utilising Standard Learning Credits. JSP 822, Part 1, 6.4 provides fulldetails of this scheme.

(3) Utilising Enhanced Learning Credits. JSP 822, Part 1, 6.5. provides fulldetails of this scheme.

(4) For personnel in resettlement, JSP 822, Part 1, 6.6 and JSP 534 containdetails of additional funding options.

9643. Centrally Funded Elective GCSE/GCE CoursesThere are a number of elective education schemes which are centrally funded:

a. University of Cambridge International Examinations administered throughDefence Examination Centre

(1) The MoD has an arrangement with the University of Cambridge InternationalExamination Board to deliver a variety of courses at LDCs and in ships.

BRd 3(1)



(2) The core requirement for the NS is for the delivery of English andMathematics GCSEs. Details of those courses delivered through LDCs arepublished annually via DINs and local notices. Personnel wishing to undertakeeither English Language or Mathematics GCSEs at public expense must firstdemonstrate they are working at the relevant English and/or Mathematics Level 2FS.

(3) Other subjects may be examined under this scheme where the ERO isassured that the candidate has sufficient chance of success to justify theinvestment of public funds. In reaching a decision, the ERO should consider thatthe chances of success are much greater through a structured and supportedprogramme than by self-study. There are a variety of distance learning providersand those serving in shore establishments or units should utilise local educationproviders.

(4) Personnel wishing to sit a GCSE/GCE at public expense are to complete theapplication form at Annex 96E. Individuals are to ensure that their line managercompletes the relevant section of the form.

b. Part Time Service Instructors. The use of Part Time Service Instructors (PTSI)provides a mechanism for the delivery of education in deployed units, following theregulations in Para 9663. Formal teaching of elective education should not beundertaken by Service personnel outside the PTSI scheme.

9644. In-Service Degree Schemes

a. Warfare Branch. In 2003, the 'Foundation for the Future' scheme was introducedto provide a valuable civilian qualification that recognises officer training from the startof Initial Naval Training (Officer) to the end of professional training prior to firstcomplement appointment.

(1) On joining BRNC all Warfare Branch Naval College Entrants (NCE) whohave not previously attained a first degree will be registered on a FoundationDegree programme. Achievement of the degree will require no additional workother than that required to complete the appropriate Branch professional coursealthough registration is mandatory, the student will incur no costs.

(2) Those not meeting the criteria but undertaking the full Warfare trainingpipeline (eg. Direct Graduate Entrants (DGEs)), and hence achieving all thelearning outcomes for the Foundation Degree will be entitled to register for thescheme at their own expense. To register they should contact the DegreeRegistration Manager at BRNC, contact details are at (3) below.

BRd 3(1)



(3) The F3 scheme is managed by a Board of Study and is under the overallsupervision of the BRNC Director of Training. Registration/queries for the FdScelements of the scheme will be administered by the BRNC Degree RegistrationManager, address as follows:

Degree Registration Manager, Britannia Royal Naval College, Dartmouth,TOTNESDevonTQ6 0HJ

Telephone: 93749 7110 (01803 677110), E-mail: [email protected]

(4) Certificate of Higher Education. Officers who, for whatever reason, fail tocomplete their training pipeline will be awarded CATS points for all modulescompleted successfully. Where the total number of CATS points is equal to, orgreater than, 120 the student will be awarded a Certificate of Higher Education(Cert HE). Where the total is less than 120 the student will be provided with atranscript of the modules completed successfully and the points awarded. Thistranscript may then be presented to any higher education institution thatrecognises the CATS scheme and may be transferred to a new programme ofstudy.

b. Logistics Branch. Until approximately 2013, non-graduate Logistics Officerswere awarded the same Foundation Degree as their Warfare counterparts. Changesin elements of the Logs INT(O) programme made this no longer viable, howeveraccreditation to a BSc Logistics Management from Initial Logistics Officer Course(ILOC) is in place. Details are available from the Defence Maritime Logistics School(DMLS) or NAVY TRG HQ-EL3 SO3C.

c. Non Graduate Senior Upper Yardman. Non graduate SUYs should contact thescheme manager (NAVY TRG HQ-EL3 SO3C) to explore options available to them.

d. Fleet Air Arm. In 2007, the FAA was accredited as a Military Aviation Academy(FAAMAA) in partnership with the Open University under the regulatory umbrella of theQuality Assurance Agency for Higher Education (QAA(HE)). This allowed theFAAMAA to accredit flying training and deliver it as a Foundation Degree (FD) in'Military Aviation Studies' awarded on completion of operational flying training.

(1) The entry level for the FAAMAA requires aircrew students to join the ArmedForces and pass Initial Naval Training (Officer) (INT(O)), aircrew selection andgrading before progressing to complete Elementary Flying Training at RAFCranwell. Once this has been successfully completed, pilots enter the FAAMAAat the Defence Helicopter Flying School, RAF Shawbury for Basic Flying Training,whilst observers enter at RNAS Culdrose for an equivalent Basic ObserverCourse.

BRd 3(1)



(2) Study Programme. The 'Military Aviation Systems Management' FD hasthree modules; all must be successfully passed for the individual to qualify for theaward:

(a) Basic Flying Training (BFT).

(b) Aircraft Conversion Phase (ACP).

(c) Operational Conversion Phase (OCP).

(d) No further study is required for achievement of the FD.

(3) Registration is mandatory for all Naval Cadet Entry (NCE) personnel, whowill be automatically registered for the fully funded FD. For those individuals whoalready have a first degree on entry to the RN there will be a registration fee to bepaid should they decide they wish to take up the opportunity of being awarded theFD.

(4) In late 2015 the programme was revalidated and upgraded to include theaward of a BSc in Aviation Systems Management on successful completion ofCertificate of Competence in addition to the FD. This element is not mandatory.Non-graduate Pilots or Observers who hold the FD may wish to take analternative Route to Honours (see Para 9645).

(5) The FAAMAA can be contacted at: Programme Manager: Email: NAVY CU-FAA-MAA-PM Tel: 01326 552352 Mil: 93781 2352.

e. Royal Marines. The In-service Degree scheme was introduced for the RoyalMarines to accredit officer training.

(1) On joining CTCRM all Young Officers who have not previously attained a firstdegree are registered for a FD. The FD is based on successful completion of thetraining pipeline from entry at CTCRM to the completion of the Walcheren Essay.The content of each stage of training has been assessed and awarded 240 CreditAccumulation Transfer Scheme (CATS) points. No further study is required toachieve the 240 CAT points required for the FD and the student will incur no costs.Registration is mandatory.

(2) The costs of registration for the FD will be funded for eligible officers.

(3) For those not meeting the criteria but undertaking the training pipeline (eg.Graduate Entrants), and hence achieving all the learning outcomes for a FD willbe entitled to register for the scheme at their own expense.

(4) Further information is available from the Corps Tutors at CTCRM: Email:NAVY TRG CTCRM-CW CORPSTUTOR01 Tel: 01392 414595 Mil: 93785 4595

BRd 3(1)



9645. Progression to Honours Degree

a. FDs are stand-alone qualifications with considerable value in their own right.Although it is not compulsory for FD graduates to proceed onto an Honours Degree,one of the criteria stipulated by the Government is that FD students must have accessto a viable route to completion of a full Honours Degree. There are a number ofprogrammes available, as follows:

(1) Warfare Officers, Plymouth University - BSc(Hons) in Defence Studies.Plymouth University (BRNC) offers a BSc (Hons) in Defence Studies comprisingof three distance learning modules: Britain and International Security,Environment and Naval Warfare, Defence Studies Dissertation. Candidatesattend a 5-day residential course to initiate the honours programme and a further2-day residential course to consolidate. The programme is to be completed within3 years from the date of commencement. Enrolments are once a year inSeptember.

(2) Other Degree Routes. There are a number of options and individualsshould contact their nearest LDC or the scheme manager (NAVY TRG HQ-EL3SO3C) to identify which route best suits them. Individuals are likely to gain fullcredit for the FD, but will need to clarify this with the particular Institution.

b. Completion of an Honours Degree will predominantly be by distance learning, ademanding prospect for those in challenging appointments. The Sub Navy BoardCommittee (SNBC) has, therefore, agreed to a CAT B PFS which permits anyoneundertaking study to achieve Honours under this scheme the opportunity to take up toa maximum of 6 weeks study time in any one academic year. The 6 weeks is deemedto be 30 working days. When and if study time can be taken is at the discretion of linemanagers who are advised to keep a record of time taken.

c. Those individuals wishing to embark on the R2H will need to register with NAVYTRG HQ-EL3 SO3C. Funding is available to support this scheme but there is an uppercap. All personnel are to liaise with NAVY TRG HQ-EL3 SO3C prior to making anyfinancial commitment.

9646. Post-graduate Studies - Fellowships, Masters and Part-time Doctorates

a. In addition to staff training and career-mandatory post graduate courses, the NSoffers a range of opportunities for fully funded elective postgraduate study forpersonnel that benefit both Service and individual needs. Individuals should discusswith their Career Managers (CM) the timing and nature of such education, which willneed to be tailored to personal circumstances and aspirations, and their overall careermanagement. Traditionally, the following full, part-time and distance learning studycourses have been available through a number of schemes:

(1) Contracted places on a range of courses run at DA-CMT by CranfieldUniversity, funded by the Defence Academy.

(2) Fellowships at the University of Oxford, funded by the Hudson Trust.

BRd 3(1)



(3) MPhils in International Relations at the University of Cambridge, funded byACOS (PCap).

(4) Various full-time Masters courses at other UK universities, funded by ACOS(PCap).

(5) Part-time Doctorates, funded by ACOS(PCap).

(6) Masters level e-learning distance courses, funded by ACOS(PCap).

b. The exact details of the courses and the application process will be promulgatedannually via the DIN system.

c. Selection of individuals will be made at the NCHQ Academic Scrutiny Board,where candidates will be required to present an academic reference, an academic CVand a 1,500 words (maximum) proposal that includes: the research aim and thesisstructure; the benefit to Defence and the individual; and the intended researchtechniques. The onus will be on the individual to demonstrate sufficient intellectualstamina and lifestyle capacity (including career plans) to complete the researchprogramme. As the volume of research is likely to impact on work-life balance,candidates must include written endorsement from their 2RO when applying to theBoard.

d. Successful candidates will be matched to a relevant Defence 1* for additionalresearch guidance, although supervision and editorial rights remain with the academicsupervisor and University. ACOS(PCap) will review study progress annually, basedupon the chosen University's in-house review procedures and the research'scontinuing relevance to Defence. ACOS(PCap) reserves the right to withdraw fundingat any stage should the sponsoring University consider that commitment and progressis not being maintained without agreed reason.

e. Candidates should consult Head of Defence Studies RN (NAVY POL-NS STRATSTUDIES) early in the preparation of their application, and for advice on potentialsupervisors and sponsors.

9647. University Short Course Programme

a. The University Short Course Programme (USCP) is a tri-Service scheme ofcourses arranged to meet the broader educational and personal development needsof Service personnel. Based upon the philosophy of Lifelong Learning, the USCPintends to help Service personnel make a more effective contribution to Service life bydeveloping their knowledge and personal skills. The courses are residential, held atvarious universities throughout the UK, and cater for subjects not normally availablefrom Service sources. The USCP is not intended for resettlement purposes or tosupplement formal training.

b. The USCP offers courses in the following categories; Command, Leadership andManagement; Regional and Strategic Studies; Languages. The majority of courseswithin these categories are relevant to current issues of importance and have apotential application in the military environment.

BRd 3(1)



c. Courses are designed and delivered by university departments that have arecognised standing in the subject field. Although qualifications are not awarded forcourses, the content may contribute towards either a portfolio of evidence or PersonalDevelopment Record. Certificates of attendance are issued for some courses. Othercourses gain an award of Credit Accumulation Transfer Scheme (CATS) points ifstudents are prepared to undertake an additional assignment. This may attract anadditional fee payable by the student. Part of this fee may be reclaimed under theStandard Learning Credit Scheme.

d. Further details about courses and the application process are promulgatedannually via a DIN. The point of contact for further enquiries about the administrationarrangements for the USCP is:

NETS Co-ordinatorNETS HQWaterfront Learning and Development Centre154 BuildingHM Naval BasePortsmouthPO1 3NH

Tel: 023 92 727933 or 9380 247933Fax: 023 92 724498 or 9380 24498E-mail: [email protected](F): NAVY TRG HQ-NETS COORD

e. All applications are to be made on the tri-Service USCP Application Form, Fed1011, contained within the DIN.

9648. Further Education Concessions to Entitled Personnel Overseas

a. Entitled Personnel. Service dependants and UK-based Service Departmentcivilians and their dependants are entitled to join part-time 'Further Education' classesprovided for Service personnel and will count towards the minimum number of sixneeded to set up a class (ie. a mixed Service/Civilian class).

b. Classes. Classes may be established for entitled civilians in the absence of anyinitial demand from Service personnel, subject to the following requirements:

(1) A prior application must be made in each case to NAVY TRG HQ-EL3 SO2where new classes are set up as a direct result of this concession.

(2) Part time classes set up as a result of this regulation should take place inexisting educational premises (including Service children's schools), or in othersuitable Service accommodation which may be available without incurringadditional expense to public funds.

(3) Expenditure from public funds is permissible for incidental expenses, suchas lighting, heating, and cleaning, arising from this concession, and for also foradditional equipment, provided expenditure on this item is of a minor nature.

BRd 3(1)



(4) Local instructors must be used.

(5) All classes must be equally available to Service personnel of all Servicesand their dependants and to UK-based Service Department civilians and theirdependants.

(6) Applications to establish a class should not be made unless minimumnumbers are at least six and are likely to remain at or above that level for at leastone term. The class is to be discontinued if numbers fall permanently below three.

(7) Course fees should not be charged to students who attend courses runthrough the Part Time Service Instructor scheme. However, a small charge maybe levied if there is a need to provide specialist materials for the course.

(8) Textbooks, stationery and material for civilian students will not be supplied atpublic expense, except where textbooks are available from Service libraries.

(9) When classes close after having run for more than three consecutivemeetings, the current term's fee will be charged, but any fees paid to coverconsequent terms will be refunded. Where classes close after not more thanthree consecutive meetings tuition fees should be refunded in full, but not the costof textbooks, stationery or materials.

(10) The following qualifications must be met in order to employ an individual asa part time teacher:

(a) A Level Qualifications and Equivalent. Applicants should be aqualified teacher, and have an honours degree in the subject, or othersubject closely related to the one they wish to teach.

(b) GCSE Qualification and Equivalent. Applicants should have aminimum of an A level in the subject and preferably experience of teachingat a similar level.

(c) Vocational/Recreational. Applicants should provide an outline of theintended course prior to commencement, unless a syllabus exists eg. frombodies such as City and Guilds.

c. Hourly rates of pay for part-time teachers are detailed in the tri-ServiceRegulations for Allowances JSP 752, (Chapter 10, Section 12).

BRd 3(1)



SECTION 8 - ACCREDITATION OF TRAINING AND EDUCATION

9649. Accreditation of Naval Training, Education and Experience

a. Accreditation of training and education is a key component of the Royal NavyPeople Strategy (RNPS). The NS is fully committed to the overarching Defence Policyfor accreditation, which is contained within JSP 822, Part 1, 6.3.

b. Accreditation is the gaining of a whole or partial civilian qualification through therecognition of the internal education, training and experience of NS personnel. Whereaccreditation does not meet the requirements for the full national qualification,schemes should provide opportunities for individuals to 'top-up' their learning to enablethem to achieve that full qualification.

c. The purpose of this section is to:

(1) Provide an overview of the principles of accreditation.

(2) Identify NS specific issues.

9650. Overarching Principles

a. Accreditation is to be sought for all mandatory education and training, subject toit being able to meet the policy criteria and the necessary resources being available32.

b. The NS will facilitate and fund further accreditation in accordance with thefollowing principles. The Naval Service will:

(1) Negotiate, with civilian Awarding Bodies, the highest level of recognition ofall Naval Service Education, Training and Experience (ETE) which contributetowards an Operational Performance Statement (OPS) or educational outcomes.The choice of accreditation to be pursued will depend upon:

(a) An assessment of the value of the qualification in the current and futurecivilian employment market, and its concomitant value to recruitment andretention. Particular attention should be given to the likely completion ratesof the chosen route. Low completion rates will normally result in thetermination of the award.

(b) The nature and scale of the gap between OPS and the standardrequired by the civilian qualification.

(c) The availability of resources to bridge the gap to a higher civilianstandard.

(d) The value (skills, professional contacts) that might accrue to the NS asa result of that award whilst the individual remains in the Service.

32. JSP 822, Part 1, 6.3 para 3.

BRd 3(1)



(e) Government policies and the related ability to draw down Skills FundingAgency (SFA) funding to support any additional training or administrativeeffort, over and above the OPS, that is required to facilitate accreditation.

(2) Provide opportunities for Service personnel to gain civilian accreditation in astructured and cost-effective manner, on a through career basis to maximiseretention.

(3) Provide qualifications and accreditation mandated by national legislation.

(4) Allow an increase in training time, training design or quality control in orderto achieve or maintain civilian accreditation, subject to resource availability. Amaximum of 10% of training time/resources may be added in order to achieveaccreditation. This 10% will not include any element of elective activity carried outby the student or training necessary to provide a sustainable network of qualifiedassessors. In accordance with joint Service policy, any accreditation whichrequires a course extension must to approved by ACOS(T) and endorsed byTESRR.

(5) Not permit core military requirements to be compromised by accreditationschemes.

(6) Accreditation costs money through the extension of the training pipeline,registration/administration fees and the maintenance of Accreditation Cells and istherefore to be pursued as efficiently as possible, within the constraints set by thispolicy and adequate resources bid for to support this activity.

(7) Service personnel attending Joint Service Schools will be subject to theaccreditation policy of the lead service for that school.

9651. Accreditation SponsorsThe responsibility for accreditation within the Naval Service falls to either ACOS(T) for

pan-Naval training or Branch Managers for branch specific training.

a. Pan-Naval Training. Pan-Naval training comprises principally generic leadershipand management training, for example, LRLC, SRLC, ICSC(M), JCC, RMYO. Overallresponsibility for the accreditation of these courses lies with ACOS(T), delegated toEL3R C2, working in conjunction with the appropriate lead schools.

b. Branch Specific Training. Branch Specific Training is the responsibility of leadschools/heads of profession who will liaise directly with the appropriate accreditationbodies within the rules laid down in the tri-Service policy. ACOS(T) provides anadvice/consultancy service in these cases.

9652. Accreditation CategoriesAccreditation falls into one of two broad categories.

a. Professional. Accreditation which is derived from a service funded course andwhich an individual is required to attend for reasons of career progression of a specificjob.

BRd 3(1)



b. Elective. All other accreditation; for example: non career courses, additional top-up training designed to complement a career course, extension of a FoundationDegree to an honours degree (unless covered by a specific NS scheme).

9653. Accrediting BodiesAccreditation is to be sought for all mandatory education and training, as follows:

a. In the first instance, accreditation to a nationally recognised civilian awarding bodyis to be sought. If this is not possible then the Defence Awarding Organisation is to beused.

b. Accreditation is to be sought at the highest possible level as measured on theQualification and Credit Framework (QCF).

9654. Governance

a. ACOS(T) is the lead for accreditation within the NS and is represented on theDefence Education Policy Working Group (DEPWG).

b. Naval accreditation policy will adhere to the principles as set out in defenceaccreditation policy as set by TESRR. Within the NS, NAVY TRG HQ-EL3R has theexecutive authority for enforcing, amending or amplifying accreditation policy.

9655. Funding

a. Accreditation can be either funded by the Service or by individuals depending onthe type of course. The availability of financial resources must be carefully consideredvia a business case prior to commitment to a given accreditation scheme. Particularnote must be taken of any restrictions in force.

b. Potential funding routes include the following:

(1) Central Service Funding. For accreditation derived wholly from pan-Navycareer courses, for example LRLC, SRLC, JCC etc. Service funding will beprovided by ACOS(T) from a central budget.

(2) Other Service Funding. For accreditation derived wholly from Branchspecific career courses, Service funding will be provided by the requirementsdesk/lead school in question.

(3) Individual Funding. For accreditation derived from courses which are notpart of an individual's career requirement, or from personal elective education andtraining (eg. the extension to a full honours degree for PO/CPOETs) the individualwill be expected to fund the accreditation.

(4) Learning Credits. Regular Service personnel may be able to utiliseStandard Learning Credits and Enhanced Learning Credits to fund accreditationprovided that the qualification falls within the scope of the regulations for their use(see Section 10).

BRd 3(1)



9656. Responsibilities

a. NAVY TRG HQ- EL3R C2, on behalf of ACOS(T), is to:

(1) Co-ordinate the Naval Service overview on accreditation; set single Servicepolicy, direction and maintain a supporting database.

(2) Provide advice on funding priorities and development.

(3) Be responsible for the accreditation of pan-Naval Service or genericinitiatives.

(4) Scrutinise and approve accreditation funding bids.

(5) Collect and forward to TESRR management information relating toaccreditation in the Naval Service.

b. Accreditation Sponsors are to:

(1) Identify respective core competencies that may attract civilian recognition.

(2) Liaise with Awarding Bodies and National Training Organisations for theaccreditation of branch specific training.

(3) Co-ordinate activity with other Accreditation Sponsors where required.

(4) Identify, develop, facilitate and fund optimum through-career branchaccreditation.

(5) Maintain Accreditation Cells (Lead Schools only) with sufficient staff andexpertise to implement this policy.

(6) Quantify the minimum acceptable requirement for trained assessors tosupport workplace assessments.

(7) Provide adequately trained assessors to undertake workplace assessments.Where practicable, assessments are to be based upon existing task bookregimes.

9657. Management InformationNAVY TRG HQ- EL3R C2 is responsible to ACOS(T) for submitting an annual report

on accreditation within the Naval Service to 2SL and TESRR. NAVY TRG HQ- EL3 SO3C willliaise annually with the Lead School Accreditation Cells to enable the report to reflectaccurately the level of accreditation activity and associated costs.

BRd 3(1)



SECTION 9 - RN OFFICER - THROUGH LIFE EDUCATION PATHWAY OFFICER (TLEP(O)) - REGULATIONS

9658. Aim

a. The aim of the Through Life Education Pathway (Officers) is to ensure theongoing educational development of the officer cadre in order to equip them to operateto the best of their ability within the increasingly complicated, multi-layered andambiguous security environment. In accordance with the overarching direction givenin the RN Education Strategy; Fighting and Winning Starts with Thinking (2016DIN07-144).

b. These regulations pertain to all RN Officers; consideration is currently being givento developing a similar programme for RNR Officers, further detail will be published indue course.

c. The regulations pertaining to the RM Officer Career Development (RMOCD) arepublished in 2016DIN07-094.

9659. Current Programme

a. The current programme (illustrated at Annex 96F) consists of the followingelements:

As TLEP(O) develops, additional elements will be added with detailed regulationsbeing published accordingly; this is likely to include an online Naval KnowledgePackage.

b. Additionally, the Maritime Warfare Centre (MWC) runs a suite of courses includingthe Initial Maritime Warfare Course (IMWarC) and the Maritime Warfare Course(MWarC), which focus on war-fighting within the maritime environment. As this formsthe core of the RN’s output attendance is strongly recommended for all NS Officersincluding RM, RFA, RNR and RMR. For certain specialisations and posts, thesecourses form integral elements of broader training/education packages.

Course Related documentation

Junior Officer Leadership Course 1 (JOLC1)

RNTM 068/16

Association Of RN Officers Prize Essay Competition (ARNO PEC)

2016DIN07-164

Junior Officer Leadership Course 2 (JOLC 2)

RNTM362/15

Naval Analysis Course (NAC) 2016DIN07-042

Intermediate Command and Staff Course (Maritime) (ICSC(M)

2016DIN07-099

Pre ACSC Critical Thinking Skills Course (CTSC).

BRd 3(1)



c. In-Service Degree Schemes. In addition to the above programme, for non-graduate entrants (Direct Entrant RN, Direct Entrant RM, Upper Yardman, SeniorUpper Yardman, Corps Commission and Senior Corps Commission) there is a rangeof In-Service degree programmes, the regulations for which are laid out in Para 9644.

9660. Regulations

a. The regulations relating to attendance on the separate elements of the TLEP(O)are as follows:

b. Transition Arrangements. The regulations outlined at para 9660a areapplicable from 1 Sep 17.

Course Regulations Comment

JOLC 1 Mandatory prerequisite for JOLC2To be attended prior to completion of Phase 2 training.

ARNO PEC

Mandatory prerequisite for NAC for those who commissioned post Sep 14

Mandatory for all DE and SUY officers commissioning post Sep 14.Submission dates for those commissioned between Sep 14 and Apr 17 are promulgated in 2016DIN07-164.For those commissioning post Apr 17 the time allowed to complete the essay will reduce to 1 year post- commissioning.

JOLC2 Mandatory prerequisite for ICSC(M)To be completed prior to selection for ICSC(M).

NAC Mandatory prerequisite for ICSC(M)To be completed prior to selection for ICSC(M)

ICSC(M)Mandatory prerequisite for Full Commission Stage (FCS) transfer

Those officers who have not successfully completed ICSC(M) or been granted a waiver will not be considered by transfer selection boards or be eligible for auto-transfers.Noting that it is highly unlikely that an individual will be selected for ACSC who is not Full Commission Stage (FCS), this will effectively make the completion of all the elements of the TLEP a prerequisite for ACSC mandated for those selected for transfer from Career Commission (CC) to FCS.

CTSCMandatory requirement, to be completed post selection for ACSC (but prior to the start of ACSC)

BRd 3(1)



c. Waivers. In extremis, where there is a clear service requirement, a waiver tothese regulations may be granted by NAVY PCAP-BM COHERENCE SO1 on a caseby case basis. A review of the number of waivers issued by branch and specialisationwill be conducted as part of the DACOS(CM) holding to account process.

d. The results of any such applications are to be recorded on the individualsPersonal File. In addition, the RND(TM) is to keep a central register of waiverapplications that can be reviewed to identify trends/pressure points.

9661. JPA RecordingCourse managers/administrators are to ensure that the appropriate competences are

recorded on JPA in a timely manner. However, noting that transfer promotion boards will drawthe required management information from JPA, individuals are responsible for ensuring thattheir records are up to date.

BRd 3(1)



SECTION 10 - FUNDING OF EDUCATION

9662. Learning Credits

a. Standard Learning Credits

(1) The MOD promotes lifelong learning among members of the Armed Forces(including Reserves), and this is encouraged through the Learning Creditsschemes. The Standard Learning Credit (SLC) scheme supplies financialsupport, throughout the Service person's career, for multiple, small-scale learningactivities.

(2) The rules and regulations for the use of SLCs are contained in JSP 822 Part1, 6.4.

(3) The SLC scheme includes Maritime Reserves and personnel should submitSLC paperwork in accordance with JSP 822 through the local Naval ServiceLearning and Development Centre.

b. Enhanced Learning Credits

(1) The Enhanced Learning Credit (ELC) scheme is designed to complementthe SLC scheme by providing larger scale help to personnel who qualify, with asingle payment in each of a maximum of three separate financial years, to helppay towards the cost of higher level learning.

(2) ELCs may be claimed for learning which is an integral part of and results inthe cost-effective achievement of a nationally recognised qualification at Level 3(A level and equivalent) and above as defined by the National QualificationsFramework (NQF) (England and Wales), a Level 6 or above on the Scottish Creditand Qualifications Framework (SCQF) or, if pursued overseas, an approvedinternational equivalent higher level qualification. The ELC scheme complementsthe SLC scheme to further motivate full-time members of the Armed Forces topursue their personal development, both during their Service and for a period oftime afterwards, subject to the qualifying criteria being met.

(3) The rules and regulations for the use of ELCs are contained in JSP 822 Part1, 6.5

c. The Further Education/Higher Education Scheme

(1) The main aim of the Further Education/Higher Education (FE/HE) Schemeis to provide fully state subsidised tuition fees for eligible personnel entering thelast 2 years of their resettlement phase and who do not possess a full Level 3 orfirst higher education qualification. Individuals must be eligible for and enrolledwith the ELC scheme.

(2) The rules and regulations governing the FE/HE scheme are contained inJSP 822 Part 1, 6.6 and should be read in conjunction with the ELC rules andregulations, JSP 822 Part 1, 6.5.

BRd 3(1)



9663. Part Time Service Instructor’s Allowance (PTSIA)

a. Policy for awarding PTSIA is laid down in JSP 752 (Chapter 10, Section 12). Thisgives full details of the levels of allowance than can be claimed and the process forauthorising it. However, it must be highlighted that while PTSIA provides a mechanismfor the delivery of structured education programmes leading to examination indeployed unit, it is not intended to fund courses of education in shore establishments.

b. Instructors should hold a qualification in the subject to be instructed of at least onelevel higher than the level being taught. For example, to instruct GCSE Mathematicsan instructor should hold at least an AS Level/Scottish Higher in that subject.

c. PTSIs must also hold a Service or civilian teaching qualification. The lowest levelof teaching qualification is either the Defence Instructional Techniques (DIT) course orthe civilian Level 3 Award in Education and Training (AET). Individuals without sucha recognised teaching qualification should contact NETS (Ops) for further advice onroutes and funding.

d. Any delivery attracting PTSI funding must be delivered as part of a programmeleading to examination. The NETS Officer or ERO must assess all prospective PTSIcandidates and be confident in their ability (academic level, instructional ability). Theplans for this delivery are to be submitted for approval to NETS OPS OC for all PTSIsusing the application form at Annex 96G. FOST EL3R staff will conduct a biannualaudit of PTSIA from NAVY FIN data to ensure these rules are being adhered to.

e. The PTSIA will be funded from the Unit's budget (ie. the unit where the payaccount of the instructor is held), will be recommended by the Education Officer andauthorised by the Commanding Officer.

f. The ERO must ensure that the quality and frequency of instruction deliveredunder PTSIA is in accord with the plans and expectations which led to the initialrecommendation. In deployed units, delivery using PTSIs will be subject assessed bythe NETS organisation.

g. Advice on award of PTSIA is available from NETS OPS OC.

BRd 3(1)



SECTION 11 - PROFESSIONAL MEMBERSHIPS

9664. BackgroundProfessional Bodies are typically non-profit making organisations which seek to further

a particular profession, the interests of the individuals engaged in that profession and thepublic interest in general. Membership of a professional body indicates a level of competencewithin a particular field and is normally accompanied by post-nominal letters (eg. MIEE, CEng,etc).

9665. Range of MembershipsFrom a Naval perspective, professional bodies can be seen as falling into one of two

categories:

a. Branch Specific. Certain branches or trades will have an obvious linkage to aparticular professional body, for example, the various engineering branches.

b. Generic. In addition to branch specific skills all Naval personnel will, throughouttheir career, build up expertise in leadership and management. These skill sets canalso be mapped across to professional bodies.

9666. Level of MembershipEvery professional body will have its own rules of admission and criteria for

membership, but as a guideline the following are the levels that commonly exist:

a. Associate/Affiliate. The lowest grade of membership, normally offered to thosewho have either recently qualified at the graduate level and have little or no practicalexperience, or those with experience but a level of achievement deemed to be lowerthan graduate level (typically Junior Officers and LH/PO).

b. Full Membership. Typically offered to those with qualifications at a graduatelevel and/or significant experience at working in a responsible position within their fieldof expertise (typically Senior Lt/Lt Cdr and CPO/WO2/WO1).

c. Fellow. Normally only offered to those in more senior positions with a wealth ofexperience and/or knowledge at a Master's degree level (normally Cdr+, sometimessenior Lt Cdr/WO1).

d. Chartered Status. An additional level of professional competence can beindicated by achieving Chartered Status. This indicates a range of relevantprofessional skills as well as technical and commercial leadership, interpersonal skillsand commitment to professional development.

BRd 3(1)



9667. Naval Policy Regarding Professional Memberships

a. Mandated Membership. In general, the NS33 does not require personnel to bea member of any professional body, and thus does not mandate or centrally fund anyschemes. In exceptional cases, if a particular appointment requires membership thenit may be funded by the organisation which sets the requirement for the membership,but only for the duration of the appointment.

b. Elective Membership. Naval personnel may elect to join any professional bodyfor which they are qualified.

c. The rules governing membership are those of the professional body in questionand not of the NS.

d. Standard and Enhanced Learning Credits cannot be used to pay for membershipfees34 . The only exception that may be admissible is where both substantialadditional work is undertaken, and an examination, assessment or assignment whichis not an integral part of the service course syllabus is undertaken. Any case whicharises will be looked at on its individual merits.

9668. Corporate Membership Schemes

a. A number of professional bodies offer corporate membership schemes to NSpersonnel. In each case certain elements of Naval training and experience will havebeen mapped onto the membership criteria of the body in question, and this mappingexercise is normally in lieu of the portfolio of evidence that a professional body wouldtypically require for membership.

b. It must be emphasised that the rules and regulations of each corporate schemeare dictated by the relevant professional body, not by the NS. It is entirely possibletherefore that the levels of membership offered to naval personnel will vary, dependingon the rules of the body in question. All fees associated with these membershipschemes are paid directly to the professional bodies, although in some cases the NSmay collect the fees to simplify administration.

c. Further information can be found in the relevant DINs.

33. Special rules may apply to Engineering and Medical Branches.34. By definition, these schemes are intended to fund Learning. Full details of both schemes in JSP 822 Part 1.

BRd 3(1)



SECTION 12 - PERSONAL DEVELOPMENT RECORD

9669. IntroductionThe Personal Development Record (PDR) supports individuals during their service

career, as it provides an excellent means to help them make the transition back into civilianlife. The PDR Concept is used today throughout organisations in the public, private andvoluntary sectors and is regarded as 'good practice'.

9670. PDR OwnershipThe PDR is owned and maintained by the individual. Only the owner has 'right of

access'. It is an organisational responsibility, however, to inform individuals that to gain fullbenefit from their PDR, they will need to discuss it with those in a position to help and advise.This will certainly include Divisional Officers/Line Managers.

9671. Upkeep

a. Individuals should be encouraged to review their PDRs on the followingoccasions:

(1) Shortly after starting a new assignment, or on arrival at a new unit.

(2) Shortly before and after appraisal interviews, when training anddevelopment needs are identified.

(3) Shortly before and after any educational career or professional trainingcourse.

b. Personnel leaving the service for civilian employment will often need to puttogether a CV, write letters of application and attend interviews. This means gatheringtogether details of work history, training and development, qualifications andachievements. The PDR provides an excellent means of doing this.

c. Personnel should be encouraged by DOs and Line Management to complete theirPDRs, primarily by example. Line Management's familiarity with the concept, andsupport for it, is essential to success.

d. The PDR is voluntary. Individuals should be encouraged to use their PDR bystressing its benefits and showing a real interest in their development. Ultimatelyhowever, the individual may choose not to use their PDR.

9672. Distribution

a. New entrants to the NS are issued their PDR during initial training, through theappropriate new entry training establishment.

b. The PDR is available to reservists, via parent units. Reserve units' requirementsare co-ordinated by the appropriate reserves authority.

BRd 3(1)



c. For those that have lost their PDR and wish to replace it, the local NETS Learningand Development Centre should be the first point of contact. A limited number areheld in stock and further supplies may be ordered if required.

9673. Structure and ContentThe PDR comprises a binder with inserts grouped into six sections, outlined below,

including space to hold reports, certificates, appraisals, digital media etc. It enables individualsto record, review, and plan their personal development and can be used to keep evidence forcivilian accreditation, promote through-career development and provide source material tosupport CVs, job applications and interviews.

a. Section 1 - Introduction. The introduction welcomes the user to the PDR andgives them an overview of its features, benefits and contents.

b. Section 2 - Personal Profile. The Personal Profile assists people to collate theirpersonal details, qualifications, employment details, training and development recordsand curriculum vitae.

c. Section 3 - Branch/Trade Development. The Branch/Trade Developmentsection of the PDR is sponsored by the relevant branch. It should be used to recordbranch/trade-specific training and development activities. It should contain:

(1) A generic career template for the branch or trade, showing opportunities forcivilian accreditation.

(2) Amplifying details for each training/development module, showingknowledge, skills and competences gained.

d. Section 4 - Current Employment. The Current Employment section is used tocollate data relevant to the individual's current job. In most cases this will simply meanthe individual placing a copy of their Terms of Reference or SJAR Roles andResponsibilities in this section. It should contain:

(1) Job Description.

(2) Terms of Reference.

(3) Job Objectives.

(4) Job Skills.

(5) Unit Training and Development.

e. Section 5 - Personal Development Plan. This Personal Development Plansection shows an individual how to prepare a Personal Development Plan (PDP). Itcontains simple analytical tools to help individuals to:

(1) Identify their personal goals.

(2) Plan how to achieve them.

BRd 3(1)



f. Section 6 - Certificates and Personal Records. The Certificates and PersonalRecords section should be used as an archive for documents. It will need to beupdated from time to time to ensure that only the most relevant material is included,otherwise the PDR will become just a storage folder.

9674. SupportSupport for PDR is provided at 3 levels:

a. Department. At Unit Departmental level, first line advice and guidance isprovided by the individual's Divisional Officer/Line Manager. The Divisional Officer/Line Manager will help the individual to identify:

(1) The vision, aim and objectives of the organisation.

(2) Their role and responsibilities.

(3) Key work objectives and how they will be measured/monitored.

(4) Training and development needed to help achieve them.

b. Unit. At unit level, staff advice and expertise is provided by the unit Educationand Resettlement Officer (ERO). Advice can be provided in the following areas:

(1) Educational, vocational and extra-mural courses.

(2) Membership of Professional Bodies.

(3) Accreditation requirements.

(4) Resettlement provision.

c. Headquarters. At the policy level, the Navy Command EL3 team managesimplementation of the NS PDR policy.

d. Divisional Officers/Line Managers requiring advice on any aspect of the PDRshould initially contact their local Learning and Development Centre.

BRd 3(1)



SECTION 13 - INSTRUCTIONS FOR THE MANAGEMENT AND INVIGILATION OF EXAMINATIONS

9675. IntroductionThe following generic instructions detail the processes to be followed by Commanding

Officers (COs) and those officers nominated as Supervising or Invigilating Officers foracademic examinations, which include GCSEs and Functional Skills. Those nominated toinvigilate examinations must also fully adhere to the instructions supplied by the AwardingBody for the specific examination; those instructions take precedence over the instructionsdetailed below. For examinations centrally funded through the Defence Examinations Centre,the Handbook available on the website must be followed by Exams Officers.

9676. Instructions for Commanding Officers

a. It is the responsibility of the CO to see that examinations are held on theoccasions required. The CO is responsible for the safe custody of examinationpapers, which are to be locked away on receipt and not handed to the SupervisingOfficer until the day of the examination.

b. Examinations are to be held on the date and at the time specified but it isrecognised that operational requirements are paramount. Should COs of operationalunits wish to change either the date or time of an examination, then prior permissionmust be sought from the Examining Authority in question. The risk of compromisingthe examination is to be minimised.

c. The CO is to ensure that the individual selected to act as the Supervising Officer/Invigilating Officer meets the criteria below and fully understands the responsibility ofthe role.

9677. Instructions for Supervising Officers

a. Each examination held in a Unit or establishment is to be supervised by an officernot below the rank of Warrant Officer or, exceptionally, by a Chief Petty Officer whenspecifically authorised by the CO to do so. The Supervising Officer is responsible forthe proper conduct of the examination. The Supervising Officer is to be presentthroughout the examination. Where the Supervising Officer is not the InvigilatingOfficer then they are to be present at the beginning and at the finish of each paper.

b. The Supervising Officer is to arrange that the space allocated for any examinationis such that candidates can be seated at satisfactory distances apart (minimum 1.25metres) and can be properly invigilated.

9678. Instructions for Invigilating Officers

a. Supervising Officers may call upon Invigilating Officers to assist them. InvigilatingOfficers are not to be below the rank of Warrant Officer, although COs may,exceptionally, specifically authorise a Chief Petty Officer to perform these duties.Invigilating Officers are to be fully briefed, before an examination, about their duties,which are summarised below as follows:

BRd 3(1)



b. Under no circumstances during an examination are Invigilating Officers to takeany action which:

(1) Could distract or divert their attention as invigilators.

(2) Could cause a distraction for the candidates.

(3) Leave the examination room/compartment.

(4) Could create an opportunity for candidates to cheat.

c. A seating plan showing the names of all candidates is to be produced by theSupervising Officer. This plan is to be retained by the Unit Education Officer for aperiod of 6 months after the date of the examination.

d. At least one Invigilating Officer is always to be present in the examination room.If the number of candidates for an examination exceeds 30, a second InvigilatingOfficer is to be appointed and situated at the back of the examination room. Whereany room has only one Invigilating Officer, another Invigilating Officer should be onstandby.

e. The sealed envelopes containing the question papers are to be opened only bythe Supervising Officer, and at the time of the examination and in the presence of thecandidates.

f. Candidates are not allowed to bring into the examination room any books, notesor personal belongings which may prejudice the conduct of the examination, unlessspecifically authorised to do so in the particular instructions for the examination inquestion. All wall posters etc. or other matter in the room which could be of any helpto the candidates must be removed before an examination commences.

g. Candidates must provide pencils, rubbers and mathematical instruments asappropriate. They are required to write their answers in black or blue ink.

h. Where possible, candidates from the same ship, and candidates who have beenworking together in courses leading up to the examination, should be separated byrandom seating arrangements.

i. Before sitting each paper, candidates are to be reminded that in answeringquestions they cannot be absolved from the Armed Services security regulations.

j. No candidate may enter the examination room once 30 minutes have elapsedsince the examination began.

k. No candidate may leave the examination room within the first 30 minutes of anexamination.

l. A candidate who leaves the examination room intending to return is to beaccompanied by an Invigilating Officer throughout his/her absence from the room.

BRd 3(1)



m. Candidates found giving or receiving assistance are to be dismissed from theexamination room and reported to the CO of the ship or establishment in which theexamination is taking place.

n. All examination material, including answer books, rough working sheets etc. andquestion papers are to be collected before candidates leave their desks. Specificexamination instructions as stipulated by the examining authority are also to befollowed.

o. Scripts must be sent onwards using a traceable postal service, such as Royal Mail'Signed For' delivery. Examinations Officers are to ensure that receipt of postage isretained until arrival of candidates' certificates.

BRd 3(1)



SECTION 14 - EDUCATION PRIZES

9679. IntroductionEach year, educational prizes are awarded to Junior Ratings, Senior Ratings and

Officers. The competitions involve either writing an essay or completion of exams. The detailsof eligibility, subjects and entry requirements are announced annually by DIN.

9680. Lieutenant Commander Hooper Prize

a. This essay writing competition was founded in 1952 in memory of the late Lt CdrG W W Hooper OBE RN.

b. Eligibility. The competition is open to Junior Ratings/Other Ranks in the NavalService including those holding acting higher rank (ie. substantive Leading Hand/Corporal and below).

c. Prizes. Prizes will be awarded as follows:

(1) First Prize - £300.

(2) Second Prize - £150.

(3) Third Prize - £100.

d. This competition is sponsored by ACOS(T), who reserves the right to increase thevalue and number of prizes, to withhold the award of some or all of the prizes if essaysof insufficient merit are submitted, and to combine prizes and divide them equallywhere prize-winning essays are of equal merit. No competitor may submit more thanone essay for each competition.

e. Essay Titles. Essay titles will be promulgated annually via DINs. Essays mustbe on one of the stipulated subjects, be in English, and of no more than 1,500 words.The DIN will also outline details of the submission procedure.

9681. Association of Royal Naval Officers Prize Essay Competition

a. Introduction. The Association of Royal Naval Officers Prize Essay Competition(ARNOPEC) is an annual, 2,500 word research based essay competition aimed atdeveloping the underpinning analytical, cognitive and communication skills required ofa junior officer. All RN officers are required to successfully enter the competition atleast once within three years of finishing Initial Naval Training (Officers) (INT(O)).

b. Whilst noting the mandatory nature of the competition, to help incentivise theprocess the Association of Royal Naval Officers (ARNO) has generously volunteeredto sponsor a number of prizes. Information about ARNO can be found atwww.arno.org.uk.

BRd 3(1)



c. In accordance with the RN Education Strategy (formally titled Thinking Skills in theRoyal Navy - A Human Capability Based Strategy for Education), the objective of theARNOPEC is to practice and develop the thinking skills required by officers in the RNwhilst also reinforcing their understanding of broader maritime concepts and issues.It will build upon the academic and knowledge base developed during INT(O).

d. Essay Titles. Essay titles will be promulgated annually via DIN. Essays must beon one of the stipulated subjects, in English, and of no more than 2,500 words. TheDIN will also outline details of the submission procedure.

e. Prizes. The following prizes will be awarded:

(1) First Prize - iPad.

(2) Second Prize - £200.

(3) Third Prize - £100.

f. Participation. All Direct Entry, UY and SUY RN officers completing INT(O) after30 Sep 14 are required to successfully enter the competition within one year offinishing INT(O). All other RN and RNR officers below the seniority of Lt (on theclosing date) are welcome to participate on a voluntary basis.

g. Whilst the primary aim of this competition is developmental, by its competitivenature it will incorporate an element of independent academic assessment.Additionally, successful completion of the competition will reflect on an individual'smotivation and ability to work independently, contributing to the evidence base uponwhich reporting officers can draw when writing OJARS and making recommendationson suitability for promotion, branch transfers, selection for specialist training etc.

BRd 3(1)



SECTION 15 - RESETTLEMENT POLICY

9682. Naval Resettlement Policy

a. General. The NS adheres to the tri-Service resettlement policy, which isunderpinned by the following principles:

(1) To provide all Armed Forces personnel with access to timely and accurateresettlement information and advice.

(2) To provide Service Leavers (SL) with access to resettlement provision basedon best practice, which meets individual needs.

(3) To provide resettlement assistance on a graduated basis, both in terms ofprovision and time available, according to length of service.

(4) To provide contracted resettlement services, which include advice,workshops, training and job finding, which are flexible, responsive and effective inorder to meet the individual needs of Service personnel, both in terms ofaccessibility and content. Where these meet the appropriate training outcomes,these should be considered as courses of first choice.

(5) To provide resettlement assistance to all SL.

(6) To make available appropriate resettlement allowances to assist SL.

(7) To ensure that resettlement training, as long as it meets the appropriatetraining outcomes and contractual policy in JSP 534, is undertaken locally to SLhome base or available Service accommodation in order to reduce expenditureon T&S budgets. Non-local or overseas training should only be agreed as anexception and to meet training outcomes not available locally in the UK.

b. Tri-Service Resettlement policy is set out in JSP 534.

c. Points of Contact. Each unit should have either an NRIO/RMRIO or anEducation and Resettlement Officer who should act as the initial point of contact for allresettlement queries. Any outstanding queries should be directed, via the ERO, to theNS Resettlement policy desk officer, NAVY TRG HQ-EL3R RESET, 93832 5954.

9683. Early Service Leaver Policy

a. Scope. JSP 534 outlines the issues and to provide guidance to units andindividuals on what provision should be in place in order to assist Early ServiceLeavers (ESL) in their transition to civilian life. The aim of this section is tocommunicate how this policy is implemented in the Naval Service.

b. Definition. An Early Service Leaver (ESL) is defined as a Service Leaver (SL)who is discharged35:

35. JSP 534, Section 3, Para 0302 provides the full definition.

BRd 3(1)



(1) Compulsorily from the trained strength or untrained strength.

(2) At their own request from the trained or untrained strength, havingcompleted less than 4 years' service.

c. Provision. ESLs are entitled to a reduced provision of resettlement support asdetailed in JSP 534. As a minimum, they are to receive a mandatory resettlement briefand a one to one resettlement interview given at unit level36. The support provisionhas been enhanced to include a more focussed intervention and this will be deliveredthrough the Future Horizons programme (FHP)37. The programme will have thefollowing deliverables:

(1) ESL Support Service.

(2) Tracking.

(3) Specialist Employment Consultant Support.

(4) Referral to specialist partner organisations.

d. Structure of Provision. The Naval Service will operate a hub and spokestructure to deliver this service. The Naval Service 'hub' will be collocated with theCareer Transition Partnership (CTP) in HM Naval Base Devonport. Contact detailsare as follows:

Telephone Number: 01752 557635 or 07794 656862Fax Number: 01752 557611E-mail: [email protected]

This structure will mean those Units in Southwest (Raleigh, BRNC, and CTCRM) willbe in a position to access the enhanced support directly, with all other Units having'remote' access.

e. Process. The process will be as follows:

(1) Units are required to conduct an ESL brief in the normal way includinginformation on the support available from the Future Horizon scheme.

(2) The ERO/NRIO/PSO will interview the ESL and raise a manual Form 1173A.

(3) As part of this interview, the ESL is to be briefed on the FHP programme andthe ESL given the opportunity to 'opt-in' to the scheme. The Unit is to retain a copyof the 1173A.

36. Guidance on who should deliver these activities and the content of the briefing and interview is contained in JSP 534. 37. The Future Horizons Programme is delivered through the RFEA.

BRd 3(1)



(4) A copy of the 1173A is to be passed with the FHP 'opt-in' form (Annex 96H)to the FHP Employment Consultant. For 'spoke' Units, a copy of the 1173A is tobe faxed, accompanied by the FHP 'opt-in' form, to the Naval Service FHP Hub atDevonport38.

(5) If appropriate, ensure the ESL is seen by the Employment Consultant whowill register the ESL on the CTP database (ADAPT). Alternatively, the ESL willbe registered on the CTP database remotely following receipt of the 'opt-in' form.

(6) It is incumbent upon the NRIO/EROs to ensure that all ESL (from bothtrained and untrained strength) are made aware of the enhanced provision andare processed in a timely manner so that the CTP/FHP staff can interview the ESLand determine level of transition support.

9684. Naval Service Medical Discharge Resettlement PolicyThe Defence resettlement policy that applies to all personnel who are subject to

Medical Discharge (MD) is outlined in JSP 534, Section 6. This policy acknowledges that thereare different levels of support required dependent on the need of the individual and personnelshould be given the opportunity to access resettlement activities in a timely manner. Theprocess for NS personnel to access resettlement is outlined in the JSP.

38. The Devonport hub will also deal with Army and RAF ESLs. ERO/NRIOs registering Army/RAF ESLs remotely shouldforward 1173/Opt-in forms to the appropriate FHP hub - contact details in JSP 534.

BRd 3(1)

96A-1June 2016 Version 5

EffectiveJune 2017

ANNEX 96A

EDUCATION, LIFELONG LEARNING AND RESETTLEMENT POINTS OF CONTACT

Learning and Development Centres – General Enquiries

Naval Resettlement and Information Officers

Naval Education and Training Service (Operational)

Portsmouth Naval Base – NETS (East) 9380 25292Devonport Naval Base – NETS (West) 9375 65362Clyde Naval Base – NETS (North) 93255 3641HMS SULTAN 93843 2675HMS COLLINGWOOD 93825 2747HMS RALEIGH 9375 41509BRNC Dartmouth 93749 7086RNAS Culdrose 93781 2381/2147RNAS Yeovilton 93510 5451/5232CTCRM Lympstone 93785 4204RM Poole 93884 2314RMB Stonehouse 9375 36288RM Chivenor 93779 7200/741740 Cdo 93780 439842 Cdo 93788 702645 Cdo 93387 2037JSU Northwood 9360 57825JSU Gibraltar 923198 5315794/5806

NRIO East 9380 24254/24127NRIO West 9375 67668NRIO North 93255 3241NRIO Fleet Air Arm: Culdrose 93781 2381NRIO Fleet Air Arm: Yeovilton 93510 5391RMRIO Royal Marines Lympstone 93785 4118INM – NRIO Medical Services only 9380 68060

NETS (Ops) OC 9380 24470NETS (Ops) East SO3 9380 24482NETS (Ops) West SO3 9375 67722NETS (Ops) North SO3 93255 3644ERO Course Bookings: 9380 27933

BRd 3(1)

96A-2June 2016 Version 5

EffectiveJune 2017

Waterfront Training Centres

Ships Library/Language Library/RN Film Library Requests

WTC Portsmouth Mil: 9380 24521WTC Faslane Mil: 93255 3641

Ships’ Libraries Officer 9380 25986RN Film and Language Library 07825 114568

BRd 3(1)

96B-1June 2016 Version 5

EffectiveJune 2017

ANNEX 96B

DUTIES OF THE EDUCATION AND RESETTLEMENT OFFICER

1. The purpose of the Naval Service Education, Lifelong Learning and Resettlement (EL3R)Organisation is: "to support 2SL, ACNS(T) and Commanding Officers to develop theintellectual potential of their people to maximise Operational Capability (OC) and ultimatelyprepare them for return to the national workforce". The Education and Resettlement Officer'sprimary role is to provide information and support to facilitate personal and professionaldevelopment to the Unit.

2. The specific education duties include:

a. Liaising with the NETS Officer assigned to the Unit (normally a NETSO) for all EL3Rqueries and for relevant information.

b. Participating in the RN Education and Resettlement Officers group on DefenceConnect to obtain the latest EL3R information and share good practice among EROs.

c. Maintaining the Cat A PFS requirement of access to an education professional byarranging NETSO visits at least once in every 18 month period: alongside beforedeployment, during deployments and when in long refit.

d. Attending the Education and Resettlement Officer course within two months ofassuming the role.

e. Arranging deployed visits by NETSO and acting as host during that visit.

f. Maintaining an Education for Promotion (EFP) record based upon JPA-extracted data(provided by NETSO), and liaising with Divisional Staff to ensure personnel are aware oftheir EFP requirements.

g. Liaising with NETSO and NAVY TRG HQ-EL3 to ensure accurate recording of EFPqualifications and UY/SUY competences.

h. Supervising and maintaining the Ship's Library and SCPAL.

i. Providing information on Service Academic Qualifications:

(1) EFP Maths and English.

(a) Act as or nominate a unit Functional Skills mentor.

(b) Refer learner to English and Mathematics Tutor or NETSO.

(c) Advise on EFP Examinations and reporting procedures.

(2) University Short Course Programme.

(3) Route to Honours for Officers.

BRd 3(1)


EffectiveJune 2017

(4) Sponsored Post-Graduate Study opportunities.

j. Providing Access to Non-Service Academic Qualifications:

(1) GCSEs and A Levels:

(a) Advise on provision by distance learning providers.

(b) Act as Exams Officer for Unit through Defence Examinations Centre.

(c) Ensure that candidates have sufficient chance of passing the examinationto justify the spending of Service funds.

(d) Arrange tuition onboard or at Learning and Development Centres.

(e) Act as Invigilating Officer, or delegate appropriately.

(2) Degree or other academic examinations:

(a) Liaise with NETS and appropriate bodies to provide access to non-DECexaminations should they be requested by learners.

k. Providing advice on Educational Allowances:

(1) Standard Learning Credits:

Act as signatory for Standard Learning Credit Claims and maintain records.

(2) Enhanced Learning Credits:

Refer ELC claims to NETS Officer or Learning and Development Centre.

l. Supervising Part Time Service Instructors, ensuring provision is in accordance withBRd 3(1) Chapter 96 and JSP 752.

m. Direct personnel to regional Education Centres for advice on Specific LearningDifficulties (SpLD).

n. Maintaining relevant Temporary Memoranda, noticeboards and personaldevelopment areas on the shared computer drives pertaining to EL3R, including (but notlimited to) information on:

(1) Elective Education.

(2) Language learning and testing.

(3) Royal Navy/Royal Marine Officer Career Development Programmes.

BRd 3(1)


EffectiveJune 2017

3. Specific resettlement duties include:

a. Directing Service Leavers to NRIO for mandatory resettlement interview.

b. Advising personnel on core resettlement entitlement:

(1) Advise on GRT.

(2) Advise on IRTC.

(3) Advise on support available from NRIO.

(4) Advise on support available from CTP.

BRd 3(1)

96C-1June 2016 Version 5

EffectiveJune 2017

ANNEX 96C

PROJECT NOS:

NCHQ APPRENTICESHIP FUND GRANT APPLICATION

Ship / Establishment / UnitSponsor Details Name:

Rank/TitleTel No:e-mail:

Project Title:Project Priority ( CONOPS paragraph 28):Project Detail: (Attach a business case appropriate to overall cost of the project. Asguidance, this must include the requirements, options, through life support costs,timeline for completion, interim payments and meet all current MOD (N) and CommercialPolicy and Procedures. All establishments conform to MoD procurement protocols soensure that you have investigated how goods for the project will be purchased. Thelocal Supply Chain/Finance office will advise how items can be procured via Low ValuePurchase Orders, using MoD preferred suppliers who have already passed a duediligence process. Local establishment Projects Teams will advise on larger projects andmay be able to state if there is a MOD enabling contract already in existence. UtilisingCP&F or using an existing Enabling Contract could enable seamless procurement ofgoods. Attach any evidence that may support this application. Grant applicationsshould not be used to cover the costs normally associated with core trainingrequirements. Attach 3 quotes by VAT registered companies if not using a MoDsupplier).

Estimated Project Start/Completion dates:

Cost Requirement including VAT:Procurement Route. (to be fully investigated in line with establishment process CP&F etc. including any enabling contract that may be in place.

Disclaimer: This project complies with due financial propriety (CONOPS Para 30)

Project Officer Signature…...………………………………….Date

• To be forwarded to Establishment Apprenticeship Manager (CONOPS Para 31)

Comments/Signatures/DateApprenticeship Manager:Establishments only

(Ensure that a valid statement and explanation is given as to how the grant will benefit the apprentices.

SFA Co-ordinatorSO1 Ed&App(for projects less than £100K)

Chair of the NCAEAC(for projects more than £100K)

BRd 3(1)

96C-2June 2016 Version 5

EffectiveJune 2017

PROJECT CONTROL FORM

PROJECT FINANCIAL COMPLIANCE

PROJECT CRITERIA

PROJECT REJECTED:

This project has been rejected for the following reasons:

SO1 Ed&App/Jane Burgess

Name....................................Signature.....................................................Date................

This project complies with due financial propriety (CONOPS Para 30) and I confirm that SFA Funding can be used for this project.

SO1 Ed&App

Name………………………………..Signature…...…………………….Date ……………..

PROJECT FINANCE FUNDING : £ SFA grant figures including VAT

PROJECT ESTIMATED START/COMPLETION DATES:

A copy of this form must be sent to: an appropriate Apprenticeship Manager who should then define support to apprentices and forward to:

SFA Co-ordinator Ramsay BuildingHMS CollingwoodFarehamPO14 1AS

Email: [email protected]: 01329 333283/ 01329 333533

BRd 3(1)

96D-1June 2016 Version 6


ANNEX 96D

ENGLISH AND MATHEMATICS - QUALIFICATIONS, LEVELS AND PROXY QUALIFICATIONS

1. Certificates in Adult English and Mathematics Qualification Levels.

2. FS sit at either Level 1 or 2 on the NQF.

3. MOD Approved Proxy Qualifications For Functional Skills QualificationsWhere a FS is required to meet a statutory requirement, e.g. for completion of an

Apprenticeship, only FS are acceptable; HM Government has directed that there are to be noproxy qualifications for FS. However, MOD is free to determine its own range of proxies forFS. Therefore the UK qualifications that are acceptable by the Naval Service as proxies to theLevel 1 and 2 Functional Skills Qualifications are shown below1:

a. Level 1

Adult English and Mathematics Level Attainment Equivalence

Level 2 GCSE A*- C (see Note.)

Level 1 GCSE D - G (see Note.)

Entry Level 3 Entry levels are intended specifically for adults with limited Basic Skills to enable them to return to learning. Consequently, they do not have qualification equivalents.

Entry Level 2

Entry Level 1

Note. From Summer 2017 the GCSE grading system is being progressivelyreformed, English and Mathematics GCSEs being the first to undergo thereform: grades 9 - 4 equate to A* - C, grades 3 - 1 equate to D - G.

1. Qualifications table is extracted from JSP898 Part 1, 6.2 Armed Forces Literacy and Numeracy direction. This list is notexhaustive and confirmation of proxy qualifications or education equivalencies can be sought from NAVY TRG HQ-EL3 E1A(Leach Building 93832 5684.)

Functional Skills Qualification in English – Level 1

Functional Skills Qualification in Mathematics – Level 1

GCSE English – Grades A* - G(see Note.)

GCSE Mathematics – Grades A* - G(see Note.)

GCSE English Literature – Grades A* - G(see Note.)

Standard Grade Mathematics – Credit

AQA GCSE General Studies – Grades A* - G(see Note.)

Standard Grade Mathematics – General

Standard Grade English – Credit Mathematics – Intermediate 1

Standard Grade English – General Mathematics – Intermediate 2

English and Communication – Intermediate 1 Mathematics – Higher

English and Communication – Intermediate 2 Mathematics – Advanced Higher

BRd 3(1)



b. Level 2

English and Communication – Higher Applied Mathematics – Advanced Higher

English – Advanced Higher Maths (Higher Level) Grade A1 – C2

Leaving Certificate English (Higher Level) Grade A1 – C2

Leaving Certificate Maths (Ordinary Level) Grade A1 – B3

Leaving Certificate English (Ordinary Level) Grade A1 – B3

Leaving Certificate Maths (Ordinary Level) C1 – D3

Leaving Certificate English (Ordinary Level) Grade C1 – D3

Key Skills (Application of Number) Test Pass or Full Qualification Levels 1 - 5

Key Skills (Communication Skills) Test Pass or Full Qualification Levels 1 - 5

GCE Mathematics Grade A* - E

GCE English Language and Literature Grade A* - E

GCE AS Use of Mathematics Grade A - E

GCE AS Level English Language Grade A - E GCE AS Level Mathematics Grade A - E

GCE AS Level English Literature Grade A - E GCE AS Level Pure Mathematics Grade A - E

GCE AS Level English Language and Literature Grade A - E

GCE AS Level Further Mathematics Grade A - E

GCE A Level English Language Grade A* - E GCE AS Level Statistics Grade A - E

GCE A Level English Literature Grade A* - E GCE AS Discrete Mathematics Grade A - E

Certificate in Adult Literacy - Level 1 GCE AS Applied Mathematics Grade A - E

Certificate in Adult Literacy - Level 2 GCE A Level Mathematics Grade A* - E

Certificate in Skills for Life English for Speakers of Other Languages (ESOL) Level 1

GCE A Level Pure Mathematics Grade A* - E


GCE A Level Further Mathematics Grade A* - E

GCE A Level Statistics Grade A* - E

Certificate in Adult Numeracy - Level 1


Functional Skills Qualification in English - Level 2


GCSE English – Grades A* - C (see Note.)

GCSE Mathematics – Grades A* - C(see Note.)

GCSE English Literature – Grades A* - C(see Note.)

Standard Grade Mathematics – Credit

AQA GCSE General Studies – Grades A* - C(see Note.)

Mathematics – Intermediate 2

Standard Grade English – Credit Mathematics – Higher

English and Communication – Intermediate 2 Mathematics – Advanced Higher

Functional Skills Qualification in English – Level 1


BRd 3(1)



English and Communication – Higher Applied Mathematics – Advanced Higher

English – Advanced Higher Leaving Certificate Maths (Higher Level) Grade A1 – C2

Leaving Certificate English (Higher Level) Grade A1 – C2

Leaving Certificate Maths (Ordinary Level) Grade A1 – B3

Leaving Certificate English (Ordinary Level) Grade A1 – B3

Key Skills (Application of Number) Test Pass or Full Qualification Levels 2 - 5

Key Skills (Communication Skills) Test Pass or Full Qualification Levels 2 – 5

GCE Mathematics Grade A* - E

GCE English Language and Literature Grade A* - E

GCE AS Use of Mathematics Grade A - E

GCE AS Level English Language Grade A – E GCE AS Level Mathematics Grade A - E

GCE AS Level English Literature Grade A – E GCE AS Level Pure Mathematics Grade A - E

GCE AS Level English Language and Literature Grade A – E

GCE AS Level Further Mathematics Grade A - E

GCE A Level English Language Grade A* – E GCE AS Level Statistics Grade A - E

GCE A Level English Literature Grade A* – E GCE AS Discrete Mathematics Grade A - E

Certificate in Adult Literacy - Level 2 GCE AS Level Applied Mathematics Grade A - E


GCE A Level Mathematics Grade A* - E

GCE A Level Pure Mathematics Grade A* – E

GCE A Level Further Mathematics Grade A* - E

GCE A Level Statistics Grade A* - E


Functional Skills Qualification in English - Level 2


BRd 3(1)

96E-1June 2016 Version 5

EffectiveJune 2017

ANNEX 96E

APPLICATION TO SIT AN EXAMINATION

Complete all sections in BLOCK CAPITALS

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Students must have undertaken an Initial Assessment demonstrating they are working at Functional Skills Level 2under the EFP Scheme prior to undertaking a course.

Students requiring special arrangements (eg. dyslexia, impaired vision) need to provide supporting evidence by thefollowing deadlines: 21 Jan for the Summer and 1 May for the Winter examinations.

Examination results take approximately 3 months: the Summer session certificates will be issued mid-Oct and theWinter session certificates will be issued mid-Mar of the following year. If you are due reassignment after taking theexamination please include a forwarding address where you wish the results/certificates to be forwarded.

Examination Fees: IGCSE £40.95. Civilian candidates should make cheques payable to "The Accounting Officer,

Ministry of Defence" and submit with their application form. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Surname: ____________________________________ Rank/Rate: _________________________

Forenames: ______________________________________________________________________

Service No: __________________________________ Date of Birth: ________________________

Current Place of Work: _____________________________________________________________

Internal e-mail address: ___________________________________ Work Tel No: _____________

Civilian e-mail address: ___________________________________ Mobile Tel No: ____________

Exam Subject/s: 1. ___IGCSE FIRST LANGUAGE ENGLISH (Extended) ___________________(Delete as necessary)

2. ___IGCSE MATHEMATICS (Core) __________________________________

3. ___Other ______________________________________________________

Relevant Work Undertaken for Examination: ________________________________________________

Is this a re-sit? If so, enter your previous Candidate Number ___________ Centre Number ________

When was the exam? May/Jun or Oct / Nov 20 ____

Instructions to Candidates

Students are reminded that they are on duty whilst sitting the examination: late arrivals and other irregularities will not be tolerated and could result in disqualification. The exams are publicly funded and failure to attend, without a valid service reason, will result in Minor Administrative Action being taken to recover examination costs.

I confirm & attach evidence (copy of certificate/JPA screenshot) that I have undertaken an Initial Assessment/hold a Functional Skills Level 2 in Literacy / Numeracy (delete as necessary).

Applicant’s Signature: _______________________________________ Date: _________________

Divisional Officer’s/Line Manager’s Approval

The above named individual will be released for the examination.

Name (Print)______________________________________________ Rank: _________________

Signature: _______________________________________________ Date: __________________

BRd 3(1)

96F-1June 2016 Version 6


ANNEX 96F

RN OFFICER - THROUGHLIFE EDUCATION PATHWAY (OFFICER) (TLEP(O)) SCHEMATIC

Mandatory Course Description MWC (Strongly Recommended)

Lt Cdr/Cdr ACSC New structure in place, link to selection for OF4 being established (at present there is no provision for the non-ACSC community)

Lt Cdr CTSC(On selection for ACSC)

1 week residential at BRNC to practice and develop cognitive and analytical skills in preparation for attendance on ACSC

Lt/Lt Cdr ICSC(M) 10 week residential course at JSCSC(mandatory requirement consideration for FCS transfer)

MWarC

IMWarC

Lt Naval Analysis 1 week residential course at BRNC aimed at developing cognitive and analytical skills

JOLC2 2 week residential leadership packaged run by the RNLA

Naval Knowledge(Under development)

Online Learning package to develop and reinforce knowledge

SLt ARNO Prize Essay 2500 word research essay competition, sponsored by ARNO, to be currently completed within 3 years of commissioning(for those commissioning post Apr 17 this will reduce to 1 year)

JOLC1 1 week residential leadership package run by the RNLA

Mid INT(O) New elements introduced to INT(O) including, Critical Thinking skills week, Battlefield Study Period

BRd 3(1)

96G-1June 2016 Version 5

EffectiveJune 2017

ANNEX 96G

PART TIME SERVICE INSTRUCTION (PTSI) - REQUEST FORM

This request form is mandatory for all planned PTSI and must be submitted for signature bythe Unit ERO. It must then be forwarded to NAVY TRG HQ EL3R Section for final approvalbefore instruction commences.

Part 1 - For completion by the PTSI

Part 2 - For completion by the Unit ERO/NETSO

When completed, send this form to SO2 EL3R, FOST, MP 3.3, NCHQ, Leach Building, WhaleIsland, Portsmouth, PO2 8BY. Instruction is only permitted after FOST approval has beenreturned to the Unit.

Part 3 - For completion by EL3R SO2

Name and rank of PTSICourse to be taughtAcademic qualification of PTSITeaching or coaching qualification held by PTSIDate of attainment of teaching or coaching qualificationWill you be available to complete all requisite periods of instruction prior to the examination?Do you agree to give all PTSI out of core working hours?Do you acknowledge that PTSI should cease as soon as the course number drops below the minimum stipulated?Do you agree to liaise with the ERO in the formal maintenance of education records, data and statistics?Signature of PTSI requesting authorisationDate

Ship/Unit and addressDo you consider the PTSI competent to deliver the course?Has the PTSI outlined his plan for delivering the course and is this plan viable given operational constraints?Signature of Unit ERO/NETSODate

Signature of EL3R SO2

Date

BRd 3(1)

96H-1June 2016 Version 5

EffectiveJune 2017

ANNEX 96H

EARLY SERVICE LEAVER – FUTURE HORIZONS PROGRAMME OPT-IN AGREEMENT

The Future Horizons Programme has been developed in response to the recognition andcommitment from The Ministry of Defence, to improve resettlement provision to Early ServiceLeavers (ESLs). Future Horizons believes that everyone who has served in the services, evenfor a short period of time, is entitled to this support and recognise for many, moving back intocivilian life is a critical point in their lives. The main aim of the programme is to assist andsupport ESLs with that transition and help them find and remain in appropriate employmentonce they leave. Practical support is also available if the ESL has more immediate needs, forexample finding accommodation, support with debt issues or health concerns.

If you wish to join the Future Horizons Programme, please complete the following information in full.

Along with a copy of the front page of the MOD Form 1173A, please fax this form to 01752 557611

Title: _____Surname: _____________ First Name: ____________ Ethnicity: ___________

DOB: Service Number: Rank / Rating: _______________

NI Number: _________ Do you have a Driving Licence? (Please circle): Yes / No / Provisional

Service Type (Please circle): RN / RM / Army / RAF / Reserves / FTRS

Enlistment Date: Discharge Date & Category: _____________________

Discharged From (Please circle): Trained Strength / Untrained Strength

Current Unit Name: Location: ______________________________

Home Address: ____________________________________________________________

Post Code: _______________________

Telephone No: Mobile:__________________________________

Email Address: ________________________ ___________________________________

1. I understand that the Future Horizons Programme (FHP), or its partners, may use the information I have provided to registerme on their database in order to access their services in the future.

2. Department for Work & Pensions (DWP) are a partner in this project. If you agree, FHP will pass your NINO, name, address,sex and DOB to the DWP who may use this information for research and statistical purposes. They will match these details to yourbenefit and employment records. This will allow them to understand the impact this project has on your employment and benefitoutcomes. DWP may then use the details we pass to contact you for future research related to employment experiences. Yourpersonal details will, of course, be kept completely confidential and secure. Your dealings with DWP will not be affected in anyway. Your details will be destroyed 12 months after the FHP has ended. No personal information will be passed to anyone whois not a partner in the FHP.

3. The MOD is not responsible or liable for any aspect of the programme or actions resulting from it.

4. I also understand I have the right at any time to ask to see the information held about me from any partner organisationinvolved in the programme, or the right to withdraw my consent for any partner to use this information. This can be obtained bycontacting the FHP on 0121 2360058.

Signature: Date: ____________________________

effective brd 3(1) october 2017 chapter 96 education ... · pdf filesection 14 - education...

Documents