This standard covers two related occupations…
A Higher Education (HE) Assistant Technician will work within higher education institutions such as universities. They will typically work in one of the following academic settings: applied science, engineering, arts and humanities, environmental science, sports science, performing arts or healthcare science.
A Simulation-Based Education (SBE) Technician may be employed and work within NHS Trusts, higher education institutions or within industry or in private facilities on a consultancy basis. SBE technicians will typically work in a skills and simulation centres, clinical and non-clinical areas and conference or event venues. Both occupations provide valuable technical support to academic or healthcare professional in learning, teaching or research. The broad purpose of both occupations is to provide skilled technical support in teaching, learning and research environments across their respective sectors to personnel such as teachers, healthcare professionals, lecturers, educators, researchers, and students. This is done by demonstrating and using techniques, materials, equipment, and machinery; collating and interpreting data or research outcomes and providing specific documentation and resources that support and enhance teaching, learning, or research activities, events or productions. In their daily work, an employee in either of these occupations interacts with a wide range of internal and external colleagues, including their wider team and organisation (including business, finance, and IT departments), students, manufacturers and suppliers. HE Assistant Technicians are typically based in either an academic led teaching space, laboratory, studio theatre or workshop, working with al level such as students, academics professional services staff, with SBE Technicians typically based in simulated clinical environments or clinical areas (to facilitate in-situ simulation) with all levels such a nurses, Health Care Support workers and Doctors Individuals in either occupation may need to travel to work across sites (e.g. other areas of a university or trust or to a shared laboratory or facility) or externally to attend conferences and training courses relating to using complex equipment and techniques. An employee in either of these occupations will be responsible for: managing
and undertaking routine maintenance of standard and bespoke equipment, stock control and housekeeping to ensure teaching, learning and research environments are, and remain, fit for purpose; contributing to the development of new and sometimes complex tools, techniques and teaching, learning and research innovations (such as developing a new piece of equipment, structure or process to support research experiments or creative practice); supporting academics, healthcare professionals and researchers by identifying problems with equipment, procedures, processes, experiments and offering design solutions; and preparing the teaching, learning and research environment by, for example, demonstrating the equipment and contributing to ongoing evaluation and continuous improvement. The occupations also require input into budget setting in relation to the costs and required functionality of specific equipment, and some supervision of students and learners, for example when using of a new piece of equipment. Depending the setting they work in, HE assistant technicians also set up and assemble standard and bespoke equipment or resources for academic led research, teaching experiments/investigations or artistic/creative technique; provide advice and guidance on the use of these resources, materials, equipment designed to enhance students or researchers understanding of their use in an academic setting; provide appropriate representations of information derived from academic led experimental work or creative process, and manipulate them into appropriate formats, for publication or displays. SBE technicians also support delivery of training sessions using simulated learning for subjects such as life support, creating moulage/special effects make-up to apply to manikins and actors working as simulated patients to enhance the realism and the clinical accuracy of individual scenarios; undertaking the scenario coding (programming) and subsequent operation of human patient simulators, part task trainers and other modes of simulation to ensure the quality and realism of the simulation is achieved.
You will study the knowledge, skills and behaviours as set out within the apprenticeship standard, which will include the following subjects…
· Prepare the teaching, learning or research environment for a specific activity, such as introductory sessions
· Safely demonstrate to students and staff how to operate simple and more complex equipment, or a creative technique and facilitate the use of creative techniques/materials/equipment/machinery and tools
· Collation of data, documentation, and resources such as room usage, student footfall, inventories of equipment or experimental data
· Safely undertake routine, scheduled, unscheduled and bespoke housekeeping protocols/Standard Operating Procedures to ensure that the environment remains safe and fit for purpose, for example, health and safety inspections, and infection control audits
· Facilitate, support, and participate in internal or external events such as conferences, exhibitions, public engagements and open days.
· Undertake and maintain stock control including the management of stock records, procurement, equipment inventory, safe receipt, delivery, handling and storage of goods and consumables.
· Identify and use the most suitable IT, technology and digital solution that will best support activities related to teaching, learning and research such as data collection, data storage, or Technology Enhanced Learning (TEL).
The apprenticeship programme consists of 'on-the-job' and 'off-the-job' training. You will receive on-the-job training from your employer and will also be allowed 20% off-the job training, which will involve your college day-release and independent study.
Your independent study will be recorded in a learning journal, to capture evidence of your experiences, reflections, and achievements.
An assessor coach will be allocated to you and will visit your workplace on a regular basis, liaising with your work-based mentor, but you will also receive master-class workshops from college tutors.
This will give you the opportunity to do real work, developing work-based skills that employers' value and helping you to progress in your chosen career.
· Level 3 Education Technician (Higher Education Technical Assistant & Studio-Based Technician) Apprenticeship Standard
· Level 2 Functional Skills Maths and English (if required)
The apprentice's progress and development will be assessed at regular stages - this is likely to be a combination of assignments, activities, exams, reflective discussions, and observations in the workplace.
The employer and training provider will formally sign-off the apprentice's readiness for the independent End Point Assessment (EPA) at 'gateway'. Gateway is the point at which the apprentice has met and can confidently apply the minimum knowledge, skills and behaviours required, as detailed within the apprenticeship standard.
The End-Point Assessment (EPA) will consist of 2 distinct components:
· Professional discussion supported by a portfolio of evidence
· Work-based observation with questioning
Performance in the EPA will determine your overall apprenticeship grade i.e., pass or distinction.
In order to gain a place on this course, applicants must meet the entry criteria and attend a formal interview. All applications are to be submitted via the college website:
If you have a learning difficulty or disability, please let us know when you apply. If you need help with completing your application and at interview, we can provide support:
To secure a place of study on the Education Technician (Higher Education Technical Assistant & Studio-Based Technician)'s programme, the minimum entry requirements are as follows:
· English GCSE Grade 4/C, Level 2 Functional Skills, or equivalent
· Mathematics GCSE Grade 4/C, Level 2 Functional Skills, or equivalent
· A GCSE Grade 4/C, Level 2 Functional Skills, or equivalent in ICT is preferred but not essential
· Demonstrate a passion for the educational/health sector.
· Be at least 16 years of age
You must also be employed in a relevant field (as indicated above) for a minimum of 30 hours per week.
As part of the national apprenticeship guidance, you will also undergo Equality & Diversity, British Values and Prevent Training, which will prepare you with the necessary behaviour needed to work within the educational/health sector.
There are no direct additional costs for this course, but you may want to purchase some textbooks for further reading. A suggested reading list will be supplied at the beginning of your course; however, we also have a wide selection of library books and electronic books for you to use too. You will be expected to supply your own stationery, such as folders, pens, and paper. Connection to the internet is expected, but facilities are available at college to do this if necessary.
Upon completion of the apprenticeship, you can:
· Continue your employment in the industry
· Progress onto higher level qualifications through the Chartered Management Institute (CMI) to become a Team Leader or Operations Manager.